Professional Training in Applied Psychology: Towards a Signature Pedagogy for Forensic Psychology Training

References

• Ax, R. K., & Morgan, R. D. (2002). Internship training opportunities in correctional psychology: A comparison of settings. Criminal Justice and Behavior, 29, 332–347.
   Web of Science ®Google Scholar
• Baillie, A. J., Proudfoot, H., Knight, R., Peters, L., Sweller, J., Schwartz, S., & Pachana, N. (2011). Teaching methods to complement competencies in reducing the “junkyard” curriculum in Clinical Psychology. Australian Psychologist, 46, 90–100.
   Web of Science ®Google Scholar
• Barrows, H. S., & Tamblyn, R. M. (1980). Problem‐based learning: An approach to medical education. New York, NY: Springer Publishing.
   Google Scholar
• Berliner, D. C. (2003). Educational psychology as a policy science: Thoughts on the distinction between a discipline and a profession. Canadian Journal of Educational Administration and Policy. Retrieved 18 July 2009 from http://www.umanitoba.ca/publications/cjeap/articles/miscellaneousArticles/berliner.html
   Google Scholar
• Casey, S. (2008). A Relational Ethics Approach to Understanding the Loss of Academic Collegiality. Unpublished paper. James Cook University, Queensland.
   Google Scholar
• Clark, T. (2005). Pursuing the ubiquity principle. Australian Universities Review, 48(1), 5–9.
   Google Scholar
• Crebbin, W. (1997). Defining quality teaching in higher education: An Australian perspective. Teaching in Higher Education, 2, 21–33.
   Google Scholar
• Day, A., & White, J. (2008). The code of ethical practice from the perspective of a forensic psychologist. Australian Psychologist, 43, 186–193.
   Web of Science ®Google Scholar
• Friere, P. (1972). Pedagogy of the oppressed. Harmondsworth, UK: Penguin.
   Google Scholar
• Huey, D. (2001). The potential utility of problem‐based learning in the education of clinical psychologists and others. Education for Health, 14, 11–19.
   PubMedGoogle Scholar
• Kenny, J. (2008). Efficiency and effectiveness in higher education: Who is accountable for what? Australian Universities Review, 50(1), 11–19.
   Google Scholar
• Kiernan, M. J., Murrell, E., & Relf, S. (2008). Professional education of psychologists using online problem‐based learning methods: Experience at Charles Sturt University. Australian Psychologist, 43, 286–292.
   Web of Science ®Google Scholar
• Margetson, D. B. (2000). Depth of understanding and excellence of practice: The question of wholeness and problem‐based learning. Journal of Evaluation in Clinical Practice, 6, 293–303.
   PubMed Web of Science ®Google Scholar
• Marginson, S. (2002). Nation‐building universities in a global environment: The case of Australia. Higher Education, 43, 409–428.
   Web of Science ®Google Scholar
• Mellott, R. N., & Mehr, S. L. (2007). Reaffirming the role of the Scientist‐Practitioner Model of training in psychology. American Behavioral Scientist, 50, 842–845.
   Web of Science ®Google Scholar
• Moss, C., & Mccown, R. (2009). Toward a signature pedagogy in teacher education: The case of (and for) systematic and intentional inquiry. Retrieved 2 July 2009 from http://www.allacademic.com//meta/p_mla_apa_research_citation/1/4/2/5/5/pages142556/p142556‐1.php
   Google Scholar
• Nelson, B. (2002). Our universities: Backing Australia's future, Department of Education, Science and Training, Canberra. Retrieved 2 June 2005, http://www.backingaustraliasfuture.gov.au/publications/meeting_the_challenges/foreword.htm
   Google Scholar
• Popper, K. R. (1979). Objective knowledge. Oxford: Clarendon Press.
   Google Scholar
• Sageman, M. (2003). Three types of skills for effective forensic psychological assessments. Assessment, 10, 321–328.
   PubMed Web of Science ®Google Scholar
• Savin‐badin, M., & Major, C. H. (2004). Foundations of problem based learning. Berkshire, UK: Society for Research into Higher Education and Open University Press.
   Google Scholar
• Sharrock, G. (2007). After Copernicus: Beyond the crisis in Australian universities. Australian Universities Review, 49(1&2), 2–14.
   Google Scholar
• Shulman, L. (2005). Signature pedagogies in the professions. Daedalus, 134, 52–59.
   Web of Science ®Google Scholar
• Sullivan, W. M., Colby, A., Wegner, J. W., Bond, L., & Shulman, L. E. (2007). Educating lawyers: Preparation for the profession of law. New York: Wiley.
   Google Scholar
• Thomas‐peter, B., & Howells, K. (1996). Professional and ethical challenges of forensic clinical psychology. Psychiatry, Psychology and Law, 3, 63–70.
   Google Scholar
• Thornton, M. (2008). The retreat from the critical: Social science research in the corporatised university. Australian Universities Review, 50(1), 5–10.
   Google Scholar
• Ward, T., Gannon, T., & Vess, J. (2009) Human rights and ethical principles and standards in forensic psychology. International Journal of Offender Therapy and Comparative Criminology, 53, 126–144.
   PubMed Web of Science ®Google Scholar
• Winefield, A. H., Boyd, C., Saebel, J., & Pignata, S. (2008). Job stress in university staff: An Australian research study. Bowen Hills, QLD, Australia: Australian Academic Press.
   Google Scholar