TEACHING PSYCHOLOGY: TEACHING PSYCHOLOGY: VIEWS FROM AROUND THE WORLDVIEWS FROM AROUND THE WORLD

Victor Karandashev, Victor Karandashev,

Leningrad State University, Russia, Leningrad State University, Russia,

and Grand Valley State University, USAand Grand Valley State University, USA

Retrospective of International Retrospective of International Endeavours in the Field of Endeavours in the Field of

Teaching PsychologyTeaching Psychology

Retrospective of International Endeavours in Retrospective of International Endeavours in the Field of Teaching Psychologythe Field of Teaching Psychology

1. 1. Until 1990-s years of 20 century, little research has Until 1990-s years of 20 century, little research has been devoted to examining the teaching of been devoted to examining the teaching of psychology from international perspectivepsychology from international perspective

2. 2. 1990-1999 was a period when many publications 1990-1999 was a period when many publications began to shed light on the national practices in began to shed light on the national practices in teaching and training in psychologyteaching and training in psychology

3. 3. The edge of 20th Century and 21th CenturyThe edge of 20th Century and 21th Century have have witnessed the more global and more purposeful witnessed the more global and more purposeful coverage of the topic in publications and research coverage of the topic in publications and research projects projects

1990-1999: journals 1990-1999: journals was a period when many publications began to shed light on was a period when many publications began to shed light on

the national practices in teaching and training in psychology:the national practices in teaching and training in psychology: The The Annual Review of PsychologyAnnual Review of Psychology The American journal The American journal Teaching of PsychologyTeaching of Psychology Psychology Teaching ReviewPsychology Teaching Review, a journal published by the , a journal published by the

British Psychological Society British Psychological Society In 1998, a special issue of the journal In 1998, a special issue of the journal Psychology Teaching Psychology Teaching

ReviewReview News from EFPPANews from EFPPA, the newsletter published by the , the newsletter published by the European European

Federation of Professional Psychologists' AssociationsFederation of Professional Psychologists' Associations

1990-1999: 1990-1999: edited booksedited books

More systematic attempts to provide More systematic attempts to provide international overviews of psychology international overviews of psychology appeared in edited booksappeared in edited books::

Gilgen and Gilgen (1987), Gilgen and Gilgen (1987), Sexton and Hogan (1992), Sexton and Hogan (1992), Schorr and Saari's (1995)Schorr and Saari's (1995) Stevens and Wedding (2004)Stevens and Wedding (2004)

1990-1999: 1990-1999: general reviews of teaching general reviews of teaching psychologypsychology

Lunt and Poortinga (1996), Lunt and Poortinga (1996), Newstead and Makinen (1997) Newstead and Makinen (1997) provided general reviews of teaching provided general reviews of teaching

psychology in European countriespsychology in European countries

The edge of 20th Century and 21th The edge of 20th Century and 21th CenturyCentury

The edge of 20th Century and 21th CenturyThe edge of 20th Century and 21th Century have witnessed the more global and more have witnessed the more global and more purposeful coverage of the topic in purposeful coverage of the topic in publications and research projectspublications and research projects

Several international projects have been Several international projects have been initiated to study more about teaching and initiated to study more about teaching and training in psychology training in psychology

Continental initiative projectsContinental initiative projects

The European Federation of Professional The European Federation of Professional Psychologists Associations (EFPPA):Psychologists Associations (EFPPA):

Task Force and initiated the evaluation of the Task Force and initiated the evaluation of the psychology curriculum (Stephen Newstead, psychology curriculum (Stephen Newstead, UK, - convener) UK, - convener)

European Framework for Psychologists’ European Framework for Psychologists’ Training (Ingrid Lunt, UK, - the project Training (Ingrid Lunt, UK, - the project leader) leader)

Continental initiative projects, cont’dContinental initiative projects, cont’d

American Psychological Association: American Psychological Association: Psychology Psychology Partnerships Project (P3): Academic Partnerships Partnerships Project (P3): Academic Partnerships to Meet the Teaching and Learning Needs of the to Meet the Teaching and Learning Needs of the 21st Century21st Century

One of the partnership programs was entitled One of the partnership programs was entitled Teaching a Global Psychology: International Faculty Teaching a Global Psychology: International Faculty and Student Dialogue Projectand Student Dialogue Project. Organizers/Leaders . Organizers/Leaders were Frank Hollingsworth, Sherri McCarthy, Samuel were Frank Hollingsworth, Sherri McCarthy, Samuel Cameron and Victor KarandashevCameron and Victor Karandashev

Global comparative projects and Global comparative projects and initiativesinitiatives

At the beginning of the 21st century, not only At the beginning of the 21st century, not only continental but also global comparative continental but also global comparative projects and initiatives came to life.projects and initiatives came to life.

They advanced both undergraduate and They advanced both undergraduate and graduate psychology teaching. graduate psychology teaching.

Doctoral training attracted particular attention. Doctoral training attracted particular attention.

A survey of training programs in 16 countries/regions A survey of training programs in 16 countries/regions on six continents found significant variation in on six continents found significant variation in training, minimal qualifications, and roles of the training, minimal qualifications, and roles of the professional psychologist (Burgess, et all, 2004). professional psychologist (Burgess, et all, 2004).

The authors recommended that an international group The authors recommended that an international group of psychologists develop a regionally flexible but of psychologists develop a regionally flexible but common training curriculum and qualification that common training curriculum and qualification that would include a five- to six-year competency-based would include a five- to six-year competency-based certification for psychologists.certification for psychologists.

A series of international conferences on A series of international conferences on psychology education and teaching of psychology education and teaching of psychology started at the onset of 21th psychology started at the onset of 21th Century and have had success in the first two Century and have had success in the first two conferencesconferences

Two prominently noticeable publications have Two prominently noticeable publications have appeared as their productive resultsappeared as their productive results

The The International Journal of International Journal of Psychology,Psychology, flagship of flagship of IUPsyS, published a special IUPsyS, published a special issue issue International International Practices in the Teaching of Practices in the Teaching of PsychologyPsychology

Information from several Information from several countries, including China, countries, including China, Australia, Greece, Iran, the Australia, Greece, Iran, the Philippines, Russia, the Philippines, Russia, the U.S., Brazil, Italy and U.S., Brazil, Italy and Germany was presented Germany was presented (Karandashev & McCarthy, (Karandashev & McCarthy, 2006).2006).

In 2007 the book In 2007 the book Teaching Psychology around the Teaching Psychology around the WorldWorld edited by Sherri McCarthy, Stephen Newstead, edited by Sherri McCarthy, Stephen Newstead, Victor Karandashev, Carlo Prandini, Claudio Hutz, Victor Karandashev, Carlo Prandini, Claudio Hutz, and William Gomes was published by Cambridge and William Gomes was published by Cambridge Scholars Publishing. Scholars Publishing.

http://www.c-s-p.org/Flyers/Teaching-Psychology-http://www.c-s-p.org/Flyers/Teaching-Psychology-around-the-World.htmaround-the-World.htm

International Overview International Overview of Psychology Teachingof Psychology Teaching

The goals, length, structure and content of higher The goals, length, structure and content of higher education in different countries are quite dependent oneducation in different countries are quite dependent on::

(1) national systems of public education, which vary (1) national systems of public education, which vary greatly from country to country; greatly from country to country;

(2) historical traditions; (2) historical traditions; (3) levels of development of higher education and (3) levels of development of higher education and

number of universities; number of universities; (4) status of higher education; (4) status of higher education; (5) availability and quality of private universities; (5) availability and quality of private universities; (6) economic factors and (6) economic factors and (7) sociopolitical factors(7) sociopolitical factors

The two major aspects of psychology The two major aspects of psychology teaching are:teaching are: Curriculum: WHAT should we teach Curriculum: WHAT should we teach Teaching methods: HOW should we teachTeaching methods: HOW should we teach

Curriculum tends Curriculum tends (a) to be more interesting to psychologists and (a) to be more interesting to psychologists and (b) to be more international (dependent on the nature of (b) to be more international (dependent on the nature of

psychology as science and profession).psychology as science and profession).

Teaching methods tend Teaching methods tend (a) to be more interesting to educators and (a) to be more interesting to educators and (b) to be more national (dependent on national educational (b) to be more national (dependent on national educational

legislation) legislation)

What are the typical models of higher What are the typical models of higher education in psychology internationally?education in psychology internationally?

Structures of higher education may Structures of higher education may be continuous or discontinuousbe continuous or discontinuous

A common model of higher education in many countries – A common model of higher education in many countries – Germany, Switzerland, France, Russia - has been, until now, a Germany, Switzerland, France, Russia - has been, until now, a 5-year undergraduate degree program.5-year undergraduate degree program.

Universities organized along a discontinuous model — many Universities organized along a discontinuous model — many in the UK, USA, Canada, Australia and Brazil — adhere to a in the UK, USA, Canada, Australia and Brazil — adhere to a two-level structure of separate undergraduate and graduate two-level structure of separate undergraduate and graduate schools as opposed to a one-level, continuous organization. schools as opposed to a one-level, continuous organization.

Higher education and training in many countries outside the Higher education and training in many countries outside the US and Europe resemble one of those two curricular plans, US and Europe resemble one of those two curricular plans, usually depending on historical ties in political-economic usually depending on historical ties in political-economic development.development.

discontinuous modeldiscontinuous model In discontinuous model, academic education is taken in In discontinuous model, academic education is taken in

undergraduate education and professional training in undergraduate education and professional training in undergraduate education. undergraduate education.

Undergraduate programs in universities and colleges are Undergraduate programs in universities and colleges are typically intended to give academic degree like a bachelor’s typically intended to give academic degree like a bachelor’s degree or other title for graduates. degree or other title for graduates.

Adjustment of higher education for further professional Adjustment of higher education for further professional development of graduates usually takes place on the second development of graduates usually takes place on the second level of higher education.level of higher education. Masters’ and doctorates’ programs are intended for this purpose. Masters’ and doctorates’ programs are intended for this purpose. Training in different types of professional schools also pursues the Training in different types of professional schools also pursues the

same goal.same goal.

A further expansion of the discontinuous, A further expansion of the discontinuous, multi-level model (bachelor’s, master’s and multi-level model (bachelor’s, master’s and doctorate degrees earned separately) seems to doctorate degrees earned separately) seems to be the current trend.be the current trend.

The Bologna Process implies a transition to The Bologna Process implies a transition to the discontinuous model for the European the discontinuous model for the European Union by 2010, as well.Union by 2010, as well.

Goals of psychology learningGoals of psychology learning

Psychology is applicable in many fields other than Psychology is applicable in many fields other than just professional practice as a psychologist. just professional practice as a psychologist.

So psychology courses taught by psychology So psychology courses taught by psychology professors become required in many study programs professors become required in many study programs (like teacher education, medical school, business (like teacher education, medical school, business school, environmental science and industrial school, environmental science and industrial education)education)

On the other hand, the instructors of disciplines On the other hand, the instructors of disciplines other than psychology incorporate psychology as a other than psychology incorporate psychology as a component in their own courses. component in their own courses.

Students’ goals for learning psychology can be Students’ goals for learning psychology can be personal, personal, educational, educational, professionalprofessional

Psychology appears at different levels of Psychology appears at different levels of education, giving students flexible education, giving students flexible opportunities to study psychology depending opportunities to study psychology depending on their personal, educational and professional on their personal, educational and professional goals.goals.

Students may have the different degree of flexibility Students may have the different degree of flexibility to construct their own psychology curriculum to construct their own psychology curriculum

(depending in the goals of their education)(depending in the goals of their education) In some programs, there are compulsory In some programs, there are compulsory

courses. If a student is enrolled in the program, courses. If a student is enrolled in the program, he or she must study all classes which this he or she must study all classes which this program requires. The program may be more program requires. The program may be more or less flexible. or less flexible.

In other programs faculty members offer In other programs faculty members offer classes to students and they can elect those classes to students and they can elect those dependent on their educational and dependent on their educational and professional interests. professional interests.

In Russia the compulsory factor is dominant. In Russia the compulsory factor is dominant. In the USA, the elective possibilities are In the USA, the elective possibilities are

dominant. dominant. In programs of academic education, students In programs of academic education, students

have more options to choose the courses which have more options to choose the courses which interest them. interest them.

In programs of professional training, the more In programs of professional training, the more mandatory components occur.mandatory components occur.

Curriculum development Curriculum development (Topics of psychology teaching) (Topics of psychology teaching)

In general, topics of psychology courses can be In general, topics of psychology courses can be classified into four groups:classified into four groups: fundamental (basic or core) psychology,fundamental (basic or core) psychology, research methods and statistics,research methods and statistics, applied psychologyapplied psychology internships, practice placement and service learning.internships, practice placement and service learning.

Students generally study fundamental aspects mostly Students generally study fundamental aspects mostly during the first part of the program and applied topics during the first part of the program and applied topics mostly at the second part of program.mostly at the second part of program.

Typical fundamental courses studied in most Typical fundamental courses studied in most countries in psychology arecountries in psychology are

general psychology, general psychology, biological psychology, biological psychology, social psychology, social psychology, developmental psychology, developmental psychology, individual differences,individual differences, abnormal psychology,abnormal psychology, theory and methodology of psychology, theory and methodology of psychology, and statisticsand statistics

Typical applied disciplines studied in most Typical applied disciplines studied in most countries in psychology arecountries in psychology are

clinical psychology, clinical psychology, work and organizational psychology, work and organizational psychology, educational and school psychologyeducational and school psychology,, counseling psychology. counseling psychology.

More and more diverse and specific topics in the field of More and more diverse and specific topics in the field of psychology appear in curriculum, like gender studies, cultural psychology appear in curriculum, like gender studies, cultural psychology, environmental psychology, musical psychology, psychology, environmental psychology, musical psychology, psychology of negotiation, eating, advertising, transport and psychology of negotiation, eating, advertising, transport and space psychology. space psychology.

It seems that more and more career areas incorporate a need It seems that more and more career areas incorporate a need for the teaching and learning of psychology, so it may be for the teaching and learning of psychology, so it may be expected that psychology courses applied to various topics, expected that psychology courses applied to various topics, businesses and careers will continue to expand.businesses and careers will continue to expand.

The various areas of applied psychology have become very The various areas of applied psychology have become very popular among students. Such diverse study within popular among students. Such diverse study within psychology seems very attractive and useful for studentspsychology seems very attractive and useful for students

The structure of undergraduate training has The structure of undergraduate training has more fundamental academic courses and fewer more fundamental academic courses and fewer applied courses within the discipline. applied courses within the discipline.

Graduate training, in turn, focused only on the Graduate training, in turn, focused only on the discipline of psychology or, more precisely, discipline of psychology or, more precisely, one of many sub-disciplines within one of many sub-disciplines within psychology such as counseling, clinical or psychology such as counseling, clinical or school psychology.school psychology.

A multi-level university structure generally focuses A multi-level university structure generally focuses on fundamental courses and research methodology at on fundamental courses and research methodology at the undergraduate level and applied psychology and the undergraduate level and applied psychology and internship placement at the graduate level. internship placement at the graduate level.

In a one-level 5 year structure, introductory In a one-level 5 year structure, introductory (undergraduate) and advanced (graduate) curriculum (undergraduate) and advanced (graduate) curriculum components are organized within one and the same components are organized within one and the same school or college, usually with significant and school or college, usually with significant and flexible interplay between the two. flexible interplay between the two.

Regardless of the structure, many hours of Regardless of the structure, many hours of applied practice under professional supervision applied practice under professional supervision and a thesis, dissertation or capstone project and a thesis, dissertation or capstone project are generally compulsory parts of education are generally compulsory parts of education required to become a professional psychologist required to become a professional psychologist in most of the world.in most of the world.

Scientist vs. Practitioner: Scientist vs. Practitioner: A Controversy in TrainingA Controversy in Training

By their tradition, universities strive for the highest By their tradition, universities strive for the highest scientific standards of training, requiring original, scientific standards of training, requiring original, research-based dissertations at the doctoral level. research-based dissertations at the doctoral level.

By the late 1960s in North America and about a By the late 1960s in North America and about a decade later in Europe, this training strategy was decade later in Europe, this training strategy was more and more challenged by growing demands for more and more challenged by growing demands for psychological practitioners prepared to enter psychological practitioners prepared to enter professional work in schools and clinics, in private professional work in schools and clinics, in private practice and in industry. practice and in industry.

Different universities and countries Different universities and countries reacted differently to this challengereacted differently to this challenge

Professional Schools of Psychology Professional Schools of Psychology the science-practitioner of the APA, a professional the science-practitioner of the APA, a professional

doctorate like the doctor of psychology (Psy.D.) doctorate like the doctor of psychology (Psy.D.) Two stage model of trainingTwo stage model of training

Such postgraduate programs combine advanced, Such postgraduate programs combine advanced, specialized scientific and practical on-the-job specialized scientific and practical on-the-job trainingtraining

Combined-Integrated (C-I) model Combined-Integrated (C-I) model The C-I model exposes professional psychology The C-I model exposes professional psychology

trainees to two or more of the practice areas (i.e., trainees to two or more of the practice areas (i.e., clinical, counseling, school/educational). clinical, counseling, school/educational).

The authors argue that the C-I approach is one that is The authors argue that the C-I approach is one that is well suited to the development of a global training well suited to the development of a global training curriculum due to its emphasis on broadly training curriculum due to its emphasis on broadly training psychologists as well as its respect for diversity and psychologists as well as its respect for diversity and integration of various theoretical and professional integration of various theoretical and professional orientationsorientations Burgess, G.H., Sternberger, L.G., Sanchez-Sosa, J.J., Lunt, Burgess, G.H., Sternberger, L.G., Sanchez-Sosa, J.J., Lunt,

I., Shealy, C.N., & Ritchie, P. (2004). I., Shealy, C.N., & Ritchie, P. (2004).

ConclusionsConclusions

1. International endeavors continue in various areas 1. International endeavors continue in various areas of psychology. Interest for internationalization in of psychology. Interest for internationalization in academic psychology is a long-standing one, while academic psychology is a long-standing one, while psychology as a profession as well as the teaching of psychology as a profession as well as the teaching of psychology tended to internationalize only in recent psychology tended to internationalize only in recent years. years. We can see the evidence of this trend in the number of We can see the evidence of this trend in the number of

publications on the topic, international comparative publications on the topic, international comparative projects and conferences. projects and conferences.

As a result, much more information than ever before is As a result, much more information than ever before is available about teaching psychology around the globe. available about teaching psychology around the globe.

ConclusionsConclusions

2. It appears that, at present, teaching of 2. It appears that, at present, teaching of psychology in various countries is mostly psychology in various countries is mostly national in terms of structure and methods of national in terms of structure and methods of teaching, but more international in terms of teaching, but more international in terms of curriculum and content.curriculum and content.

ConclusionsConclusions

3. Multilevel teaching of psychology is 3. Multilevel teaching of psychology is becoming a more prevalent trend in many becoming a more prevalent trend in many countries.countries.

ConclusionsConclusions

4. Diversity of psychology courses and 4. Diversity of psychology courses and popularity of applied psychology course are popularity of applied psychology course are growing internationallygrowing internationally

ConclusionsConclusions

5. Psychology curriculum development 5. Psychology curriculum development internationally has a lot in common. internationally has a lot in common.

(a) fundamental (basic or core) psychology, (a) fundamental (basic or core) psychology, (b) research methods and statistics, (b) research methods and statistics, (c) applied psychology, and (c) applied psychology, and (d) placement and service learning, constitute (d) placement and service learning, constitute

four basic components of psychology four basic components of psychology education.education.

ConclusionsConclusions

6. Even though psychology education 6. Even though psychology education throughout the globe traditionally strives for throughout the globe traditionally strives for the highest scientific standards of teaching in the highest scientific standards of teaching in an academic sense, this training strategy has an academic sense, this training strategy has been challenged by growing demands for been challenged by growing demands for psychological practitioners prepared to enter psychological practitioners prepared to enter professional work in schools and clinics, in professional work in schools and clinics, in private practice and in industry, so specialized private practice and in industry, so specialized science-practitioner curricula have also been science-practitioner curricula have also been set up at many universities all over the world.set up at many universities all over the world.

In the final In the final conclusion, conclusion, it is not easy to understand the ways in which psychology is taught in it is not easy to understand the ways in which psychology is taught in

countries other than one’s own countries other than one’s own Some features of other national educational system which originated Some features of other national educational system which originated

historically may look strange and wronghistorically may look strange and wrong However it is an opportunity to take a different perspective. However it is an opportunity to take a different perspective. At first glance, the system of teaching psychology in another country may At first glance, the system of teaching psychology in another country may

seem a little bit strange simply because it is less familiar and not so seem a little bit strange simply because it is less familiar and not so habitual. habitual.

But in any case, I believe that new ideas in education are very often born But in any case, I believe that new ideas in education are very often born out of the merging of paths and views across systems. out of the merging of paths and views across systems.

So these are the benefits and promises of continuing our international So these are the benefits and promises of continuing our international endeavours in the teaching of psychology and gathering views from around endeavours in the teaching of psychology and gathering views from around the world.the world.