1. Psychology of Adjustment: Teaching OurStudents to Become More PsychologicallyLiterateElizabeth Yost HammerXavier University of LouisianaDana S. DunnMoravian College

2. Starting points. . . psychology is second only to basic English composition as the most frequently taken course by college graduates, and our potential to affect our future citizenry is enormous. -- Cynthia BelarHappiness comes from . . . Some curious adjustment to life.-- Hugh Walpole 3. Example: Which Factors PredictHappiness? 4. Which Factors PredictHappiness? IncomePhysical Attractiveness Education Race Social classEthnicity Intelligence Having Children AgeClimate Gender Teaching poll 5. Which Factors PredictHappiness? Zero or low (< +.30) Income Physical Attractiveness EducationRace Social class Ethnicity IntelligenceHaving Children Age Climate Gender 6. Which Factors Really PredictHappiness? Moderate (+ .30 - + .50) Marriage Recreational Number of close activitiesfriends Physical health Religiosity 7. Positive Predictors Individual Circumstance Individual differences Being employed Ability to express Frequency ofgratitudesexual intercourse Being optimistic Frequency of Self-esteempositive affect 8. Negative Predictors IndividualCircumstance Divorced Unemployed Widowed Disabled 9. Goals for this Talk Defining Psychological Literacy and its importanceto education in psychology Defining Adjustment, its scope and relevance forcontemporary psychology education. Identifying connections between these topics andthe characteristics of todays students. Presenting ways to teach adjustment topics thatpromote psychological literacy. 10. Psychological Literacy 11. Defining PsychologicalLiteracy Coined by Thomas McGovern andcolleagues (2010) A way to synthesize scholarship onteaching and learning in psychology Focus on discipline-based learningoutcomes in US, Australia, andEurope 12. Defining PsychologicalLiteracy Linked to liberal education, a key skillsimilar to writing, ethics, math,information literacy, technologicalliteracy, scientific literacy, and criticalthinking Defining quality for the over 90,000psychology majors graduating everyyear 13. Defining PsychologicalLiteracy Psychological vocabulary Value intellectual challenges requiringpsychological reasoning Amiable skepticism Application of psychological principlesto improve personal, social,community connections 14. Defining PsychologicalLiteracy Ethical behavior Recognize and respect diversity Use and evaluate informationtechnology Engage different audiences usingdifferent modes Reflect on self and others thinkingand behavior using psychologicaltheory 15. Implications A psychologically literate person should do (or beable to do) these things as a result of his or hereducation in the discipline. Even brief exposure should be beneficial(Introductory psychology in high school or college) Prolonged exposure (as a psychology major) isbetter still Of course, assessment studies of both will behelpful. 16. Psychologically LiterateCitizens Goal: For students to use theirknowledge of psychological sciencefor problem-solving where: Self Others Family Workplace Community Chat Question 17. Psychologically LiterateCitizens Keeping in mind very important points:(1) Despite the popularity of the psychology in highschool, most college bound students do not majorin psychology.(2) Despite the popularity of psychology as acollege major, most majors do not pursue graduatestudy in psychology.(3) Students choose the major out of interest and abelief that it will teach them skills for entering andsucceeding in work and daily life. 18. Principles for Quality UndergraduateEducation in Psychology (APA 2011) Students are responsible formonitoring and enhancing their ownlearning. 19. Quality Principle 1 1. Students should know how to learn. 2. Students should assume increasingresponsibility for their own learning. 20. Quality Principle 1 3. Students should take advantage of therich diversity that exists in educationalinstitutions and learn from individuals whoare different from them. 4. Students are responsible for seekingacademic advice (e.g., courses, major,general education) and for career planning(realistic and tailored to talents, aspirations,and life situations). 21. Quality Principles For more detail, go to:http://www.apa.org/education/undergrad/principles.aspx 22. Whither PsychologicalLiteracy? To some extent, psychological literacyis like calculusgreat to learn, but oflittle use unless opportunities to applyit exist. Where and how can students learn toapply psychological knowledge? 23. Psychology of Adjustment 24. Adjustment Refers to the psychological processesthrough which human beings copewith the demands, challenges, andfrustrations of everyday life (Dunn, Hammer, &Weiten, 2011) 25. Adjustment Psychology of Adjustment coverssome topics associated withIntroductory Psychology (e.g.,personality, social psychology, gender,abnormal psychology) 26. Adjustmentnavigating modernlife effectivelyfocuses on Stress and coping Interpersonalcommunication Friendship and love Sexuality Marriage and intimacy Careers and work Physical health Mental health Study skills Time management 27. Adjustment Similar to Psychological Literacy, thepsychology of adjustment applies empiricalknowledge towards making sense ofexperience and taking beneficial action. Where Psychological Literacy is oftenother-focused, Adjustment is primarilyself-focused. 28. Adjustment Peaked as a course in the 70s (Lux &Daniel, 1978) Still among the 30 most popularcourses in the psychology curriculum(Perlman & McCann, 1999) Decline is ironic given psychologysdesire to emphasize disciplinespractical relevance (Klatzky, 2009; Zimbardo, 2004) 29. Why Teach Adjustmentissues? (1) Can be very useful (3) Great venue forin demonstrating the stimulating self-nature and value ofreflection and self-the scientific methodunderstanding.to students (i.e., ahook). (4) Well-suited for fostering self- (2) Provides excellent improvementopportunities for(motivation as well asdebunking mythsbehavior change).related to psychologywhile enhancingcritical thinking.Teaching poll 30. Why Adjustment Now(Again)?On the One Hand: On the Other: Economic hardship Students are seekingcontinuesdirection Concerns about an Research clearlyuncertain future are shows thatsalienthappiness/well-being Concerns about is not based in moneycareer, jobs,or material goods (allemployment post- else being equal)college Work/career must be Emerging adulthood more than monetary 31. Adjustment & Psychological Literacy:Connection and Comparison Learning to apply Learning to applypsychological psychologicaltheory andtheory andresearch to ones research toown lifeimprove self, other, Acquisition and and communityrefinement of Acquisition andvarious life skills refinement of Requires critical various ofthinkingpsychological skills Requires criticalthinking 32. Adjustment & Psychological Literacy:Connection and Comparison Personal Educational Self-help focused Self as well asother focused Course-based Curriculum-based 33. Adjustment can be construed to be aform of psychological literacy, onelinked to adapting to daily life. 34. Adjustment and PsychologicalLiteracyOUR STUDENTS:CHARACTERISTICS ANDNEEDS 35. What are weand theyup againstwhere adjustment is concerned? 36. Consider: Arum & Roskas (2011) AcademicallyAdrift Assessed critical thinking, complexreasoning, and writing at start of freshmenyear and end of sophomore year(instrument: Collegiate LearningAssessment). 3 semesters of college do not improvethese skills much (on average, .18 SD, 37. Consider (Arum & Roska, 2011):Related key factors Selectivity of institution Socioeconomic background of family On average, 12 hours per week out ofclass studying (35% of samplereported less than 5 hours per week) 38. Consider (Arum & Roska, 2011): A break point for Arum & Roskainvolves reading and writing (i.e., moreis better): Students scored higher on the CLA when they had a coursewhere they (a) read more than 40 pages per week and (b)wrote more than 20 pages over the semester. At time 2 on the CLA, only 42% reported a class the previoussemester meeting both criteria. Some good news: Both are more likely to be found inhumanities/social sciences classes than others (e.g.,business, engineering/computer science) 39. Consider (Arum & Roska, 2011): Many students lack purpose ordirection (Damon, 2008) Sociologists describe them asmotivated but directionless 65% in Arum & Roskas sample haveon or off-campus jobs 40. Consider (Arum & Roska,2011): Time use in 7-day week (168 hrs) Attending class/lab 9% Studying7% Work/volunteer/clubs 9% Sleep (estimated)24% Socializing/recreation 51% Teaching Poll 41. Other Data Higher Education Research Institute(HERI) and the CooperativeInstitutional Research Program (CIRP)at UCLA The American National Freshman: National NormsFall 2010 Normed data based upon 201,818 first-time, full-time students at 279 four-year colleges 42. First Year Students Fall 2010 Self-rated emotional health is at the lowest pointsince HERI began asking the question in 1985 Those who indicated Highest 10% or AboveAverage accounted for only 51.9% of respondents- 48.1% were average or below. Lower ratings on emotional health linked withfrequent reports of depression in high school, lesslikely they think they will be satisfied in college. 43. First Year Students Fall 2010 At the same time emotional health is declining, self-rated academic ability and the drive to achieve arerising. These data are expectation basedthe studentscomplete the HERI survey prior to collegematriculation. The pressure to succeed, a cloudy economy, anddeclining emotional health point to the adjustmentchallenges students currently face. 44. First Year Students Fall 2010 As high school seniors, 29.1%reported being frequentlyoverwhelmed by all I had to do Men 17.6% Women 38.8% 45. First Year Students Fall 2010 6.6% felt depressed frequently in thepast year. 9.7% expect to seek personalcounseling during college, an all timehigh since the question was first askedin 1971. 46. First Year Students Fall 2010 53.9% frequently or occasionally failedto complete homework on time. Yet 66.4% predict there is a very goodchance they will make at least a Baverage. 48.4% predict there is a very good chancethey will get a job to help pay for collegeexpenses. 47. Other Factors Helicopter parents Technology of entertainment The freedom college represents Financial aid pressures Less resiliency for coping with dailylife (e.g., roommate issues, timemanagement) Struggles with college-level work Chat Question 48. Issue How can an understanding ofpsychological literacy be brought tobear on students psychologicaladjustment? 49. Teaching Activities 50. Psychological Literacy and Adjustment Faculty should craft activities andexercises in introductory, intermediate,and advanced courses that promoteuse of psychological literacy towardmatters of adjustment. Capitalize on students self-interestand self-focus. 51. Where? AP Psychology or HS Psychology Introductory Psychology Psychology of Adjustment (surprise!) Service Learning Oriented psychologycourses Applied courses Capstone courses (where skillslearned earlier can be integratedtoward some topic or project) 52. How? As writing/reflection exercises As critical thinking exercises (e.g.,debunking popular psychologicalmyths; Lillienfeld et al.) As a self-improvement or self-modification project 53. Activities and Exercises Stress Diary at same time, recorddays emotional tone and track time,place, and nature of stressors.Patterns across time may identify flashpoints and suggest coping responses. 54. Activities and Exercises In Class Coping Strategies Pennebakers work on the benefits ofwriting about stressful events.Instructors can adapt instructions fromstudies and have students take timeduring class to write, perhaps linkingpractice to emotion-focused coping(e.g., Pennebaker, Colder, & Sharpe, 1990). 55. Activities and Exercises Time Management Controlling ones Internet trolling and TVwatching by documenting time on theseversus other activities. Keeping track of lost time during normalweek and identifying ways to combat theproblem. 56. Activities and Exercises Book Critique/Review Havestudents review key assertions from aself-help or popular psychology bookin light of theory and data from thediscipline. 57. Activities and Exercises Self-Modification Project a stapleof the adjustment course; studentscreate a behavior modification projectfrom start to finish. Topics studying, smoking, dieting,exercise, nervous habits, alcohol,assertive behavior 58. Activities and Exercises Explore Vocational Interests andCareer Planning how canpsychological literacy be put to work toidentify employment options? 59. Activities and Exercises Campus Problem Solving Haveentire class identify common problemon campus (HS or college) andformulate ways to address it usingpsychological theory and data;perhaps create an intervention or drafta report to administration;alternatively, work with communitygroup to address problem. 60. Activities and Exercises Other Examples?Chat question 61. Student Learning Outcomes Students should be able to define and describe theconcept of psychological literacy (and not in a fuzzyway, as they are likely to define liberal education). Adjustment should be recognized as an ongoingconcern across ones life (although it may seemmost relevant in the 18 to 30 age range). 62. The Future? Promoting a psychologically literatecitizenry A curriculum designed to promotepsychological literacy should equip studentswith the intellectual tools necessary tobecoming socially responsible problemsolvers (McGovern et al., 2010, p. 20). 63. Coda Undergraduate psychology is as a pipeline to a psychologically literate public as well as to graduate study in psychology. Indeed, the skills in critical thinking, communication, information and technological literacy, and scientific reasoning promoted in psychology are essential to an educated citizenry and useful in many careers other than psychology. So is an understanding of psychologys topics that are fundamental to everyday life, such as conflict resolution, parenting, learning, decision-making, discrimination, emotions and behavior change in areas as diverse as health habits, safety and environmental protection. -- Cynthia Belar 64. Questions? 65. Contact: eyhammer@xula.edudunn@moravian.eduTHANK YOU