A Case-Conference Exercise to Facilitate Understanding of Paradigms in Abnormal Psychology

In this article we describe an in-class case-conference exercise designed to enhance the teaching of paradigms in abnormal psychology courses. The primary pedagogical goals are to increase awareness of how paradigms are applied in real-life settings; better distinguish between paradigms; and recogni...

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Bibliographic Details
Published in:Teaching of psychology 2002-07, Vol.29 (3), p.220-222
Main Authors: Lafosse, Jose M., Zinser, Michael C.
Format: Article
Language:English
Subjects:
Abnormal psychology
Class Activities
College Students
Conferences
Educational Strategies
Etiology
Heuristics
Learning Activities
Paradigms
Pretests Posttests
Psychology
Psychopathology
Student Reaction
Teaching Methods
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Summary:In this article we describe an in-class case-conference exercise designed to enhance the teaching of paradigms in abnormal psychology courses. The primary pedagogical goals are to increase awareness of how paradigms are applied in real-life settings; better distinguish between paradigms; and recognize how paradigms influence understanding of etiology, assessment, and treatment. A pretest–posttest evaluation of paradigm-related knowledge and student ratings of the exercise from 2 classes support the effectiveness of the exercise. The exercise makes it possible for instructors to more effectively use paradigms as heuristic themes throughout the course.
ISSN:0098-6283
1532-8023
DOI:10.1207/S15328023TOP2903_09