Bridging the Science-to-Service Gap: Service Learning in Graduate-Level Psychology Education

Autor/inn/en	Grassetti, Stevie N.; Solic, Katie; Getz, Zachary
Titel	Bridging the Science-to-Service Gap: Service Learning in Graduate-Level Psychology Education
Quelle	In: Teaching of Psychology, 48 (2021) 2, S.175-181 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grassetti, Stevie N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320971208
Schlagwörter	Clinical Psychology; Doctoral Programs; Doctoral Students; Service Learning; School Community Relationship; Theory Practice Relationship; Evidence Based Practice; Thinking Skills; Skill Development; Data Use; Decision Making; Teamwork; Active Learning; Student Projects; Program Evaluation; Graduate Study + Suchen Sie Ihr Suchwort? Klinische Psychologie; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Service-Learning; Theorie-Praxis-Beziehung; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Decision-making; Entscheidungsfindung; Aktives Lernen; Schulprojekt; Programme evaluation; Programmevaluation; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Introduction: The discrepancy between what is known from clinical research and what is done in applied clinical practice is called the "science-to-service gap." Teaching students to bridge this gap must be a primary focus of graduate education in applied psychology sub-disciplines. Statement of the Problem: Since science is fluid, an exclusive focus on teaching current empirically supported practices is insufficient. To make a meaningful impact, graduate students need opportunities to practice scientific reasoning in community settings. Literature Review: Service Learning facilitates applied experiences for students to practice scientific reasoning in "real world" settings in collaboration with community partners. Objective: In this paper, we describe the SL pedagogy and model how to apply the pedagogy to a sample graduate-level course. Teaching Implications: SL courses facilitate high impact opportunities for students to practice data-driven decision-making while serving the community. Conclusion: SL benefits students and the community. Future work can build on the model course we describe by evaluating the outcomes of SL courses against other models of effective teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01