Part I: Introduction ; Chapter 1 ; Psychological literacy and the psychologically literate citizen: New frontiers for a global discipline ; Jacquelyn Cranney and Dana S. Dunn ; Part II: Curriculum Perspectives ; Chapter 2 ; Curriculum matters: Structure, content, and psychological literacy ; Dana S. Dunn, Robin L. Cautin, and Regan A. R. Gurung ; Chapter 3 ; Critical thinking and the education of psychologically literate citizens ; Diane Halpern and Heather Butler ; Chapter 4 ; Enhancing ethical literacy of psychologically literate citizens ; Graham Davidson and Shirley Morrissey ; Chapter 5 ; The social psychology of intergroup harmony and the education of psychologically literate citizens ; Fiona White ; Chapter 6 ; Changing the lens: Indigenous perspectives on psychological literacy ; Pat Dudgeon, Dawn Darlaston-Jones, and Yvonne Clark ; Chapter 7 ; Introductory Psychology and Psychological Literacy ; Lorelle J. Burton and Kathie J. McDonald ; Chapter 8 ; Educational psychology and psychological literacy in higher education: Developmental and cultural aspects of racial diversity ; Nida Denson and Marsha Ing ; Chapter 9 ; The role of positive psychology in creating the psychologically literate citizen ; Suzy Green, Paula L. Robinson, and Lindsay G. Oades ; Chapter 10 ; Departmental program approaches for educating psychologically literate citizens ; Jane Halonen, Dana Dunn, Suzanne Baker, and Maureen McCarthy ; Chapter 11 ; Psychological Literacy and applied psychology in undergraduate education ; Jacquelyn Cranney, Sue Morris, Frances Martin, Steve Provost, Lucy Zinkiewicz, John Reece, Josephine Milne-Home, Lorelle Burton, Fiona White, Judi Homewood, Joanne Earl, and Sherri McCarthy ; Part III: Global Perspectives ; Chapter 12 ; Psychological Literacy: An Italian perspective ; Remo Job, Lorella Lotto, and Claudio Tonzar ; Chapter 13 ; An Indonesian perspective on psychological literacy ; Sarlito Sarwono ; Chapter 14 ; A UK perspective on Psychological Literacy and Citizenship ; Annie Trapp and Jacqui Akhurst ; Chapter 15 ; Psychological Literacy Goals in Psychology Teaching in Russian Education ; Victor Karandashev ; Chapter 16 ; Sustainability and the Psychologically Literate Citizen: A New Zealand Perspective ; Niki Harre, Taciano Milfont, William Helton, and Andrea Mead ; Chapter 17 ; Fostering psychologically literate citizens: A Canadian perspective ; Steve Charlton and Jocelyn Lymburner ; Section IV: Integrative Perspectives ; Chapter 18: Adaptive cognition and psychological literacy ; Jacquelyn Cranney and Sue Morris ; Chapter 19: Psychological literacy: Bridging citizenship and character. ; Bryan W. Sokol and Janet E. Kuebli ; Chapter 20 ; A scientist-educator perspective on psychological literacy ; Daniel Bernstein ; Chapter 21 ; Virtues and Character Strengths of Psychologically Literate Faculty ; Thomas V. McGovern ; Chapter 22 ; Psychological literacy: An alumni perspective ; Harold Takooshian and Giulia Landi ; Chapter 23 ; What the world needs now is psychological literacy ; Jacquelyn Cranney and Dana S. Dunn

"What big ideas of psychological science should an educated person know? What psychology-enhanced thinking and emotional skills support discerning, responsible citizenship? Such questions weave through this important and practical teaching and curricular guide. Kudos to these multinational contributors for focusing our attention on things that really matter." -- David G. Myers, Professor of Psychology, Hope College, and author of Psychology, 9th Edition "From the blueprint established by a convening of teachers of psychology, the editors have created an architecturally exciting framework on how to create and encourage literacy about what psychology does and how it does its work. However we receive news and ideas - whether the source is print, electronic, or word of mouth - we need to learn how to understand and evaluate psychologists' ideas and research. Among the many strengths of this book is the global perspective provided by teachers of psychology from both western and, especially welcome, non-western countries." -- Douglas K. Candland, recipient of the American Psychological Foundation's Award for Distinguished Teaching in Psychology, Past President of APA's Division for the Teaching of Psychology, and current editor of the Review of General Psychology "Today's daunting global problems - such as hunger, war, pollution, and climate change, to name just a few - will depend for their solution upon our capacity to understand and change human behavior. Yet every psychology teacher knows how difficult it is to overcome widely held myths and misconceptions about human behavior and psychological science. Now, for the first time, Jacquelyn Cranney and Dana Dunn have convened a diverse group of teachers to contemplate not only how we might improve psychological literacy among students, but also how it might bear upon the demands of everyday life for ordinary people." -- Kenneth Keith, Professor, Department of Psychological Sciences, University of San Diego "Fostering psychological literacy was a dominant theme of the American Psychological Association's 2008 National Conference on Undergraduate Education in Psychology, and served as the inspiration for this volume. This book includes contributions from outstanding educators in the United States and Australia, as well as Canada, Indonesia, Italy, New Zealand, Russia, and the UK. All teachers who want their students to become psychologically literate global citizens should read this book." -- Charles L. Brewer, Kenan Professor of Psychology, Furman University "No review can do this book the justice it deserves. There is so much more within it to discuss. Some of the presented concepts worthy of extended discussion are the global citizen (pp. 96-99), ethical literacy (pp. 41-55), online asynchronous discussion groups (100-101), and the behavior modification example of "applied approach" to teaching psychological literacy (pp. 149-150). The book is "long time coming." Teachers of psychology will find it particularly interesting." -- Thomas F. Cloonan, Ph.D., Fordham University, The General Psychologist "The editors of this interesting work have gathered together a diverse collection of articles by international researchers and writers in to examine the question of what must be taught to our students in order to ensure they are psychologically literate. By bringing a global perspective to the problem, they have produced a rather fascinating picture of where psychology currently stands and how it could move forward under a common vision... The strength of the book for me lies mainly in its global perspective by not only examining psychology in the United Kingdom and Western Europe, but also from the likes of Russia and Indonesia... Together, this collection of 23 articles attempts to set out a blueprint of how psychology will look in the not-too-distant future. It perhaps even offers a way in which psychology can change the world for the better by creating citizens who understand the world from a psychological perspective." -- Marc Smith, The Psychologist "Contributors range from graduate students to leaders in the field (from the US and worldwide) and thus bring different developmental/cultural perspectives to the discussion... Recommended...Researchers/faculty, professionals, general readers." - D. M. Chirico, York College, CUNY, CHOICE

Selling point: Builds upon the concepts of psychological literacy and the psychologically literate citizen, which were first developed by McGovern et al. in 2010, and takes these concepts to a broader international audience Selling point: Provides the first expansive set of international responses to the concepts of psychological literacy and psychologically literate citizens Selling point: Links traditional approaches and concepts in psychology to the new concepts of psychological literacy and psychologically literate citizens Selling point: Offers practical suggestions for everyday teaching practice

Jacquelyn Cranney is currently Associate Professor of Psychology at the University of New South Wales. She is also an Australian Learning and Teaching Council National Teaching Fellow. She obtained her BA and MA at the University of Queensland, and her PhD at Bryn Mawr College. She has received many awards for teaching, including the Australian Psychological Society Distinguished Contribution to Education Award and a Carrick Citation Award. Dana S. Dunn is currently Professor of Psychology and Director of the Learning in Common Curriculum at Moravian College in Bethlehem, Pennsylvania. He earned his BA in psychology from Carnegie Mellon University and his PhD in experimental social psychology from the University of Virginia. The author or editor of 13 books and over 100 articles, chapters, and book reviews, Dunn writes about the teaching of psychology, rehabilitation psychology, social psychology, and liberal education. He served as President of the Society for the Teaching of Psychology in 2010. Dana Dunn is winner of the 2013 Charles L. Brewer Award for Distinguished Teaching of Psychology from the American Psychological Foundation (of the APA).

Selling point: Builds upon the concepts of psychological literacy and the psychologically literate citizen, which were first developed by McGovern et al. in 2010, and takes these concepts to a broader international audience Selling point: Provides the first expansive set of international responses to the concepts of psychological literacy and psychologically literate citizens Selling point: Links traditional approaches and concepts in psychology to the new concepts of psychological literacy and psychologically literate citizens Selling point: Offers practical suggestions for everyday teaching practice