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When I began to study psychology a half century ago, it was defined as "the study of behavior and experience." By the time I completed my doctorate, shortly after the end of World War II, the last two words were fading rapidly. In one of my first graduate classes, a course in statistics, the professor announced on the first day, "Whatever exists, exists in some number." We dutifully wrote that into our notes and did not pause to recognize that thereby all that makes life meaningful was being consigned to oblivion. This bland restructuring-perhaps more accurately, destruction-of the world was typical of its time, 1940. The influence of a narrow scientistic attitude was already spreading throughout the learned disciplines. In the next two decades it would invade and tyrannize the "social sciences," education, and even philosophy. To be sure, quantification is a powerful tool, selectively employed, but too often it has been made into an executioner's axe to deny actuality to all that does not yield to its procrustean demands.
The Handbook of the Teaching of Psychology is astate-of-the-art volume that provides readers with comprehensivecoverage and analysis of current trends and issues, basicmechanics, and important contextual variables related to effectiveteaching in psychology. Uses concise and targeted chapters, written by leading scholarsin the field, to explore a myriad of challenges in the teaching ofpsychology. Employs a prescriptive approach to offer strategies andsolutions to frequently occurring dilemmas. Covers the gamut of current topics of interest to all currentand future teachers of psychology.
Investigates questionable, ineffective, and harmful mental health treatments for children and adolescents.