Teaching Psychology around the World
Editor: Sherri McCarthy, Ph.D.; Stephen Newstead, Ph.D.; Victor Karandashev, Ph.D.; Carlo Prandini, Ph.D.; Claudio Hutz, Ph.D., and William Gomes, Ph.D
Date Of Publication: Sep 2007
This important book is an overview of teaching psychology internationally. As psychology curricula become increasingly internationalised, it is necessary to understand and compare the various models for training psychologists and teaching psychology students. Incorporating research and perspectives from psychologists in more than 30 countries, it includes relevant information for secondary, undergraduate (baccalaureate) and post-graduate (M.A., Doctoral and Post-Doctoral) psychology programs and is a must-read for all instructors of psychology, as well as psychologists and psychology students interested in the international aspects of the discipline.
Sherri McCarthy received her BA in psychology, M.A. in special education and Ph.D. in educational psychology from Arizona State University, working with Robert Grinder, former president of the American Psychological Association Division 15 (Educational Psychology) and a world-renowned expert in educational psychology. Her work consistently focused on developing critical thinking skills through psychology education for adolescents at risk. She has been a public school teacher and school psychologist in Arizona and Hawaii. Sherri is now a Professor of Educational Psychology at Northern Arizona University, where she has taught for the last decade utilizing a variety of mediums, including web classes (delivered, at times, from places as far afield as Brazil and Russia), interactive television and seminars. She was a Senior Fulbright Scholar in Russia during 2003-04, conducting research on teaching methods and lecturing for Vologda State Pedagogical University and Leningrad State University, active in the distance education program there that spanned Siberia. She was a National CNPq Research Scholar at the Institute of Psychology at the Federal University of Rio Grande do Sul, Brazil, from 2004-2006. She is active in international psychology, serving as liaison to the American Psychological Association’s Council on International Relations in Psychology for Division 2 (Teaching of Psychology) and Division 52 (International Psychology). She serves on the board of Division 52 as Membership Chair and is also Membership Chair for the International Council of Psychologists. She headed the Global Psychology Project within APA Division 2’s recent Psychology Partnerships Project and served on the organizing committee for the 1st International Conference on Psychology Education in St. Petersburg, Russia in 2002 and the 2nd International Conference on Psychology Education and the International Council of Psychologists 69th Annual Convention in Foz do Iguacu, Brazil in 2005. Sherri has published over 30 articles in peer-reviewed psychology journals and presented over 100 papers and workshops at national and international conferences on topics related to teaching psychology. She recently co-edited a special edition of the International Union of Psychological Sciences’ Journal of International Psychology devoted to practices of teaching psychology around the world and co-authored the chapter on Brazil in the Handbook of International Psychology (Routledge, 2004). She also wrote seven chapters for Handbook of Research-Based Practice (Oxford, 2003), Psychology of Terrorism (Greenwood/Praeger, 2002) and Treating Substance Abusers in Correctional Contexts, (Haworth, 2003), all released within the last two years. Other books she has written include Preventing Teen Violence (Greenwood/Praeger, 2006); Coping With Special Needs Classmates: A Handbook for Special Education Teachers and Students (Rosen, 1995) and Death in the Family: A Guide to Coping with Grief and Bereavement (International Self-Counsel, 1988). Sherri’s broad experiences teaching psychology at many levels and in several countries, using a variety of innovative methods and new technologies, as well as her familiarity with research in educational psychology, uniquely suits her to co-author this book.
Steve Newstead gained his first degree at the University of Oxford and subsequently received a PhD from the University of Nottingham. His PhD research was on the psychology of language and thinking, an area in which he maintains a strong interest to this day. However, he has also established an international reputation in the applications of psychology to teaching and learning in higher education, and has published seminal articles on student cheating, biases in the assessment of students, and the reliability of the marking process. This work has led to him being invited to give keynote addresses in a number of different countries, including Russia and Malta. He is currently a Professor of psychology and Dean at the University of Plymouth, where he has worked for more than 30 years. In 1999 he received the British Psychological Society’s Award for Distinguished Contributions to the Teaching of Psychology. He was President of the British Psychological Society in 1995/96, and has also served the Society in a number of other roles, including chair of the Special Group of Teachers in Psychology, chair of the Membership and Qualifications Board, and Centenary Vice-President in 2001 when the Society celebrated its 100th anniversary. He recently chaired the group which drew up the national benchmarks for psychology teaching in the UK, and has also chaired a group set up by the Economic and Social Research Council to draw up guidelines for the research training of psychology postgraduates. He chaired a pan-European Task Force which looked at psychology training across Europe, which led to a number of publications, including an overview of psychology training which appeared in European Psychologist (1997). He has published nearly 100 refereed journal articles, about two-thirds of which are in the area of language and thinking. This includes papers in some of the most prestigious psychological journals, including Journal of Experimental Psychology, Journal of Memory and Language, Cognition, Memory & Cognition, and Journal of Educational Psychology. Perhaps his best known book is the one he co-authored with Jonathan Evans and Ruth Byrne, Human Reasoning: The Psychology of Deduction (1993, Erlbaum), which has become the standard reference in this area. He has also published numerous chapters in books including Adult learning: A reader, edited by P. Sutherland (1997, Kogan Page); Motivating students, edited by S. Brown, S. Armstrong & G. Thompson (1998, Kogan Page); and A handbook of teaching and learning in higher education, edited by H. Fry, S. Ketteridge & S. Marshall (1999, Kogan Page).
Professor Victor Karandashev, Ph.D. of St. Petersburg, Russia has published several textbooks for psychology courses in Russian. He has taught at several Russian universities and has also been a visiting professor and a Fulbright Scholar in the U.S., working at and providing guest lectures for colleges and universities throughout the country. In addition, he has visited and done research on teaching at universities in several European countries, including the UK, Germany, Sweden, Norway and Switzerland. He has presented his work related to international issues in psychology education at several national and international conferences, including the American Psychological Association, IUPsyS and others. He was instrumental in organizing the first International Conference on Psychology Education in St. Petersburg, Russia in 2002 and remains the driving force and organizer of the international teaching conferences that have contributed to the development of this book. He has published in several journals and other venues and recently was an invited guest co-editor for the special issue on international practices in psychology education published in the IUPsyS flagship publication, International Journal of Psychology.
William B. Gomes graduated with a B.A. in psychology from Universidade Católica de Pernambuco, Brazil, in 1971. In the United States he received an M.A. in counseling and a Ph.D. in education from Southern Illinois University-Carbondale (1983). Since 1984 he is a professor at the Institute of Psychology of Universidade Federal do Rio Grande do Sul, Brazil. He was a founder of the graduate program in psychology at Universidade Federal do Rio Grande do Sul, and a founder and long-time editor of the Brazilian journal Psicologia: Reflexão e Crítica. His research interests include phenomenology and history of psychology. He has published over 50 refereed journal articles and nearly 30 chapters in edited books on topics including adolescent psychology (Parenting styles and development of social skills during adolescence), psychotherapy outcomes (The retrospective experience of being in psychotherapy), and philosophical psychology (Epistemological issues and psychological research). He has conducted historical studies on psychology in Brazil and recently organized the Virtual Museum of Psychology. He has participated actively in scientific societies (Vice-president of Brazilian Society of Psychology) and has served on committees that evaluate undergraduate and graduate programs in psychology. He also served on the organizing committee for the 2nd International Conference on Psychology Education in Foz do Iguacu, Brazil in 2005
Claudio S. Hutz received his B.A in psychology from the University of Haifa in Israel and his M.A and Ph.D in the United States from the University of Iowa. He is a professor at the Institute of Psychology of Universidade Federal do Rio Grande do Sul, Brazil. He has served on the board of several scientific societies, and is a past president of the Brazilian National Association of Research and Graduate Studies in Psychology and of the Brazilian Institute for Psychological Assessment. Claudio Hutz also served on the Brazilian National Council of Sciences under the auspices of the Ministry of Education. He has published over 50 refereed journal articles and nearly 20 books and chapters on topics including adolescence psychology, ethics and research, cross-cultural relationships, and psychological assessment. His current research interests include the social development of children and adolescents at risk, and the development of methods and techniques for the psychological assessment of such groups. He served on the organizing committee for the 2nd International Conference on Psychology Education in Foz do Iguacu, Brazil in 2005
Carlo Prandini obtained his first degree in philosophy, and subsequently graduated in education sciences at Bologna University. He received his postgraduate diploma in educational psychology. He worked for 20 years in the secondary schools as psychology teacher, as tutor in the teacher apprenticeship, and as psychology teacher’s trainer. He collaborated on several research projects of Trento University and Bologna University, in the field of work psychology and educational psychology. He is currently conduct research on the effects of psychology learning. Since 2001 he has taught methods and techniques of teaching of psychology in the master degree for philosophy and psychology teachers at Bologna University. He carried out many studies at universities in Europe (Barcelona – Spain , Plymouth, York - UK) and America (Arizona - US, Puebla - Mexico, Porto Alegre - Brazil), in order to deepen his knowledge of the different educational systems in the field of psychology. He also served on the organizing committee for the 2nd International Conference on Psychology Education in Foz do Iguacu, Brazil in 2005. He is the President of the AIPSS (Italian Association of Psychology Teachers in Secondary School, active in Efpta (European Federation of Psychology Teachers Associations). Carlo has written articles on adolescence, work and education published in national reviews such as “Apprenticeship reform”, “Lost horizons”, “Social research and services in Germany”, and the Journal of International Psychology. He has also participated in several conferences around the world, presenting research on adolescents and education.
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