This chapter examines the role of Clinical and Counseling Psychology courses in the undergraduate curriculum and offers a conceptual framework for designing courses that promote cognitive ...
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This chapter examines the role of Clinical and Counseling Psychology courses in the undergraduate curriculum and offers a conceptual framework for designing courses that promote cognitive and affective development in the student. The chapter uses Wiggins and McTighe’s (2006) multifaceted model of understanding to address the specific goals and challenges of courses in Clinical and Counseling Psychology. Rather than giving an overview of the extensive literature on isolated classroom activities and assignments, the focus of this chapter is on two integrative pedagogical approaches. Specifically, the chapter articulates how focusing on evidence-based practice and incorporating service-learning can be used to target multiple facets of understanding in students. Using this framework, the chapter provides examples and guiding principles for constructing specific learning activities, addressing ethical considerations, and exploring diversity issues.
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