Psychology teachers can serve an important role as mentors to their students in ways that can help students make a successful transition to college. By sharing information about the differences between the high school and college experiences, teachers can help students understand they will be adjusting to many changes, particularly in terms of expectations.
Pre K – 12 Teachers
In addition to thoughtfully delineating learning outcomes in individual courses, psychology teachers should consider what their ultimate goals are for students at the conclusion of formal education. The “psychologically literate citizen” metaphor has been proposed to describe the ideal graduate educated in psychology: “Psychologically literate citizenship describes a way of being, a type of problem solving, and a sustained ethical and socially responsive stance towards others” (Halpern, 2010, p. 21).
To respond to recommendations related to the report “Independent Review Relating to APA Ethics Guidelines, National Security Interrogations, and Torture,” APA’s Board of Directors developed a list of recommended actions. Among other actions, the board recommended the Education Directorate “promote a focus on human rights and ethics as a core element of psychology education and training from high school through continuing education offerings.” The following article by Jovan Hernandez, PhD, is the third of a series of articles related to human rights and ethics.
As a result of recommendations related to the Report of the Independent Review (IR), the APA Board of Directors developed a list of recommended actions that should be taken in response. Among other actions, the board recommended that the Education Directorate “promote a focus on human rights and ethics as a core element of psychology education and training from high school through continuing education offerings.”
Many instructors of psychology are looking for methods of incorporating outside resources into their daily psychology classrooms. Students of psychology may also be looking for books related to their areas of interest in the field and may be looking for recommended readings that add to what their textbook or class resources have provided. This book blog seeks to address these concerns and bring current research and information from recently published books in the field of psychology into the classroom.
When I was a kid, I guess I often stared off into the middle distances. My parents would bring me back to reality with the comment “A penny for your thoughts”. This was a simple gentle prod to the fact that I was daydreaming. Years later, I look out at my classes and am tempted to use the same prod. Not for the occasional student texting, but for those who minds seem anywhere but on the material I am covering.
After 30 years of working for the Lincoln Public Schools (LPS; Nebraska) as a high school teacher and a curriculum developer, I recently made the jump to higher education. My professional identity during my time with LPS was centered around the teaching of psychology. This change from secondary school education to a university has given me time to pause and reflect on those 30 years. Often overlooked in importance, reflection is a good practice for all teachers. During the past three decades, the teaching of high school psychology has come a long way.