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    Interdisciplinarity and Undergraduate Psychology Education

    Access Status
    Fulltext not available
    Authors
    Goodwin-Smith, I.
    Pearson, E.
    Ranzijn, R.
    Campbell, Alan
    Lushington, K.
    Date
    2013
    Type
    Journal Article
    
    Metadata
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    Citation
    Goodwin-Smith, I. and Pearson, E. and Ranzijn, R. and Campbell, A. and Lushington, K. 2013. Interdisciplinarity and Undergraduate Psychology Education. Psychology Learning and Teaching. 12 (2): pp. 159-167.
    Source Title
    Psychology Learning and Teaching
    Additional URLs
    http://www.wwwords.co.uk/plat/
    URI
    http://hdl.handle.net/20.500.11937/22967
    Collection
    • Curtin Research Publications
    Abstract

    This work identifies the human service sector as an important and growing destination for psychology graduates. It further identifies a number of key themes which flow from that observation and which are important to configuring psychology education in a way which takes account of emerging trends. The major theme identified in the research is the importance of breadth. The theme of the importance of breadth takes two related and repeated forms. The first is that graduates need to be thinkers rather than doers. The second is that employers in the human services stress the need for broad-based thinking and analytical skills to reflect social and contextual awareness of therapeutic situations and human service programmes and interventions. Stakeholders broadly commented that graduates seeking employment in the human service sector need upskilling in terms of a contextual awareness of the ‘real world’. One idea which emerged in this research is that real-world multidisciplinarity is best underpinned by an interdisciplinary approach to teaching and learning.

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