Teaching history and systems from a clinical perspective.
There is a need to make the teaching of the history and systems of psychology course more relevant for students in professional training programs. Most typical courses and textbooks are oriented around the history of the science of psychology, giving scant and generally passing attention to the development of the profession of psychology. The author draws on his experience teaching a history and systems course in PsyD programs and provides a structure for enhancing the relevancy of such courses in professional training programs. Two frameworks are used. The author develops a conceptualization of 4 archetypes as defining of the range of roles, activities, contexts, and justification of professional psychologists: (a) the shaman/priest, (b) the physician, (c) the teacher, and (d) the scientist. Stephen Pepper's (1942) world hypothesis theory, which characterizes the epistemic approaches underlying modern science and philosophy, is used to organize the development of the science of psychology. The integration of these 2 frameworks is discussed, and the circular modifications that flow from it are outlined.
Larson
Paul C
PC
Chicago School of Professional Psychology, Illinois 60605, USA. plarson@csopp.edu
D004503:Education, Medical, Graduate / Q000266:history*; D006663:Historiography; D049673:History, 20th Century; D049674:History, 21st Century; D011586:Psychology, Clinical / Q000266:history*; D014481:United States