A community-based partnership to facilitate teaching and learning in clinical/counseling psychology

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

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Educational Principles of Community-based Education

PEDIATRICS ◽

10.1542/peds.98.6.1259 ◽

1996 ◽

Vol 98 (6) ◽

pp. 1259-1263

Author(s):

Kenneth B. Roberts

Keyword(s):

Medical Education ◽

Adult Learning ◽

Medical School ◽

Needs Assessment ◽

Teaching And Learning ◽

Educational Experiences ◽

Community Based ◽

Community Based Education ◽

Primary Focus ◽

School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

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“We Learn by Doing”: Teaching and Learning Knowledge Translation Skills at the Graduate Level

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2018.1.7 ◽

2018 ◽

Vol 9 (1) ◽

Author(s):

Andrea V. Breen ◽

Kate Twigger ◽

Caroline Duvieusart-Déry ◽

Jessica Boulé ◽

Alessia Borgo ◽

...

Keyword(s):

Knowledge Translation ◽

Teaching And Learning ◽

Purchasing Decisions ◽

Graduate Course ◽

Community Based ◽

Young Carers ◽

Hands On ◽

Hands On Learning ◽

Learn By Doing ◽

Explicit Training

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands-on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact. L’application des connaissances (AC) est devenue une exigence de plus en plus fréquente pour les chercheurs et les personnes qui travaillent dans les milieux non universitaires. Toutefois, peu de programmes offrent une formation explicite en AC. Dans cet article, nous explorons systématiquement nos expériences en tant que groupe pluridisciplinaire formé de responsables de cours et d’étudiants dans un cours de cycle supérieur nouvellement remanié portant sur la pratique fondée sur les données probantes et l’application des connaissances. Le cours a été conçu pour mettre en valeur l’apprentissage pratique, la collaboration et l’engagement communautaire. Nous réfléchissons aux défis auxquels nous avons été confrontés ainsi qu’aux compétences, aux connaissances et aux opportunités que les étudiants ont acquis en développant et mettant en pratique des stratégies d’AC en milieu communautaire sur les thèmes de la réinstallation des réfugiés, des jeunes aidants et des attitudes, comportements et valeurs des consommateurs en matière d’achat de produits alimentaires. En conclusion, nous présentons des recommandations à l’intention des enseignants et des établissements pour la mise en pratique d’expériences en AC qui soient conçues pour avoir un effet dans le monde réel.

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Education, Community, and Social Engagement

Diversity, Equity, and Inclusivity in Contemporary Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5724-1.ch005 ◽

2019 ◽

pp. 69-86 ◽

Cited By ~ 1

Author(s):

Toby S. Jenkins

Keyword(s):

Student Affairs ◽

Transformative Learning ◽

Social Engagement ◽

Teaching And Learning ◽

Graduate Programs ◽

Graduate Faculty ◽

Education Programs ◽

Community Based ◽

Education Community ◽

Approach To Teaching

In many higher education and student affairs graduate programs the responsibility for providing field-based learning often falls on the graduate assistantship. Programs often situate theoretical learning inside the classroom and practical engagement at the assistantship site. The growing urgency for educators to create transformative learning experiences and to integrate deep interactions with issues of social justice into the classroom challenges graduate faculty to re-evaluate their approach to teaching and learning. In this chapter, the author makes the case for adopting a creative, community-based, and culturally engaging approach to teaching in graduate education programs.

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Mapping Current Teaching and Learning Practices to Multi-User Virtual Environments

Multi-User Virtual Environments for the Classroom ◽

10.4018/978-1-60960-545-2.ch002 ◽

2011 ◽

pp. 17-30

Author(s):

Niccolo Capanni ◽

Daniel C. Doolan

Keyword(s):

Higher Education ◽

Open Source ◽

Virtual Environments ◽

Virtual Environment ◽

Teaching And Learning ◽

Delivery Methods ◽

Community Based ◽

Traditional Media ◽

Learning Practices ◽

Teaching In Higher Education

During the course of this chapter, the authors will examine the current methods of pedagogical teaching in higher education and explore the possible mapping into a multi-user virtual environment. The authors consider the process of construction and delivery for a module of student education. They examine the transition of delivery methods from the established, slow changing traditional media, to the modern flexibly of community based, open source driven methods which are the foundation of virtual environments.

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The Maturing Interface of Social–Clinical–Counseling Psychology

Journal of Social and Clinical Psychology ◽

10.1521/jscp.1987.5.1.8 ◽

1987 ◽

Vol 5 (1) ◽

pp. 8-20 ◽

Cited By ~ 6

Author(s):

John H. Harvey ◽

Avery Bratt ◽

Richard D. Lennox

Keyword(s):

Counseling Psychology ◽

Clinical Counseling

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The Three Faces of Social—Clinical—Counseling Psychology

Journal of Social and Clinical Psychology ◽

10.1521/jscp.1987.5.2.168 ◽

1987 ◽

Vol 5 (2) ◽

pp. 168-175 ◽

Cited By ~ 4

Author(s):

Mark R. Leary

Keyword(s):

Counseling Psychology ◽

Clinical Counseling

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Education Agendas and Resistance With the Teaching and Learning of Freshwater and Extreme Freshwater Events

Australian Journal of Environmental Education ◽

10.1017/aee.2018.10 ◽

2018 ◽

Vol 34 (1) ◽

pp. 18-32 ◽

Cited By ~ 1

Author(s):

Alison Sammel ◽

Dena McMartin ◽

Katherine Arbuthnott

Keyword(s):

Teaching And Learning ◽

Formal Education ◽

Social Constructions ◽

Community Based ◽

Psychological Barriers ◽

Geographical Regions ◽

Dialectical Relationship ◽

School Curricula

AbstractDespite the essentiality of freshwater to all life on the planet, the populous has inadequate understandings of water. Formal education plays a key role in shaping how individuals and communities make sense of water, its accessibility, management, consumption, and hazards. This article seeks to bring attention to the influence of cultural framings of freshwater and extreme freshwater events (such as flood and drought) in government-mandated school curricula in two water-vulnerable geographical regions of Australia and Canada. We seek to identify and respond to hegemonic social constructions that become naturalised if left unexamined. By examining the agendas and language around freshwater and extreme freshwater events in formal educational curricula, we gain a better understanding of the perceptions and assumptions made about freshwater. The results highlight that freshwater and extreme freshwater events are minimally conceptualised within these curricula as ‘nature-based’, rather than being part of a dialectical relationship with societal agendas and practices. This article discusses the implications of this framing and the psychological barriers that may affect the acknowledgment and investigation of extreme freshwater events. We conclude by offering curricular suggestions that invite community-based understandings of the dialectic relationship freshwater has with communities and regional ecosystems.

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The challenges of participation in doing community-based participatory action research: Lessons from the Kwithu Project

Action Research ◽

10.1177/1476750316636665 ◽

2016 ◽

Vol 15 (2) ◽

pp. 198-213 ◽

Cited By ~ 3

Author(s):

Nathalis G Wamba

Keyword(s):

Action Research ◽

Participatory Action Research ◽

Teaching And Learning ◽

English Language ◽

English Language Teaching ◽

Participatory Action ◽

Action Research Project ◽

Community Based ◽

Random Group ◽

Running Water

The Kwithu project started when a volunteer who joined Kwithu, a community-based organization in Mzuzu, Malawi (Africa), to teach English gave a diagnostic test to a random group of forty 7th and 8th graders (20 boys and 20 girls) and discovered that most of them could hardly read or write in English. The test results prompted Maureen, the Kwithu director and co-founder, the teacher and myself to meet with the headteachers of the three schools mostly attended by Kwithu children. The headteachers appreciated our concerns about the English proficiency of the children, but they advised us to focus on more urgent matters if we truly wanted to help, e.g., lack of teaching and learning materials, lack of running water in schools, hunger, teacher qualifications, etc. This advice shifted our initial inquiry goal—from English language teaching—to a community-based participatory action research project designed to address the school conditions in Luwinga. In this paper, I describe the community-based participatory action research inquiry and I reflect on the process of participation.

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Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research

Educational Research for Social Change ◽

10.17159/2221-4070/2021/v10i1a5 ◽

2021 ◽

Vol 10 (1) ◽

Author(s):

Lulza Olim de Sousa ◽

Emerentia Antoinette Hay ◽

Schalk Petrus Raath ◽

Aubrey Albertino Fransman ◽

Barend Wilhelm Richter

Keyword(s):

Climate Change ◽

Action Research ◽

Participatory Action Research ◽

Teaching And Learning ◽

Research Process ◽

Participatory Action ◽

Action Research Project ◽

Community Based ◽

Community Based Research ◽

Self Reflection

This article reflects the learning of five researchers in higher education in South Africa who took part in a participatory action research project to educate teachers how to integrate climate change issues into their teaching and learning. It was the first time any of the researchers had used participatory action research. We are all from natural science backgrounds and now involved in education for sustainable development. We had been trained in more traditional, objective, and researcher-driven methodologies grounded in a positivist paradigm. The purpose of this article is to share our learning about the changes we had to make in our thinking and practices to align with a participatory paradigm. We used reflective diaries to record our journey through the action research cycles. A thematic analysis of our diaries was supplemented by recorded discussions between the researchers. The analysis revealed that, while it was challenging to begin thinking in a different paradigm, we came to appreciate the value of the action research process that enabled teachers to integrate climate change issues into their teaching in a participatory way. We also concluded that we require more development to be able to conduct participatory research in a manner true to its values and principles. The conclusions we came to through our collaborative reflections may be of value to other researchers from similar scientific backgrounds who wish to learn what shifts in paradigm, methods, and processes are needed to be able to conduct community-based research in a participatory way.

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