1st Edition

Teaching Critical Psychology International Perspectives

Edited By Craig Newnes, Laura Golding Copyright 2018
    304 Pages
    by Routledge

    304 Pages
    by Routledge

    This edited volume may be the 'definitive text' on methods and content in teaching psychology from an international and critical perspective. Chapters from internationally renowned contributors working clinically, educationally and in the community with a range of client groups, outline critical teaching by and for professionals and service recipients.

    This timely book offers a unique, research-based and philosophically coherent approach to teaching psychology including teaching methods, the lecture content of radical approaches to modern psychology and debates as to whether the aim of teaching is to liberate or control. Themes include the nature of pedagogy, the importance of teaching and learning style, the relevance of context and content and the ways in which traditional teaching forms a part of the disciplinary rather than critical project.

    Teaching Critical Psychology offers guidance in teaching pupils, students, peers and those on academic programmes at under-graduate and post-graduate level.


    Preface: On critical pedagogy Peter McLaren

    Chapter One: Teaching psychology critically David Fryer & Rachael Fox

    Chapter Two: Ten suggestions for critical teaching John Cromby

    Chapter Three: Towards coherence in teaching critical Psy Craig Newnes

    Chapter Four: Teaching disability, teaching critical disability studies Dan Goodley, Katherine Runswick-Cole and Michael Miller

    Chapter Five: Fear and loathing in the education system Robbie Piper

    Chapter Six: What can teachers of critical and community psychology learn from their learners? Olivia Fakoussa, Gemma Budge, Mandeep Singh Kallu, Annie Mitchell and Rachel Purtell

    Chapter Seven: Teaching indigenous psychology: A conscientisation, de-colonisation, and psychological literacy approach to curriculum Pat Dudgeon, Dawn Darlaston-Jones, & Abigail Bray

    Chapter Eight: Psy and the law: The Law Project for Psychiatric Rights' public education approach Jim Gottstein

    Chapter Nine: Teaching withdrawal of antipsychotics and antidepressants to professionals and recipients Peter Lehmann

    Chapter Ten: Human rights and critical psychology Beth Greenhill & Laura Golding

    Chapter Eleven: Children’s experiences of domestic violence: A teaching and training challenge Jane Callaghan, Lisa Fellin & Joanne Alexander

    Chapter Twelve: Supervision: A principles based approach Sara Tai

    Chapter Thirteen: Training that domesticates or education that liberates? Tensions and dilemmas related to teaching critical psychology in the context of UK clinical psychology training Anne Cooke


    Name Index

    Subject Index


    Craig Newnes is a Consultant Critical Psychologist, editor and author. He has published numerous works and is Editor of The Journal of Critical Psychology, Counselling and Psychotherapy. For 19 years he was the Editor of Clinical Psychology Forum, the in-house practice journal of the Division of Clinical Psychology of The British Psychological Society and Director of Psychological Therapies for Shropshire’s Community and Mental Health Services (NHS) Trust.

    Laura Golding is Programme Director of the University of Liverpool's Doctorate in Clinical Psychology and chair of the British Psychological Society’s Division of Clinical Psychology Conference Committee. Much of her career has been spent working in the National Health Service (NHS) in the North West of England with adults with intellectual disabilities.

    "This unusual indispensable book lays bare critical psychology as a fully-fledged part of academic life. It is a primer with a difference; it links theory and practice in a way that out-flanks its host discipline, and, crucially, addresses the form as well as the content of mainstream psychology, showing teachers, students and practitioners what can be done to turn psychology into what it always promised to be, but can only become by being rigorously self-critical."

    Ian Parker, Emeritus Professor of Management, University of Leicester, UK