Focus on clinical psychology postgraduate training: Taking the curriculum into the next decade

Abstract: Clinical psychology, like many applied disciplines, often suffers from a lack of congruence between best‐practice in terms of pedagogy and evidence‐based practice and the actual structure and content of training programs. A small but growing international literature addresses such issues. A small group of researchers from five Australian Universities, led by a team at the University of Queensland, has received grant money over two years to examine and offer constructive strategies for revising and revitalising the clinical psychology training curriculum in Australia, with reference to international pedagogy and training standards.     

Teaching critical psychology of ‘race’ issues: problems in promoting anti‐racist practice

The aim of this paper is to illustrate the difficulties faced by teachers of issues related to ‘race’ and racism in psychology when trying to develop anti‐racist practice in their teaching. I argue that the promotion of anti‐racist practice can be impeded by the institutionalised cultures of some psychology departments and that such cultures have developed out of an over‐reliance on positivist ideas. Positivism obscures the fact that knowledge is constructed from positions of power and privilege, which in turn obscures the social and ideological construction of ‘race’. This is clearly a problem when trying to develop anti‐racist practice in teaching. It also leads to fixed ideas about what should be included in teaching content and what can be considered as good pedagogical practice, where notions of ‘balance’ and ‘neutrality’ are advocated, effectively overriding arguments for understanding the dynamics of knowledge production. It also obscures the power and privilege associated with workings of ‘whiteness’. I illustrate this by presenting examples from my own experiences of teaching ‘race’ issues on undergraduate degree courses. I conclude with suggestions for developing anti‐racist teaching by proposing a collective reflexive approach to changing institutional cultures that are currently at odds with anti‐racist practice. I also invite further discussion and suggestions on how best to achieve such collective conscientisation. Copyright © 2007 John Wiley & Sons, Ltd.     

认知压力与建构主义数学教学的关系

与通常在消极意义上使用的“精神压力”概念不同,“认知压力”是学习环境促使学习者进行不同类型认知活动的积极力量。根据这种环境导致学习者使用一级还是二级程序性知识达成目标,可将认知压力分成一级认知压力和二级认知压力。本研究以325名小学高年级和初中一二年级学生为被试,采用问卷法考察了数学课堂上认知压力的现状及其与建构主义教学的关系。结果表明：（1）对于数学课堂而言,被试报告的一级和二级认知压力处于中等偏上水平,而且二级认知压力显著高于一级认知压力;（2）建构主义数学教学有助于产生认知压力,特别是二级认知压力;（3）修订后的认知压力问卷有良好的信度和效度。     

The Effect of Pedagogy on Students' Perceptions of the Importance of Ethics and Social Responsibility in Business Firms

Human moral rights place justified limits on what people are free to do to one another. Animals also have moral rights, and arguments to support the use of animals in scientific research based on the benefits allegedly derived from animal model research are thus invalid. Animals do not belong in laboratories because placing them there, in the hope of benefits for others, violates their rights.     

Pedagogies of piety: Comparing young observant Muslims and Christians in the Netherlands

In this article, I compare the active religious engagement found among many of today's young Dutch Muslims and Christians. I show that such comparison requires a move beyond the separate frameworks through which these groups are commonly perceived, found both in widely shared public discourses (‘allochthons’ versus ‘autochthons’) and in academic research (minority studies versus the sociology of religion). In their stead, this comparative analysis examines in what ways both groups give shape to observant religious practice in the shared context of contemporary Dutch society. Based on ethnographic fieldwork, I show that young Christians as well as Muslims participate in social settings of religious pedagogy, where they are encouraged to attain, sustain and improve personal piety in today's pluralist Dutch society. Such social participation does not preclude, but rather comes together with a strong emphasis on reflexivity and authenticity.     

The Evolving Nature of Psychoanalytic Supervision: From Pedagogical to Andragogical Perspective

In what primary ways has psychoanalytic supervision evolved over the course of its 100-year plus history? In this paper, I address that question by: (1) sketching out some of the historical differences that have been identified as characterizing the patient-centered, supervisee-centered, and relational-centered supervision perspectives; (2) placing those three perspectives within an adult education framework; and (3) considering their pedagogical (youth-focused) versus andragogical (adult-focused) nature. Based on this examination, I propose the following. Due to the infusion of interpersonal/intersubjective views into the body psychoanalytic, (1) the “maturing” of vision in psychoanalytic supervision (i.e., the movement from a youth-focused to an adult-focused approach to supervision) was made possible; (2) a shift from a supervisory “one-person model times two” to a triadic conceptualization was actuated; (3) traditional perspective on power and authority in supervision was upended; and (4) a more egalitarian, empowering, co-participative approach to supervision emerged and now endures. Attending to the six core principles of adult learning is presented as one primary way in which that “maturing” of vision is most evident in the contemporary practice of psychoanalytic supervision.     

A Begrudging,Recalcitrant Academic Observes What She's Learning: Distance Learning in Leadership Formation

Neither advocacy nor condemnation of distance learning, this essay offers observations and critical reflection on four years' longitudinal engagement with distance learning pedagogies for formation in higher theological education. Instead, readers are invited to curiosity, communal‐institutional discernment, and intense ambivalence. Theological, pedagogical, contextual, and ethical concerns are examined, as well as potential opportunities for innovation amidst age‐old practical theological challenges. A moral imperative emerges for those within and outside historic faith traditions, and some plausible impacts on educational and communal life are explored, especially faculty grief.     

Virtual Empathy? Anxieties and Connections Teaching and Learning Pastoral Care Online

Is it possible to teach pastoral care online? McGarrah Sharp and Morris describe their process of transforming a residential on‐campus pastoral care course into the first online offering of the course at their seminary. They begin by describing a series of pedagogical choices made with the intent of facilitating dynamic movement between peer‐to‐peer, small group, and whole class discussions throughout the semester. Before and during the course, anxieties arose at many levels of instruction for the professor, teaching assistant, and students. Anecdotes and examples from the online course show how the online course design and facilitation was able to name and respond to anxieties as part of integrating pastoral care course content and practice – a key learning goal for the course. The authors are persuaded that online pedagogy can help identify how anxieties create space for developing empathy as much, if not more than, a traditional on‐campus format.