The Representation of Applied Psychology Areas in Introductory Psychology Textbooks

Haselhuhn, Charlotte W.; Clopton, Kerri L.

doi:10.1177/009862830803500310

Cited by 5 publications

(7 citation statements)

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“…Although many of these errors are small, it is possible for large errors to survive the review process. For example, descriptions of applied psychology areas (e.g., industrial/organizational, clinical, counseling, school) are often subject to inaccuracy in textbook descriptions (Haselhuhn & Clopton, 2008).…”

Section: Analysis Of Psychology Textbooksmentioning

confidence: 99%

What do undergraduates learn about human intelligence? An analysis of introductory psychology textbooks.

Warne¹,

Astle²,

Hill³

2018

Archives of Scientific Psychology

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Human intelligence is an important construct in psychology, with far-reaching implications, providing insights into fields as diverse as neurology, international development, and sociology. Additionally, IQ scores can predict life outcomes in health, education, work, and socioeconomic status. Yet, students of psychology are often exposed to human intelligence only in limited ways. To ascertain what psychology students typically learn about intelligence, we analyzed the content of 29 of the most popular introductory psychology textbooks to learn (a) the most frequently taught topics related to human intelligence, (b) the accuracy of information about human intelligence, and (c) the presence of logical fallacies about intelligence research. We found that 79.3% of textbooks contained inaccurate statements and 79.3% had logical fallacies in their sections about intelligence. The five most commonly taught topics were IQ (93.1% of books), Gardner's multiple intelligences (93.1%), Spearman's g (93.1%), Sternberg's triarchic theory (89.7%), and how intelligence is measured (82.8%). Conversely, modern models of intelligence were only discussed in 24.1% of books, with only one book discussing the Carroll three-stratum model by name and no book discussing bifactor models of intelligence. We conclude that most introductory psychology students are exposed to some inaccurate information and may have the mistaken impression that nonmainstream theories (e.g., Sternberg's or Gardner's theories) are as empirically supported as g theory. This has important implications for the undergraduate curriculum and textbook authors. Readers should be aware of the limitations of the study, including the choice of standards for accuracy for the study and the inherent subjectivity required for some of the data collection process.

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Section: Analysis Of Psychology Textbooksmentioning

confidence: 99%

What do undergraduates learn about human intelligence? An analysis of introductory psychology textbooks.

Warne¹,

Astle²,

Hill³

2018

Archives of Scientific Psychology

View full text Add to dashboard Cite

show abstract

“…In contrast to the minoritized recruitment literature base, general recruitment literature has predominately focused on the influence of knowledge, exposure, and intentions for entering school psychology. Researchers have generally found that the profession of school psychology is under-represented within undergraduate psychology training (Bocanegra, Gubi, Callan, & Clayson, 2019; Bocanegra, Gubi, Callan, Grapin, et al, 2019; Haselhuhn & Clopton, 2008). For example, a large national study that examined undergraduate psychology students’ exposure to school psychology found that students reported receiving less knowledge and exposure to school psychology than other professional psychology types (Bocanegra et al, 2015).…”

Section: Addressing the Recruitment Gapmentioning

confidence: 99%

“…More specifically, studies that have examined undergraduate psychology textbooks have found school psychology to be under-represented within textbooks (Haselhuhn & Clopton, 2008; Lucas et al, 2005). Similarly, research has also found school psychology to not be adequately represented within undergraduate careers in psychology courses (Bocanegra, Gubi, Callan, & Clayson, 2019; Bocanegra, Gubi, Callan, Grapin, et al, 2019).…”

Section: Addressing the Recruitment Gapmentioning

confidence: 99%

Upending the shortages crisis: A national survey of school psychology recruitment.

Bocanegra¹,

Gubi²,

Zhang³

et al. 2022

School Psychology

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School psychology is experiencing a shortages crisis. There is also lack of national data regarding current recruitment practices. Understanding these practices is essential to overcome these personnel shortages. In this national study, 151 school psychology programs within the US and its territories were surveyed. Participants were chosen from a national comprehensive list of school psychology programs compiled by the research team. The survey was created through a detailed review of relevant literature and distributed by email using Qualtrics. Various recruitment strategy domains were examined. Findings suggest that program representatives perceived program location to be most important and program cost the least important for students choosing their programs. Furthermore, respondents indicated a general consensus regarding the importance of establishing a recruitment pipeline. Moreover, programs within smaller communities appeared to be more involved in recruitment pipeline efforts. Descriptives for recruitment strategy domains are presented and implications are discussed. Impact and ImplicationsSchool psychology is experiencing a severe personnel shortage. Findings suggest that recruitment within school psychology is largely passive, and few efforts are being made to invest into strategic recruitment. Study findings may help to improve recruitment, thus, lessening personnel shortages.

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“…Learning experiences are experiences throughout a person's life that inform them about possible career paths. Most research within school psychology have measured students' exposure and knowledge regarding school psychology (Bocanegra et al, ; Bocanegra et al, ; Graves & Wright, , ; Haselhuhn & Clopton, ). These learning experiences are posited to influence students' self‐efficacy (i.e., belief in their ability to successfully perform a specific task) and their outcome expectations (i.e., belief and value of most likely outcome of performing that specific task; Lent et al, ).…”

Section: Social Cognitive Career Theorymentioning

confidence: 99%

“…Unfortunately, research into the recruitment and retention of future school psychologists has been generally lacking, with most of the research focusing on minority recruitment. The handful of studies that have been conducted have found school psychology to be underrepresented in undergraduate psychology textbooks and coursework (Haselhuhn & Clopton, ; Lucas, Blazek, Raley, & Washington, ). Furthermore, scholars have generally found that undergraduate psychology students have less exposure to and knowledge of school psychology than other professional psychology sub‐fields (i.e., counseling psychology, clinical psychology; Bocanegra, Gubi, Fan, & Hansmann, ; Lucas et al, ) and that students who reported greater knowledge and exposure also reported greater intentions of entering the school psychology profession (Bocanegra et al, ).…”

mentioning

confidence: 99%

The impact of video exposure on students entering school psychology

Bocanegra

Gubi

Callan

et al. 2019

Psychology in the Schools

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School psychology is experiencing a shortages crisis. Within this two‐part study, the Social Cognitive Career Theory was used to examine the impact of video interventions on students' choice and application to school psychology programs. A sub‐sample of participants were followed across 4 years. Findings suggest that, when measured immediately before and after, a short video intervention had a significant impact on participants' perceived knowledge and intentions to apply to a school psychology training program. However, when measured across several years, the video was not found to have a significant impact on actual application to a school psychology training program. Nevertheless, exposure to school psychology from multiple sources was still found to be the best predictor of actually applying to a school psychology program. Study results highlight the importance of concerted efforts throughout the career development pipeline to expose students to the profession of school psychology.

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The Representation of Applied Psychology Areas in Introductory Psychology Textbooks

Cited by 5 publications

References 0 publications

What do undergraduates learn about human intelligence? An analysis of introductory psychology textbooks.

What do undergraduates learn about human intelligence? An analysis of introductory psychology textbooks.

Upending the shortages crisis: A national survey of school psychology recruitment.

The impact of video exposure on students entering school psychology

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