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ERIC Number: ED256500
Record Type: Non-Journal
Publication Date: 1985-Apr
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
From Congress to Classroom: Effect of the Fellowship on Teaching and Publication.
Phillips, Deborah
A former Fellow briefly describes in this presentation at a symposium "Scholars Working in Congress: The Impact of the Congressional Science Fellowship Program on the Field of Child Development" the knowledge/skill-based and socialization-based approaches designed to teach developmental psychologists to operate as professionals at the interface of child development and social policy formation. Integration of these two approaches in a course of instruction is discussed, and themes around which such instruction can be organized are delineated. Teachers are urged to recognize that (1) they are training developmental psychologists to make choices different from those of the traditional graduate student; (2) the role of the traditional mentor is often not appropriate in the context of training students to effectively influence policy decisions; (3) they should not pretend to know everything about social policy; (4) they should instill realistic expectations about the role of scientists in the policy arena without promoting cynicism; and (4) they should make sure students appreciate the special value of their "traditional" training as psychologists. Concluding remarks focus on the lack of publishing opportunities for developmental psychologists who want to write about social policy; recommendations for addressing this problem are made. (RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A