Pragmatics of Teaching the Psychology of Men: Preparation and Process Paradigms

Two paradigms are shown in Figure 1 and 2 that support future course development and promote effective instruction when teaching the psychology of men. 

Figure 1 shows a 10 part preparation paradigm and conveys the complexity of course development.  For example, in the preparation paradigm in Figure 1, the following activities are commonplace in any psychology course: reflecting on teaching environments (1), developing  a course rationale (2), generating goals and objectives (4), selecting content and assignments (5, 6, & 7), and incorporating theory and research (9). The three other preparatory activities in the Figure 1 (reflection on psychoeducational methods (3), incorporating diversity, multiculturalism,  and social justice (8), and reflecting on possible dilemmas, conflicts, and defensiveness (10) are more unique when teaching the psychology of men. The five psychology of men courses in the special issue discuss many of the preparation activities found in Figure 1 (See Crapser & Elders, 2013; Kilmartin, et al., 2013; Mahalik, et al., 2013). 

In Figure 2, a teaching process paradigm shows 9 pedagogical activities utilized during instruction. These two paradigms expand and deepen the operational definition of teaching the psychology of men.  

With the process paradigm in Figure 2, commonplace professional roles include:  Setting norms and expectancies (1), gathering data during classes (2), and evaluating students (5). The rest of the processes shown in Figure 2 are considered more typical or unique to psychology of men classes and include: deciding on tack, timing, and dose (3), monitoring precision and scope of thinking and verbalizations (4), processing diversity, multiculturalism, and social justice issues (6), managing dilemmas and defensiveness (7), integrating professor and student self-disclosure, (8), and providing personal care to vulnerable students (9). The five courses described in the special issue provide definitions and examples of these six process oriented ways of teaching  (See Crapser & Elders, 2013; Kilmartin, et al., 2013; Mahalik, et al., 2013).

From:
O'Neil, J. M., & Renzulli, S. (2013). Introduction to the special section: Teaching the psychology of men—A call to action. Psychology of Men & Masculinity, 14(3), 221. DOI: 10.1037/a0033258