A particular set of skills

“…What I do have are a very particular set of skills. Skills I have acquired over a very long career.”—Liam Neeson, in Taken (20th Century Fox Home Entertainment, 2008)

I find myself wondering more and more why I am teaching specific elements within the introductory psychology course. Historically, I have leaned into the idea that focusing on the critical thinking skills that are developed by taking different perspectives, testing out different theories, and using empiricism will be most helpful to students. These skills are, for me, the core features that get developed within a psychology curriculum. In addition, I recognize that a majority of students that take the introduction to psychology course will not be psychology majors and an even smaller group of them will pursue a career as a psychologist. So, this has led me to more recently reconsider the emphasis that I place on critical thinking and start to think more specifically as to how each of the different areas within psychology offer specific skills that can be applied to workplaces and careers that are not typically thought of as psychology related. This article addresses ways to frame these skills and an activity that may help students make more of these connections on their own, by thinking about their own learning and career readiness.

My hope is to help students bridge the perceived gap between their liberal arts education and their career goals. In large part, I do not think we help students identify these transferable skills as part of the curriculum. And even when we do focus on skills, they tend to be more psychology focused: how they can help students make the case for graduate school admissions, specific research and technology skills related to research positions, and interpersonal skills needed in general human interactions. I am proposing meeting our students where they are and recognizing that our introductory course does have a lot to offer and can help them identify and develop skills, which can ultimately lead to further development and exploration within and outside of psychology. In order to get some buy-in, we first need to help students recognize the benefits of some of the general skills that are central to all areas of psychology, and then get more specific.

Research suggests that employers are looking for applicants that are able to effectively communicate, use critical and analytical thinking skills, apply knowledge and skills to real-world settings, analyze and solve complex problems, and make ethical decisions, among other attributes (AAC&U, 2023). These general skills are embedded within psychology courses, and we do need to do a better job of helping students identify these skills as we help guide their development. Goal 5 of the new APA Guidelines for the Undergraduate Psychology Majoropens in new window (APA, 2023) also identifies six specific professional development areas (i.e., self-regulation, workforce collaboration, project management, effective judgment, technological skills, and planning for life after graduation) that can help students find the crossover between the introductory course and career aspirations. In addition, though, I think there are specific skills identified within the introduction to psychology course that may fit our students’ interests and aspirations better. Below, I detail a few examples of specific skills associated with the different areas of psychology and potential related career fields. By no means are these exhaustive; they only provide a starting point for a much lengthier conversation that can be continued in the classroom or within course assignments.

• Research methods: Critical thinking and problem-solving, isolating variables and testing hypotheses (engineer, data analyst, health fields, stocking associate, mechanic, IT manager)
• Physiological psychology: Appreciation for genetic predispositions and plasticity of the brain (genetic counselor, occupational therapist, physical therapist, dietician)
• Learning/behaviorism: Considering how multiple environmental factors influence behavior (ABA technician, animal training, teacher)
• Social psychology: Understanding group influence, importance of obedience and conformity, and interpersonal skill development (social media consultant, community organizer, police officer, retail salesperson)
• Sensation and perception: How the mind organizes and understands sensory information (user experience designer, marketing specialist, software developer)
• Psychopathology: Development of empathy and not jumping to conclusions, taking culture into context (legal advocate, nurse practitioner, HR specialist)
• Consciousness: Suggestibility and the importance of sleep on cognition (lawyer, substance misuse treatment, sleep specialist)
• Cognitive psychology: Memory and thinking processes and how they impact behavior and the importance of self-efficacy (rehabilitation, credit counselor, tutor)
• Psychotherapy: Importance of the relationship, research, and structure on outcomes (medical assistant, customer service representative, personal care aid)

Helping students brainstorm how the material they learn in courses can be applied to their futures allows for the material to become more personally relevant and results in deeper learning. There are many benefits of this type of exercise, and I’ve found that students can be very creative in their thinking and enthusiasm for the topic and class discussion improves. In addition, I have begun to incorporate e-portfolios in some of my courses to help students go beyond the discussion and emphasize their specific skills and making connections with their futures in more concrete ways.

I believe that within psychology we do have a very particular set of skills, and our job is to help students recognize how those skills can ultimately benefit them in careers in and outside of psychology.