Motivation and emotion/Book/2023/Psychological literacy

Psychological literacy:
What is psychological literacy, why does it matter, and how can it be fostered?

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Overview

Psychological literacy refers to an individual’s ability to apply psychological knowledge and concepts intentionally and ethically for personal, professional, and social goals. It includes elements such as critical thinking, ethical decision making, applying psychological principle to personal, social, and organisational issues in work, relationships and the broader communities (McGovern et al., 2010)

Some of the literature surrounding psychological literacy has called for it to become a goal of undergraduate psychology education to develop global citizens who possess skills and abilities that are applicable to the real world.

Psychological literacy is still a relatively new concept and throughout this chapter we will explore what it is, why it matters, and how it can be applied and fostered.

Focus questions: What is psychological literacy? What are the key elements of psychological literacy? How can psychological literacy be developed?

What is psychological literacy?

Definition

Psychological literacy has been defined by McGovern et al. (2010) as being insightful and reflective about one’s own and others behaviour and mental process. Psychological literacy goes beyond the basic understanding of psychological concepts and involves the practical application of the theories and principles of psychology.

History

Psychological literacy is a term first coined by Alan Boneau in 1990 in his review of the core concepts of psychology. Although he did not specifically define psychological literacy, his work provided the one of the first approximations of psychological literacy. Boneau’s approximation of psychological literacy and the elements that make up psychological literacy laid the foundation for further study into the topic.

To further build on the work of Boneau and others, another psychologist, Maureen O'Hara (2007) discussed the need for advanced psychological literacy to respond to the increasing complexities and challenges of the world around us.

However, in later years a more substantial and well accepted definition of psychological literacy was proposed by McGovern et al. (2010). Newell et al. (2022) also proposed a new definition of psychological literacy which provides a concise description of the

Professionals and academics have called for psychological literacy to become a goal of an undergraduate psychology education (Murdoch, 2016).

Elements/traits of psychological literacy

Psychological literacy as a concept is still fairly new thus, there is no consensus on the definition or agreed upon key elements of psychological literacy. However, McGovern et al. (2010)'s definition of psychological literacy included these elements and these have been referenced throughout the literature:

Figure 1. Diagram of critical thinking skills

1. having a well-defined vocabulary and basic knowledge of the critical subject matter of psychology
2. valuing the intellectual challenges required to use scientific thinking and the disciplined analysis of information to evaluate alternative courses of action
3. taking a creative and amiable sceptic approach to problem solving,
4. applying psychological principles to personal, social, and organizational issues in work, relationships, and the broader community,
5. acting ethically,
6. being competent in using and evaluating information and technology,
7. communicating effectively in different modes and with many different audiences,
8. recognizing, understanding, and fostering respect for diversity,
9. being insightful and reflective about one's own and others' behaviour and mental processes.

Newell et al. (2022)'s proposed definition of psychological literacy includes these three elements:

1. Critically analyze psychological phenomena, including findings drawn from a range of methodologies, as well as any biases or limitations that could have given rise to any conclusions
2. Use scientific methodology and principles to investigate real-world issues across a range of contexts, both personal and professional, drawing upon an understanding of human behavior and thinking processes
3. Communicate an understanding of psychological processes to others by offering concise, evidence-based solutions to real world issues.

Psychological Literacy is still a relatively new concept with more research and there is little consensus on what elements psychologically literate individuals possess.

Why does psychological literacy matter?

Psychological literacy encompasses traits such as critical thinking, communication, problem solving and a few others. These characteristics are desired by employers as individuals have deep understanding of the concepts and know how to apply them (Miell et al. (2011). The elements of psychological literacy identified by McGovern et al. (2010) can be used to continuous foster improvement within the individual through the application of psychological concepts. Self improvement can be achieved through a combination of positive psychology methods and psychology literacy elements.

Psychological literacy for the individual

Understanding of psychological principles and concepts allows individuals to apply them in their lives in a manner that supports their own personal growth. For example, an individual may be able to set smarter goals through their knowledge and application of goal setting theory. This knowledge and understanding of the psychological theory allows them to effectively apply it in a manner that benefits them. Psychological literacy can equip individuals with the ability to self-regulate with an understanding of the process that is involved (Cranney et al., 2016). James (2011) suggested that psychological literacy can help prevent problems such as developing a pessimistic attitude through understanding the impact attitudes and behaviours and emotions in an individual’s professional life can have on other aspects of their life such as their individual’s social and personal life.

Psychological literacy for the organisation

Psychological literacy promotes key abilities such as critical thinking, effective communication and problem solving. These skills are valuable in both professional and personal contexts as they enable individuals to analyse complex situations, make informed decisions and effectively resolve conflicts (Miell et al., 2011). According to McGovern et al. (2010), these components can promote continuous self-improvement by integrating cognitive behavioural strategies and emotional regulation into daily decision-making. Additionally, psychological literacy supports professional development by enhancing the ability to communicate effectively with diverse audiences and critically evaluate information to address workplace challenges.

Psychological literacy for society

The elements of psychological literacy encourage individuals to uses these skills for the benefit of other especially through cultural competence, communicating effectively, thinking critically and having problem solving skills. On a social level, the elements of psychological literacy encourage individuals to uses these skills for the benefit of other especially through cultural competence, communicating effectively, thinking critically, and having problem solving skills (Cranney et al., 2016). Psychological literacy also enables individuals to have a basic understanding of underlying situational or environmental contexts

Murdoch (2016) noted examples where a lack of psychological literacy may be perceived as problematic. He stated there were concerns that professionals who provide mental health services lack sufficient psychological literacy including, but not limited to doctors, social workers, and nurses.

As such, some academics and organisations have called for psychological literacy to become a goal of an undergraduate psychology education Miell et al. (2011).

Case study

It's a busy time of the year at work and Alison, a senior manager in her department has been met with a problem: two of the employees she manages, Tom and Emily are currently involved in a conflict regarding the allocation of tasks. This conflict has caused a halt in employee productivity. She begins by having an individual discussion with Tom and Emily to understand each individual's perspective. Throughout their conversations, Alison ensures she is actively listening and validating each person's experience without necessarily agreeing with either Tom or Emily's argument Following her conversations, she revisits her notes of the meetings she had with Tom and Emily, breaks down the issues they both raises and comes to an objective conclusion to what the issue is and begins formulating a solution. Alison having done her psychology units undergraduate studies understand the importance of applying some of the concepts she learnt at university to meet her personal and professional needs. Alison decides on a reallocation of work among her team, which meant Tom and Emily now had the same amount of tasks to complete while also avoiding favouring any one single individual with the solution proposed

How can psychological literacy be fostered?

Psychological literacy can be fostered through the constant ethical application of theories and concepts learned from studying psychology units. Throughout one's education, psychological literacy can be fostered through intentional teaching practices where one of the learning outcomes of the unit is the student is able to practically apply the concepts learned. This form of reflective teaching requires students to consistently reflect on the knowledge they are acquiring and how they practically apply it in their day-to-day lives.

Work integrated learning which involves individuals going into a workplace of the same discipline their studying gives individuals the opportunity to apply the concepts they are learning in a supervised environment.

The use of capstone and cornerstone units to provide an opportunity for student apply the theory they have learned has been noted to enable students to develop their psychological literacy.

Capstone units or work integrated learning supports students in the continuous development of the skills they possess and psychological literacy and support them to become work ready (Hamilton et al., 2017).

Reflection What are the benefits of being a psychological literate individual and how can one foster their psychological literacy?

Psychological theories

Illustration of cognition

Cognition is the "mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". Cognition is a key part of psychological literacy as it requires having an understanding of of psychological concepts especially through applied practice of the psychological theories and concepts being taught.

Positive psychology is linked with the objectives of developing psychological literacy. Positive psychology aims to improve quality of life and the development of psychological literacy enables individuals to adopt strategies and measures that will improve their quality of life in different areas.

Criticisms of psychological literacy

Psychological literacy like any other psychological concept or theory has its own criticisms. One of the key criticisms of psychological literacy is the lack of consensus on what characteristics are present in a psychological literate citizen (Newell et al., 2020).

Murdoch, (2016) noted that many of the current attributes used to describe psychological literacy are perceived as generic graduate attributes and that there is a lack good quality studies comparing psychology alumni to other disciplines, so it is unclear whether these traits are uniquely from a psychology degree.

Additionally, there is no objective measure for psychological literacy and as such, the methods of measuring psychological literacy have also been criticized by (Murdoch, 2016) & (Newell et al., 2020).

Potential for misuse or overuse of psychological knowledge and applications such as attempting to apply psychological concepts inappropriately or in an unethical manner.

Conclusion

Psychological literacy is a relatively new concept, however the literature that is available tells us that psychological literacy encompasses many elements that enable individuals to apply concepts and insights they gained through their undergraduate study psychology or psychology units to meet personal, professional, and, social goals. Psychological literacy supports individuals through a basic understanding of psychological theories and how they can be ethically applied in their personal lives. Additionally, psychological literacy supports the professional and social life of an individual with characteristics such as critical thinking or problem solving. Reflective teaching practices and opportunities to apply learned concepts will continue to foster the development of the traits associated with psychological literacy and help ensure that individuals can ethically apply the concepts they learn in their daily lives. Psychological literacy is a new and developing concept and the criticisms of psychological literacy can be addressed through additional research specifically longitudinal studies that will provide an objective measure of psychological literacy.

See also

Critical thinking (Wikipedia)

Self-schemas and motivation (Book chapter, 2021)

Ethics (Wikipedia)

Cognition(Wikipedia)

Positive Psychology (Wikipedia)

References

American Psychology Association. (2011). Principles for quality undergraduate education in psychology. American Psychologist, 66(9), 850–856. https://doi.org/10.1037/a0025181

Boneau, C. A. (1990). Psychological literacy: A first approximation. American Psychologist, 45(7), 891–900. https://doi.org/10.1037/0003-066x.45.7.891

Cranney, J. (2012). National Standards for Psychological Literacy and Global Citizenship:

Cranney, J. (2013). Toward psychological literacy: A snapshot of evidence-based learning and teaching. Australian Journal of Psychology, 65(1), 1–4. https://doi.org/10.1111/ajpy.12013

Cranney, J., Andrews, A., & Morris, S. (2016). Curriculum renewal to build student resilience and success: Phase 1 . https://ltr.edu.au/resources/ID12-2381_UNSW_Cranney_Final%20report.pdf

Hamilton, K., Morrissey, S. A., Farrell, L. J., Ellu, M. C., O’Donovan, A., Weinbrecht, T., & O’Connor, E. L. (2017). Increasing Psychological Literacy and Work Readiness of Australian Psychology Undergraduates through a Capstone and Work-Integrated Learning Experience: Current Issues and What Needs to be Done. Australian Psychologist, 53(2), 151–160. https://doi.org/10.1111/ap.12309

James, C. (2011). Law student wellbeing: Benefits of promoting psychological literacy and self-awareness using mindfulness, strengths theory and emotional intelligence. Legal Education Review, 21(1/2), 217–233. https://doi.org/doi/abs/10.3316/informit.868049526963988

Machin, M. A., & Gasson, N. (2022). The measurement of psychological literacy and employable skills self-efficacy in undergraduate psychology students. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000336

Miell, D., Trapp, A., Upton, D., Ellis, J., & Banister, P. (2011). The future of undergraduate psychology in the United Kingdom. https://www.advance-he.ac.uk/knowledge-hub/future-undergraduate-psychology-united-kingdom

Morris, S., Cranney, J., Jeong, J. M., & Mellish, L. (2013). Developing psychological literacy: Student perceptions of graduate attributes. Australian Journal of Psychology, 65(1), 54–62. https://doi.org/10.1111/ajpy.12010

Murdoch, D. (2016). Psychological literacy: proceed with caution, construction ahead. Psychology Research and Behavior Management, Volume 9, 189–199. https://doi.org/10.2147/prbm.s88646

Newell, S. J., Chur‐hansen, A., & Strelan, P. (2020). A systematic narrative review of psychological literacy measurement. Australian Journal of Psychology, 72(2), 123–132. https://doi.org/10.1111/ajpy.12278

Newell, S., Chur-Hansen, A., & Strelan, P. (2022). A revised definition of psychological literacy: Multiple stakeholder perspectives. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000326

O’Hara, M. (2007). Psychological literacy for an emerging global society: Another look at Rogers’ “persons of tomorrow” as a model. Person-Centered & Experiential Psychotherapies, 6(1), 45–60. https://doi.org/10.1080/14779757.2007.9688427

Roberts, L. D., Heritage, B., & Gasson, N. (2015). The measurement of psychological literacy: a first approximation. Frontiers in Psychology, 6(105). https://doi.org/10.3389/fpsyg.2015.00105

ŽivkoviĿ, S. (2016). A Model of Critical Thinking as an Important Attribute for Success in the 21st Century. Procedia - Social and Behavioral Sciences, 232, 102–108. https://doi.org/10.1016/j.sbspro.2016.10.034

External links

• Psychological literacy – from classroom to real world (The British Psychological Society)
• Thinking About Psychological Literacy (Psychology Today)