Welcome to ICOPE-6 Our final continent since we started!! For “paperless info,” go to www.nau.edu August, 2014www.nau.edu Sherri McCarthy, PhD Northern.

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Presentation transcript:

Welcome to ICOPE-6 Our final continent since we started!! For “paperless info,” go to August, 2014www.nau.edu Sherri McCarthy, PhD Northern Arizona University USA Victor Karandashev, PhD Leningrad State University, Russia Aquinas College, USA

Important Info: Program changes Instructions for presenters Asking for assistance Attendance certificates Special thanks Publications from conference Making ICOPE your own—Please attend 1 st Organization Business Meeting at 3:50 on Tuesday!

Our task during conference: Develop an understanding of how to teach and assess “psychological literacy” –contextually appropriate –globally applicable –builds student self-understanding – develops professional skills for students –teaching methods are effective and verifiable (research based and tested with action research in class) This is task is a work in progress and a team effort!

Paper, poster and panel formats Papers and posters all focus on aspects of understanding, defining and teaching “psychological literacy”—the concept we are each developing and refining here together Keynote panels include “psychology teaching experts” from around the world to assist in this task Your contributions, questions, ideas and engagement in discussions are the most important parts!

Aspects to Ponder During Panels and Presentations: Demographics of various regions in which psychology is taught and practiced History and goals of teaching psychology in various parts of the world-standardized, westernized or indigenous and dynamic? Participants in educational process and student characteristics Public perceptions of psychology around the world Multicultural considerations: Does curriculum focus on need to develop concepts, research, treatment methods and tests utilizing local norms or is psychology “universal”? Are texts, studies and tests available in multiple languages with appropriate norms? Is your teaching sensitive to culture, beliefs, goals, lifestyle and language of participants? IS teaching psychological literacy “universal?”

Personalize teaching “psychological literacy” for your students, your courses and your environment Principal considerations in teaching psychological literacy: -Operational definition -Objectives -Student population -Assessing long-term results Available resources Methodological considerations

Does “psychological literacy” include more than critical thinking and scientific reasoning? Values? Social awareness? Judgments and decision making? Empathy? Concern for well-being of others? For planetary harmony and sustainability?

Are there “universal” elements of effectively teaching psychological literacy? If so, what are they?

Multicultural curriculum, teaching, testing and assessment or culturally relevant curriculum, teaching, testing and assessment? Is there a difference?

What are we teaching when we teach “psychological literacy” and why? We are all here because we seek to be exceptional teachers of psychology, so lets begin by developing an operational definition of PSYCHOLOGICAL LITERACY under our guidance with: Dana Dunn Maureen McCarthy and Jacquelyn Cranney

Enjoy the conference, nourish lifelong friendships with your teaching colleagues and students and THANK YOU FOR BEING HERE!!