Abstract
Teaching psychology is about personality development and construction of a new identity as psychology students and future psychologists. The Theme-Centered Interaction (TCI) approach offers me a meaningful and helpful way towards these goals. In this chapter, I describe how I started applying the TCI approach to my psychopathology lectures. The text is organised along the four factors of the TCI model, reflecting my own process as a university teacher:
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1.
Globe factors: some thoughts on features of the context in which the class takes place.
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Individual aspects: how I encountered the TCI method and why did it make spontaneous sense to me.
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Group factors: how did the group of students react to my proposal of an unfamiliar didactical setting? How did the social climate in class change during the term?
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4.
The It or topics: how the content “psychopathology” developed during the process of the class – with respect to the individuals, to groups and to the overall context.
In light of the TCI factors I ask: how did the class work out, how were the TCI principles helpful, when did I reach the goal of balance, or when did the process wavered, and why? Implications of these reflections lead to thoughts about the future shaping of my teaching and learning processes, for sure supported by TCI.
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Notes
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Since the TCI approach is introduced explicitly in this book by Scharer and also in the text of Meyerhuber, I refer here to it without explaining the concept and its aspects in detail.
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See Scharer ‘Theme-Centered Interaction by Ruth C. Cohn – An introduction’, in this book.
- 3.
See Meyerhuber’s discussion of H. Rosa’s theory of acceleration as a symptom of postmodernity in this volume.
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Pereira, D. (2019). First Steps with TCI in a Class for Psychopathology: How Students, Topics and the Lecturer Gain from the Approach. In: Meyerhuber, S., Reiser, H., Scharer, M. (eds) Theme-Centered Interaction (TCI) in Higher Education . Springer, Cham. https://doi.org/10.1007/978-3-030-01048-5_6
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