scholarly journals Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices

2021 ◽  
Author(s):  
Regina Day Langhout ◽  
Daniel Rodriguez Ramirez ◽  
S. Sylvane Vaccarino‐Ruiz ◽  
Valeria Alonso Blanco ◽  
Katherine Quinteros ◽  
...  
Keyword(s):  
Community Psychology ◽  
Teaching And Learning ◽  
Psychology Class

scholarly journals Iniciação Científica em Psicologia Social Comunitária na Pandemia da COVID-19 / Scientific Initiation in Community Social Psychology in the COVID-19 Pandemic

2021 ◽  
Vol 15 (57) ◽  
pp. 513-531
Author(s):  
Eliane Cortelete da Costa ◽  
Isabele Santos Eleotério
Keyword(s):  
Social Psychology ◽  
Community Psychology ◽  
Rio De Janeiro ◽  
Social Ecology ◽  
Espírito Santo ◽  
University Center ◽  
Psychology Class ◽  
Psychology Community ◽  
Espirito Santo ◽  
The University

Resumo: Este trabalho é o resultado de uma pesquisa de Iniciação Científica, realizado por uma aluna da primeira turma de Psicologia do Centro Universitário do Espírito Santo (UNESC). Refere-se ao projeto Abacateiro: Iniciação Científica em Psicologia Social Comunitária por meio de levantamento de teses defendidas na Região Sudeste do Brasil. Tem por objetivo, apresentar as produções desenvolvidas no Programa de Pós-Graduação em Psicossociologia de Comunidades e Ecologia Social (EICOS), da Universidade Federal do Rio de Janeiro. Apresenta também, um relato histórico sobre a EICOS, a Psicologia Social Comunitária, a Ecologia Social, a importância da pesquisa e os desafios no desenvolvimento da IC em meio a pandemia da Covid-19. Fundamenta-se na análise de103 teses defendidas, no período entre 2003 e 2020. Os resultados obtidos foram apresentados por meio de quadros expositivos e discutidos em doze categorias. Palavras-chave: Psicologia Comunitária. Comunidade. Iniciação Científica. Abstract: This work is the result of a Scientific Initiation research, carried out by a student of the first Psychology class at the University Center of Espírito Santo (UNESC). It refers to the Abacateiro project: Scientific Initiation in Community Social Psychology through a survey of theses defended in the Southeast region of Brazil. Its objective is to present the productions developed in the Postgraduate Program in Psychosociology of Communities and Social Ecology (EICOS), at the Federal University of Rio de Janeiro. It also presents a historical report on EICOS, Community Social Psychology, Social Ecology, the importance of research and the challenges in the development of CI in the midst of the Covid-19 pandemic. It is based on the analysis of 103 theses defended, in the period between 2003 and 2020. The results obtained were presented through expository tables and discussed in twelve categories. Keywords: Community Psychology. Community. Scientific research.

A model for uniting theory and action in the community psychology class

1971 ◽  
Author(s):  
Marcia R. Becker ◽  
Carol Cruz Sanchez ◽  
Ernest R. Myers ◽  
Herb Nichols ◽  
LaFern Phillips ◽  
...  
Keyword(s):  
Community Psychology ◽  
Psychology Class

Teaching Community Psychology Decolonially: A Pedagogical Journey

2020 ◽  
pp. 108926802097458
Author(s):  
Martin Terre Blanche ◽  
Eduard Fourie ◽  
Puleng Segalo
Keyword(s):  
South Africa ◽  
Community Psychology ◽  
Teaching And Learning ◽  
Psychological Theory ◽  
Approaches To Teaching ◽  
Pedagogical Approach ◽  
Course Content ◽  
Teaching Community ◽  
Long Time

The decolonial impulse in psychology has manifested across a variety of domains, perhaps most notably psychological theory and approaches to research methodology. In this article, we focus on how decoloniality can reshape approaches to teaching and learning. We present a case study of how we recurriculated, from 1999 to 2020, three community psychology modules using a decolonial lens. We describe three phases in the development of community psychology teaching at a university in South Africa—“Little Oxford in the veld,” “Going walkabout,” and “New voices.” In each case, we detail the “course content,” our pedagogical approach, and how students responded, and try to identify what lessons can be learnt for a more explicitly decolonial mode of teaching and learning. We conclude by asserting that to foster decoloniality among students, we have to be cognizant of the ways in which they have for a long time been taught using Euro-centric lenses and frames of knowing and therefore the process of unlearning may be slow and somewhat painful. However, we see this as a necessary step toward decolonization, as epistemic colonization was and continues to be a violent project.

The Praxis Assignment: Experiential Learning in a Large Social–Community Psychology Class

2013 ◽  
Vol 41 (2) ◽  
pp. 61-67
Author(s):  
Regina Day Langhout ◽  
Danielle Kohfeldt ◽  
Amy Chamberlain ◽  
Irene Cruz ◽  
Terri Rock ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Community Psychology ◽  
Social Community ◽  
Psychology Class

scholarly journals Reflections and Results from the Intersections: Teaching and Learning the Praxis of Intersectionality in the Psychology Classroom

2020 ◽  
Vol 12 (1) ◽  
pp. 13-26
Author(s):  
Jen Wallin-Ruschman ◽  
Cassidy Richey ◽  
Alyssa Case ◽  
Katie Carns
Keyword(s):  
Qualitative Analysis ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Ways Of Knowing ◽  
Feminist Pedagogy ◽  
Lessons Learned ◽  
Detailed Structure ◽  
Psychology Class ◽  
The Face ◽  
Undergraduate Psychology

This article bridges multiple ways of knowing to explore the experience of an undergraduate psychology class focused on intersectionality. Drawing on feminist pedagogy, intersectionality, and critical consciousness literatures, we, the instructor and students together work to understand the experiences of the course and to offer our lessons learned. We present a detailed structure of the course, Experiences of Intersectionality, results of a qualitative analysis of students’ written course reflections, and instructor reflections. Three themes were extracted from the data: Vulnerability and Privilege, “Small Slaps in the Face,” and Empathy and Action. The discussion of the findings includes reflections from the course instructor and applications to praxis, particularly for educators.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

Research on teaching and learning medicine

JAMA ◽  
1965 ◽  
Vol 194 (11) ◽  
pp. 1225-1225
Author(s):  
S. E. Ross
Keyword(s):  
Teaching And Learning ◽  
Research On Teaching
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