Clarifying expectations of psychology students through professional engagement : a case study

O'Connor, Erin Leigh & Hansen, Julie A. (2009) Clarifying expectations of psychology students through professional engagement : a case study. In McCarthy, Sherri, Karandashev, Victor, Stevens, Michael, Thatcher, Andrew, Jaafar, Jas, Moore, Kate, et al. (Eds.) Teaching Psychology Around the World: Volume 2. Cambridge Scholars Publishing, Newcastle, UK, pp. 247-265.

[img] PDF (79kB)
Administrators only | Request a copy from author

View at publisher


Student engagement with the profession of psychology is an important part of postgraduate training in psychology but rarely considered a separate and essential component of an undergraduate psychology degree. Psychology students typically enter undergraduate degrees with misconceptions about the profession they are entering and often leave the courses, either at graduation or earlier, without a clear understanding of how to apply the skills and knowledge they have gained. Teachers of Psychology have the ideal opportunity to engage students with the profession and to introduce them to the wide scope of possible career paths. Potential benefits include a reduction in the misconceptions of students, greater student retention, and improved outcomes for students after leaving the undergraduate programs. This chapter discusses some major and minor changes that can be made to undergraduate programs to encourage student professional engagement. Included in this discussion are the details of two new subjects of study which were introduced in an Australian university to engage students in the profession of psychology and encourage them to view themselves as members of this profession from the commencement of their studies. The goals of these subjects were to a) clarify the expectations of first year students about the nature of psychology, b) introduce students to and engage them with the profession of psychology c) assist in the confidence of baccalaureates to enter into the work of work in psychology and d) to improve the ability of students to discuss skills and knowledge gained through their training. This chapter summarises the method and preliminary results of these two subjects and suggests additional strategies for other institutions hoping to increase student professional engagement.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 20677
Item Type: Book Chapter
Keywords: work integrated learning, capstone experience, service learning, higher education, student expectations, HERN
ISBN: 9781443809856
Subjects: Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Psychology not elsewhere classified (170199)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Psychology & Counselling
Deposited On: 27 May 2009 02:16
Last Modified: 09 Jan 2012 23:28

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page