Issues related to the psychology of men and masculinity are increasingly identified as important contributors to an array of areas in psychology including boy’s and men’s development across the life- span, issues of multiculturalism and sexual orientation, and an array of important topics including boys and men falling behind in educational settings, violence in society, fathering, men’s health and others. Thus, the teaching of the psychology of men is central to psychology, yet one of the least developed areas in psychology (O’Neil, 2001). There is a need for formal instruction on how to teach the psychology of men. This need has been expressed by numerous divisions of APA including Division 51, 35, 17, & 43. To our knowledge, no direct instruction has ever been offered by APA related to teaching the psychology of men. Furthermore, the teaching of the psychology of men relates to critical social issues of grave concern to men, women, and families. Additionally, we believe that the teaching the psychology of men will be a growing areas over the next decade; just like the teaching of the psychology of women was in the 1980’s and 1990’s. Furthermore, there is evidence that psychology of men is an emerging growth area (Addis & Mahalik, 2003; Smiler, in press). This growth is documented by Smiler (in press) who found that from 1985-1989, only one publication using the term “masculinities” was found in PsychInfo, but from the period of 1995-1999, over 70 publications were found using this term. There will be a continuing need to educate psychologists on how to translate this emerging knowledge to both undergraduate and graduate students.

  WORKSHOP GOALS

This workshop is designed to help you:

1. Design a psychology of men course or incorporate the psychology of men into existing courses.

2. Locate syllabi, core concepts, readings, media, self assessments,  and other resources to teach the psychology of men.

3. Utilize multiple teaching methods when teaching the psychology of men including psychoeducational and multicultural approaches.

4. Enumerate the critical problems/dilemmas and solutions when teaching the psychology of men.

The purpose of this workshop is to assist psychologists in developing course work on the psychology of men based using the theoretical and empirical literature on men and masculinity. The workshop will provide basic knowledge on how to create a psychology of men course or how to infuse this content into existing courses on gender or the psychology of women (O’Neil, 1995; Russo, 1996). The workshop will be rich with information on how to teach the psychology of men and also highly interactive to allow participants to ask questions, make comments, and interact with the instructors. There has been very little information on how to teach the psychology of men. Therefore, the workshop will provide a rationale for the teaching the psychology of men, using the emerging scholarship in this area (Addis & Mahalik, 2003; Cohen, 2001; Kilmartin, 2000, 2001; Kimmel & Messner, 1998; Levant & Pollack, 1995). Participants will learn a rationale for teaching the psychology of men that explains this discipline as an expanding field, that intersects with the psychology of women and Women Studies, and relates to critical social issues such as societal and family violence, effective fathering, homophobia, and men’s and physical and mental health. Each presenter will discuss how to develop and implement courses in the psychology of men and share their syllabi, reading materials, evaluation processes, and other resources. Abundant handouts of syllabi, class manuals, and teaching resources will be disseminated. The workshop will discuss pedagogical approaches such as traditional lecturing, psychoeducational techniques, group discussion approaches, and the infusion of diversity and multiculturalism as critical content areas (Landrine, 1995; Madden & Hyde, 1998). Important process issues in teaching the psychology of men will be delineated (Kilmartin, 2000; O’Neil, 2001; Urschel, 1999). These processes will include norm setting, expectancy setting, conflict management, data gathering, self-assessments, group work, “journaling”, stereotyping, and working with resistance and defensiveness as part of the learning process.  Brief examples of video media and self-assessment exercises will be shared with the participants. Another major area that will be addressed in the workshop is how to manage the problems/dilemmas that occur when teaching the psychology of men. Some of the problems to be addressed are: 1) how to enroll men, 2) sexism and heterosexism in the classroom, 3) “male bashing” and women’s anger at men, 4) the merits and problems with professor self-disclosure, 5) integrating research into courses. The instructors will personally share their struggles and successes when teaching the psychology of men and encourage participants to share their own experiences and insights through an interactive dialogue.
 

8:00-9:00 -      Introductions, goals and process of the workshop process, icebreaker, rationale for teaching the psychology of men, unanswered questions, framework for the workshop

9:00-9:30 -      Presentation of Psychology of Men Course 1

9:30-9:45 -      Interaction – Questions, Answers, comments

9:45 - 10:00 -  Break

10:00 - 10:30 - Presentation of Psychology of Men Course 2

10:30 - 10: 45 -Interaction – Questions, Answers, comments

10:45 - 11:15 - Presentation of Psychology of Men Course 3

11:15 - 11:30 - Interaction – Questions, Answers, comments

11:30 - 12:00 -Wrap-Up, Comments, & Evaluation

1.      What is the psychology of men in operational terms?

2.      What are the basic academic content areas in the psychology of men?

3.      What is a standard content for an introductory, undergraduate course in the psychology of men?

4.      What is the standard content for a graduate course in the psychology of men for therapists and non-therapist?

5.      Should courses in the psychology of men include content from the psychology of women?

6.      How do Feminist principles relate to teaching the psychology of men?

7.      What are the best texts/readings for the psychology of men course at both the undergraduate and graduate levels?

8.      Should the psychology of men be taught at the high school level?

9.      Does the psychology of men currently have any data based theories?

10.   What position do teachers of the psychology of men take on integrating research into their classes?

11.  How should the psychology of men discuss multicultural and diversity issues in classes.

12.  What is the status of our knowledge of multicultural/multiracial masculinity?

13.  Does the psychology of men value psychoeducational approaches to teaching the psychology of men?

14.  What are the psychology of men’s pedagogical approaches and techniques? Are these approaches any different than any other courses taught?

15.   Does anyone know how many psychology of men courses are currently being taught in the U.S and abroad and at which institutions?

16.   How much should the teaching of the psychology of men emphasize experiential learning?

17.   How do we attract men to take psychology of men courses?

18.   How many psychology of men courses are currently offered in American Psychology    Departments and APA approved clinical training programs? Which institutions and who are the instructors of these courses?

19.  How does the psychology of men integrate gay, bisexual, and transgendered studies into their teaching content and process?

20.  What role do movies about gender roles have in teaching the psychology of men?

21.  How and should psychology of men faculty discuss power in the classroom?

22.  Should the teaching of the psychology of men include both macrosocietal and micro-interpersonal perspectives on how oppression (racism, sexism, classism, homophobism) operates in people’s lives?

23.  How does the psychology of men explain men’s violence toward women and each other?

24.  What are the minimum educational standards for teaching the psychology of men? Should there be any standards?

25.  What are the ethical issues when teaching the psychology of men? Are these ethical issues any different than teaching any other course?

26.  Is there enough empirical research to indicate that men’s gender roles are hazardous their health?

27.  What previous psychological theories (social, child, developmental, personality theories) substantiate the teaching of the psychology of men?

28.  What are the issues, if any, for women teaching the psychology of men?

29.  What are the predictable and unpredictable problems when teaching the psychology of men?

30.  How do professors work with student resistance, defensiveness, and anger when teaching the psychology of men?

31.  Are there defined and established exercises to use when teaching the psychology of men? Do they work and have they been tested?

32.  Do we know whether teaching the psychology of men makes any difference in student’s growth, development, consciousness raising?

33.  How do you teach the psychology of men from a life span perspective?

34.  Are there any academic texts that systematically describe a developmental and contextual perspective on men’s lives?

35.  How can SPSMM support the development of the teaching of the psychology of men?

36.  Does a position paper/journal manuscript need to be developed on the importance/status of teaching the psychology of men?

37.  What role does instructor self-disclosure play in teaching the psychology of men?

38.  What are the process issues and techniques that allow the psychology of men to be personalized by students?

39.  How do you help male students who are “razed” and intimidated by other men for learning this content?

40.  How do we help students who take psychology of men courses “come to terms” with violent men that have victimized them?

41.  Is there any political resistance to teaching the psychology of men from the psychology of women or the status quo? If so, what are the issues?

42.  How might the psychology of women support, advise, and help develop the teaching of the psychology of men?

43.  How does the psychology of men relate to clinical practica, internships, and supervision?

44.  What is a rationale for teaching the psychology of men?

45.  How does the psychology of men explain some of men’s more serious problems (violence, depression, addiction, suicide, ect.)

46.  What kinds of students typically take psychology of men courses?

47.  What role do the dramatic arts and psychohistory play in teaching the psychology of men?

48.  How can we develop an ongoing an APA Continuing Education Program “Teaching the Psychology of Men” that educates psychologists to the psychology of men?

49.  How can we systematically bring in the experts in SPSMM to teach this Continuing Education Program over the years?

50.  How do get the past, current and future SPSMM leaders (i.e. current and future presidents) to endorse the teaching of the psychology of men as a priority in advancing Division 51?

Reference and Emerging Reading List

Smiler, A.P. (in press) Thirty years after the discovery of gender: Psychological concepts and measures of masculinity. Sex Roles.

Addis, M. E. & Mahalik, J.R. (2003). Men, masculinity, and the context of help seeking. American Psychologist. 58, 5-14.

Horne, A.M. & Kiselica, M.S. (1999). Handbook of counseling boys and adolescent males: A  practitioners guide. Thousand Oaks, CA: Sage Publications.

 Cochran, S.V. & Rabinowitz, F.E. Men and Depression: Clinical and empirical perspectives. San Diego, CA: Academic Press.

 O’Neil, J.M. (2001). Promoting men’s growth and development: teaching the new psychology of men using psychoeducational philosophy and interventions. In G.R. Brooks & G.E. Good (Eds.) The new handbook of psychotherapy and counseling with men: A comprehensive guide to settings, problems, and treatment approaches. San Francisco, CA.: Jossey –Bass.

Rabinowitz, F.E. & Cochran, S.V. (2002). Deepening psychotherapy with men. Washington, D.C.: American Psychological Association.

 Cohen, T.F. (2001). Men and masculinity: A text reader. Belmont, CA.: Wadsworth-Thomson Learning.

 Brooks, G.R. & Good, G.E. (Eds., 2001) The new handbook of psychotherapy and counseling with men:

    A comprehensive guide to settings, problems, and treatment approaches. San Francisco: Jossey-Bass.

 Kilmartin, C.T. (2001). Sexual assault in context: Teaching college men about gender. Holmes Beach, FL: Learning Publications.

Lips, H. (2001). Sex and gender: An introduction (4^th ed.) Mountain View, CA: Mayfield.

Kilmartin, C. T. (2000). The masculine self. Boston: McGraw-Hill.

Urschel, J.K. (1999). Pedagogical issues and approaches encountered in a psychology of men course. Journal of Men Studies, 8, 1-10.

Pleck, JH. (1981) The myth of masculinity. Cambridge, MA.: MIT Press.

Blazina, C (2003). The cultural myth of masculinity. Westport, CT: Praeger.

Madden, M.E. & Hyde, J.H. (Eds. 1998). Integrating gender and ethnicity into psychology courses. Psychology of Women Quarterly, 22, 1-130

Kimmel, M.S. & Messner, M.A. (Eds., 1998), Men’s Lives. Needham Heights, MA: Allyn and Bacon.

Russo, N.F. (1996). Masculinity, male roles, and the future of Feminist psychology. Psychology of Women’s Quarterly, 20, 1-2

Landrine, H. (Ed., 1995) Bridging cultural diversity to feminist psychology: Theory, research, and practice. Washington, D.C.: American Psychological Association.

Levant, R.F. & Pollack, W.S. (Eds., 1995). A new psychology of men. New York: Basic Books

O’Neil, J.M. (1995) The gender role journey workshop: Exploring sexism and gender role conflict in a coeducational setting. In M. Addronico (Ed.) Men in groups: Insights, interventions, psychoeducational work. Washington, D,C.: APA Books.

Levant, R.F (1992). The Society for the Psychological Study of Men and Masculinity. The Journal of Men’s Studies. 1, 75-76.

Gilmore, D.D. (1990). Manhood in the making: Cultural concepts of masculinity. New Haven, CT: Yale University Press.
 

Click here to view Jim O'Niel's psychology of men syllabus used at the University of Connecticut.
 

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