Caltabiano, Marie, and Errington, Ed (2011) Talking scenarios. [Video]
Video (MPEG) (Smaller file size)
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Scenario-based learning is well-suited to the Psychology subjects I teach. For example, students can role play being the therapist in a counselling session and explore different approaches in client assessment and behaviour change within the supportive environment of the classroom setting. By varying hypothetical client psychopathology, client characteristics and behaviour, the possibilities for scenarios are endless. Scenarios bring the workplace into the classroom by creating a virtual psychotherapeutic encounter through role play. Here is a discussion on the relative merits of using role-play/scenario-based learning to re-create therapist-client encounters.
|Research Background||Rationale for the Project A recent survey of over 500 employers showed that one of the most valuable commodities a graduate can have is work experience. An obvious way to gain this would be through placement in a work environment. However, work placements may not, in themselves provide sufficient scope or time to develop the attributes needed by graduates to prepare and sustain them for the professions. The cross-curricula project team at JCU, asserted that scenario-based learning (SBL) provided one useful stratagem for embedding graduate attributes within students, as would-be professionals. Research aims were fourfold: (1) To establish the extent of work-based learning practice that encompass SBL within four discipline areas of the FAESS. (2) To enhance current work-based offerings designed to embed graduate attributes via the use of scenario-based learning processes. (3) To generate support materials/identify SBL champions (4) To disseminate the project/engaging and enhancing staff input within/across the four discipline areas|
|Research Contribution||The combination of peer review processes among the team linked to the trialing of four different kinds of scenarios - making this a unique educational research contribution to scenario-based learning and the attainment of graduate attributes.|
|Research Significance||The research significance of the project outcomes lies in the revelations afforded by employing different kinds of scenario approaches - all based on situated learning principles - to achieve particular educational intentions.|
|Keywords:||scenario-based learning; role play; psychology; therapist; client|
This video was produced as an exemplar of sound scenario-based learning practice within the context of psychology.
|Media of Output:||Video|
|Projects and Grants:||WIL PROJECT|
|Date Deposited:||29 Aug 2011 01:26|
|FoR Codes:||17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology @ 100%|