Some Trends in and Problems Presented by the Teaching of Psychology in High Schools

Abstract

The Education and Training ( E and T) Board of the American Psychological Association has a task committee1 studying the teaching of psychology in high schools. A part of the work done has been a survey of the literature in the field ( 3 ) . As another part of the work of this committee, the writer interviewed 31 teachers of psychology and visited their classes. These teachers were teaching in 28 high schools in 19 cities and towns in eight midwestern states. In addition, some classes were visited in which psychological material was being presented in courses under such titles as: Social Problems, American Problems, and Family Living. Principals and guidance personnel were interviewed in order to learn of their reactions to high school psychology. This program of visitation was made possible through the financial support of the E and T Board. Although recognizing the limitations of the sampling, this paper will present in brief form some of the information gleaned from these visits and from a survey of the literature, and will indicate some of the problems presented for psychologists by the teaching of psychology in high schools. SOME TRENDS IN HIGH SCHOOL PSYCHOLOGY 1. Student enrollment in classes in psychology seems to have been increasing for the past 20 years, or longer. Although it is principally in the larger schools that psychology is offered as a separate course of study, such courses are often found in surprisingly small high schools. In some schools psychology is limited to one or two classes although there is a tendency for students to request more classes in the subject. Some prlnclpals I lm~t the number of classes so that the course will not become a dumping ground for poor students. 2. Most frequently psychology IS taught in the Social Studies department, but in some high schools it is taught in the Science department, and may even be considered as giving general credit without departmental designation. 3. Teachers differ greatly in their objectives for the course, but tend to stress practical applications, especially along the lines of self-understanding and social adjustment. 4. There is a tendency for teachers to have their major training in social sciences and education rather than in psychology, although some teachers were visited who had master's degrees in psychology. 5. Teachers of psychology are enthusiastic about their work and like the