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Controversy in the Psychology Classroom: Using Hot Topics to by Dana S. Dunn, Visit Amazon's Regan A. R. Gurung Page, search

By Dana S. Dunn, Visit Amazon's Regan A. R. Gurung Page, search results, Learn about Author Central, Regan A. R. Gurung, , Karen Z. Naufel

One of many hallmarks of a high quality liberal arts schooling is supplying undergraduates the chance to strive against with arguable matters. but many lecturers believe ill-equipped by way of broaching unpleasant subject matters, dealing with the ensuing heated debates, or supporting scholars to split their own emotions from clinical facts. This e-book presents frameworks for educating arguable subject matters and abilities for dealing with disruptions, so lecturers can assist scholars assessment proof and improve testable questions.

Specific instructing issues coated comprise evolutionary psychology; childrearing; sexual orientation; animal experimentation; evil; variety and social justice; gender and ethnicity, faith; incapacity; and healthcare coverage.

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Extra info for Controversy in the Psychology Classroom: Using Hot Topics to Foster Critical Thinking

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Vespia and Tonya E. Filz Dealing with controversial subject matter in the classroom can be daunting for students and faculty members. , affirmative action, the death penalty) with trepidation and questions such as, “What if I am singled out for my opinion? ” The nature of the issues at hand, combined with enhanced emotional arousal among all involved, may increase the likelihood of conflict or distress and impair abilities to engage in productive discussions and problem-solving. This chapter presents approaches for effective prevention, intervention, and “postintervention” with resulting conflicts and disruptions.

As noted in the literature, if professors intervene early, it may be possible to do so with some light humor, a gentle correction, or a brief conversation outside of class (Damour, 2006; Wilson & Hackney, 2006) and prevent escalation. Intervention: What to Do When the “Pound of Cure” Becomes Necessary If prevention is not successful, the next step is intervention. , 2002). indd 26 10/3/12 12:36 PM been established, teachers have a relationship to successfully “hold” an active intervention. Rapport means that students and teachers have shared goals for the class and will be more easily able to face disruptions and return to their common objectives.

In other studies, student ratings both of their instructors’ attitudes toward them (Wilson, 2006) and of student–professor rapport have served as significant predictors of selfreported course grades (Wilson, 2006; Wilson, Ryan, & Pugh, 2010). We know, therefore, that a positive relationship between students and faculty is important to educational outcomes. Thus, a helpful framework for conceptualizing prevention, intervention, and postintervention of classroom disruptions could be that of equating the relationship among faculty and students to the psychotherapeutic concept of the working alliance (Meyers, 2008).

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