http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
The concepts of psychological literacy and the psychologically literate citizen promise to invigorate a new global approach to psychology education. They pose a basic question: What attributes and capabilities should undergraduate psychology majors acquire?
Part I: Introduction ; Chapter 1 ; Psychological literacy and the psychologically literate citizen: New frontiers for a global discipline ; Jacquelyn Cranney and Dana S. Dunn ; Part II: Curriculum Perspectives ; Chapter 2 ; Curriculum matters: Structure, content, and psychological literacy ; Dana S. Dunn, Robin L. Cautin, and Regan A.R. Gurung ; Chapter 3 ; Critical thinking and the education of psychologically literate citizens ; Diane Halpern and Heather Butler ; Chapter 4 ; Enhancing ethical literacy of psychologically literate citizens ; Graham Davidson and Shirley Morrissey ; Chapter 5 ; The social psychology of intergroup harmony and the education of psychologically literate citizens ; Fiona White ; Chapter 6 ; Changing the lens: Indigenous perspectives on psychological literacy ; Pat Dudgeon, Dawn Darlaston-Jones, and Yvonne Clark ; Chapter 7 ; Introductory Psychology and Psychological Literacy ; Lorelle J. Burton and Kathie J. McDonald ; Chapter 8 ; Educational psychology and psychological literacy in higher education: Developmental and cultural aspects of racial diversity ; Nida Denson and Marsha Ing ; Chapter 9 ; The role of positive psychology in creating the psychologically literate citizen ; Suzy Green, Paula L. Robinson, and Lindsay G. Oades ; Chapter 10 ; Departmental program approaches for educating psychologically literate citizens ; Jane Halonen, Dana Dunn, Suzanne Baker, and Maureen McCarthy ; Chapter 11 ; Psychological Literacy and applied psychology in undergraduate education ; Jacquelyn Cranney, Sue Morris, Frances Martin, Steve Provost, Lucy Zinkiewicz, John Reece, Josephine Milne-Home, Lorelle Burton, Fiona White, Judi Homewood, Joanne Earl, and Sherri McCarthy ; Part III: Global Perspectives ; Chapter 12 ; Psychological Literacy: An Italian perspective ; Remo Job, Lorella Lotto, and Claudio Tonzar.
Chapter 13 ; An Indonesian perspective on psychological literacy ; Sarlito Sarwono ; Chapter 14 ; A UK perspective on Psychological Literacy and Citizenship ; Annie Trapp and Jacqui Akhurst ; Chapter 15 ; Psychological Literacy Goals in Psychology Teaching in Russian Education ; Victor Karandashev ; Chapter 16 ; Sustainability and the Psychologically Literate Citizen: A New Zealand Perspective ; Niki Harre, Taciano Milfont, William Helton, and Andrea Mead ; Chapter 17 ; Fostering psychologically literate citizens: A Canadian perspective ; Steve Charlton and Jocelyn Lymburner ; Section IV: Integrative Perspectives ; Chapter 18: Adaptive cognition and psychological literacy ; Jacquelyn Cranney and Sue Morris ; Chapter 19: Psychological literacy: Bridging citizenship and character. ; Bryan W. Sokol and Janet E. Kuebli ; Chapter 20 ; A scientist-educator perspective on psychological literacy ; Daniel Bernstein ; Chapter 21 ; Virtues and Character Strengths of Psychologically Literate Faculty ; Thomas V. McGovern ; Chapter 22 ; Psychological literacy: An alumni perspective ; Harold Takooshian and Giulia Landi ; Chapter 23 ; What the world needs now is psychological literacy ; Jacquelyn Cranney and Dana S. Dunn.
edited by Jacquelyn Cranney, Dana S. Dunn.
Includes bibliographical references and index.
New York : Oxford University Press, 2011