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Psychology International ◦ JUNE 2016

COLLABORATE! Partnering to Examine Identity and Civic Engagement in South Korea

By Greg Morae Kim, PhD

CONTENTS

COVER: COLLABORATE! Partnering to Examine Identity and Civic Engagement in South Korea

APA in Cuba – Building Relations and Building Collaborations.…....3

Psychology in Action!……… 5

CIRP and APA Sponsored APA Convention Programming………7

Senior Director’s Column….....8

Stay Current on OIA …………….9

APA International Division Update…………………………...10

APA 2016 International Awards Recipients… …………………11

WHO new platform: GCP.Network …………………..12

New Awards for psychology programs & students …………..13

Internationalizing the Curriculum: Psychology at the Crossroads ……….…….…………...………..14

Psychology Day at the United Nations.…….…………..………..15

UN MATTERS: The International Decade for People of African Descent.………..…...17

Selected PsycCRITIQUES Review: Counseling the Therapy Cases from Around the World .21

Update: Office of Int’l Affairs …23

ANNOUNCEMENTS ...............24

Volume 27, Number 2, June 2016

For an online version, visit: www.apa.org/international/pi

NEWS AND UPDATES FROM THE AMERICAN PSYCHOLOGICAL ASSOCIATION OFFICE OF INTERNATIONAL AFFAIRS | JUNE 2016

Psychology International

Since the late 1990s, I have been

involved in a research project that investigates identity and civic engagement among young adults in South Korea. The research project initially began when I investigated the personal definitions and multiple meanings of collective identities for young South Korean adults formally educated during the 1980’s and 1990’s, and how their understanding of collective identities might be related to the particular sociopolitical issues of that time period. The research then expanded to examining these collective identities with another large sample of young adults and situating their identities in the context of rapid social, cultural, political changes in South Korea in the 2000’s. Through a number of partnerships with universities and community organizations, I have been able to collect several waves of data over the years, but not without unexpected setbacks that nicely illustrate some of the challenges in collaborating and conducting research in another country.

As a cultural psychology PhD student at Boston College my dissertation was on South Korean identity and civic engagement. It was my first opportunity to go abroad and truly experience research in another country. It was an exciting time for me. Research in South Korea offered a fascinating opportunity to examine how larger structural forces in a society shaped the conception of contemporary collective identity for a group of people with a 5,000 year history of a shared homogenous population, solidified by years of colonialism and imperialism. South Korea’s civil society was still unfolding as the

government increasingly paid more attention to issues of democracy, globalization, and national reunification in the 1990’s and 2000’s. The government, in fact, pushed to become a powerful actor in the global economy as part of the state-mandated segyehwa (globalization) policy, initiated by former President Kim Young Sam (Kim Yŏngsam; 1993-1998). The government also attempted to match its global economic status in other arenas (e.g., humanitarian and medical) by assisting other countries by forging stronger alliances with its neighboring countries, and by disseminating knowledge of South Korean medicine into the global arena. Moreover, civic organizations and non-governmental organizations (NGOs) increasingly played a larger role in raising awareness of issues concerning democracy and human rights, both domestically and internationally.

My Journey to South Korea

My interest in the topic of identity and civic engagement was also born from my own experiences as a second generation Korean American in the U.S., and later as a Peace Corps volunteer in the Dominican Republic where I met South Korean nationals who were working in zona francas (trade zones) at South Korean companies that were

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invited and given tax benefits to assist with economic development. Motivated by my cultural experiences and intrigued by research findings on Korean Americans, I went out to tackle my dissertation project. I was also fortunate to receive a Fulbright grant to go to South Korea.

As I was preparing my dissertation proposal, I had been involved in a different study that included interviews with South Korean Americans about their ethnic and racial identities. Findings from this study suggested that second generation young adults (18-25 years of age) were highly motivated to find a personally meaningful way of being “Korean” and that the evolving sense of “Koreanness” could influence how they felt, thought, and acted in various academic and social situations. One striking observation from this work was the intense struggle participants appeared to be engaged in to define what “Korean” meant to them. In part the difficulty arose from the lack of concrete knowledge of Korea and Korean culture, but it also arose because people seemed to have an untested assumption that there is a “true” or “pure” way to be Korean. Valid or not, Korean Americans’ desire to achieve this “essential” Korean identity appeared to be an elusive goal that made the process of ethnic identity search for them quite frustrating.

The Value of Partnerships

I had coordinated with two sponsors, Hwang Sang-Min in the Department of Psychology at Yonsei University, and Uichol Kim who was at the time in the Department of Psychology at Chung-Ang University, both in Seoul. What I had planned as a nine-month stint became a two-year affair, because of numerous challenges. Nevertheless, I was fortunate to spend time with leading scholars and become familiar with the ways that research was conducted in South Korea.

One of best lessons I learned was the importance of reaching out to partners in conducting research. I was naïve to think that I would be able to collect data within 9 months, especially for a cultural psychologist who knows that culture and context are critical -- in not only conducting research, but also in understanding human behavior. Here were some of the challenges:

The first six months of my stay in South Korea were challenging as I tried to navigate the graduate educational system, which is very hierarchical. It is hierarchical such that more experienced graduate students (sunbae) are responsible for socializing those with less experience (hoobae) about graduate school. Coming from a program that was more independent, this was an adjustment that I later came to appreciate.

Translating questionnaires became a nightmare. After interviewing a sample of 15 participants, my research stalled as everyone including my committee members in the U.S., my sponsors and others in South Korea asked me

to make various changes.

After finally committing to a set of questionnaires, I ran into further challenges distributing it to a wide audience. Getting a small sample was not difficult; getting 300 to 400 participants was a major challenge. One of South Korea’s cultural practices includes inmak which generally refers to social network. Eventually, I reached out to a number of civic organizations to better understand the development of South Korea’s civil society and the major players who were a part of it. After realizing that even these partnerships could facilitate the data collection process, I was able to sample over 400 participants within one week.

Going Forward

The fruits of this labor during those earlier years in my graduate training and subsequently in my early career as a psychologist have been tremendously rewarding. I have developed solid partnerships with several trusted scholars, departments, and universities in South Korea. One of the partnerships involves Tae Young Han at Kwangwoon University in Incheon, South Korea. He has assisted me in collecting data from a large sample of South Korean young adults in the past ten years, adding to the large dataset that I am developing. We have collaborated on several research efforts such as social identities and civic engagement. He has also introduced me to several other scholars with whom I have started collaborative research efforts.

If I could summarize the themes and lessons from my cultural work, they involve establishing and nurturing solid partnerships, understanding data collection approaches, which may be different from one’s home country, and being flexible in predicting a timeframe that may be beset by unexpected challenges and surprises, both good and bad. I was fortunate to have had this training and experience as a graduate student and have been able to learn from them with my other cultural work in South Korea and elsewhere.

Ψ

About the author: Greg Morae Kim, PhD, is a professor in the Department of Psychology and the Director of the Asian Studies Program at California State University, Sacramento. He received a Fulbright grant to South Korea in 1999-2000. The thoughts and opinions expressed by the author are his own and are not endorsed by the U.S. Department of State or the Fulbright Program. Correspondence concerning this article should be directed to: Greg Morae Kim ([email protected]), Department of Psychology, California State University, Sacramento, 6000 J Street, Sacramento, CA, 95819.

www.apa.org/international/pi 3


APA in Cuba – Building Relations and Building Collaborations

The fourth APA-sponsored trip to Cuba took place in

May. Eighteen U.S. psychologists arrived in Havana to learn about Cuba’s health care and education systems and to experience first-hand, psychologists’ active integration as team professionals in Cuban healthcare delivery. The trip was organized by the APA Office of International Affairs in conjunction with Common Ground Travel. It included three days of orientation to Cuba, a 3-day psychology conference, and a day to follow up with professional and personal contacts.

Orientation to Cuba

Beginning with an orientation dinner in Miami before an early morning charter flight to Havana, the first days of the trip were focused on an intensive look at the Cuban health care system. The group met with Cuban psychologists in Hermanos Amejeiras Hospital, a teaching and research hospital, and visited the Maria Elisa Rodriguez del Rey Bocalandro community mental health clinic in a quiet district in Havana. The participants also met with Cuban researchers at the Center for Psychological and Sociological Research (CIPS), an applied social science research institute and with representatives at the Cuban international Friendship Center. Topics discussed ranged from a deeper explanation of Cuba’s three-tiered health care system to expectations about short and long-term changes as relations with the U.S. improve.

Health care in Cuba

Cuba offers free, high quality health care to all its citizens. Relying heavily on a prevention and community health model, the system is organized to give primacy to local, community based primary care when possible. At the first level, people go to a neighborhood doctor’s office (staffed by a physician and nurse, and serviced by a multidisciplinary team of other health workers, including psychologists) in the neighborhood where they and the doctor live (there are around 1000 patients per doctor’s office in urban areas). The focus in the model is on primary and preventative care. Everyone in Cuba has a checkup once a year, which includes a mental health examination. When necessary, patients can be referred to a district polyclinic (second level) for specialty diagnosis or treatment, or to a specialized research/teaching hospital for more acute care. When possible, treatment and follow-up occurs at the lowest level (e.g. primary care).

Mental health care occurs at the primary level (integrated teams), in polyclinics, in community mental health centers

and in psychiatric hospitals. The group learned of the efficiency and high quality of this system in terms of health outcomes. Cuba has strong health statistics –infant mortality is low, life expectancy is high. But they also learned of acute shortages of some medicines and struggles to build a pharmaceutical industry that does not depend on unavailable U.S. based ingredients (Cuba is prevented from receiving most U.S. products because of the U.S. embargo, including necessary medical materials). It is hard to generalize from the brief meetings about the state of psychological treatment but it was clear that psychology is integrated into behavioral health at all levels. For many of the APA participants it was interesting to see how psychological treatment takes place in a system with no private practice, and with an orientation toward group therapy.

The Conference: Hominis 2016

Hominis 2016, organized by the Cuban Psychological Society, was attended by over 800 psychologists from Cuba, neighboring Latin American countries and territories, and the US and Europe. The APA group participated in the opening events and lecture, and in most of the plenary lectures (which were all held in a large conference auditorium with simultaneous translation and remote lcd technology). Plenary talks included sessions by Cuban colleagues (including those met in a visit to a high level teaching hospital) as well as a number of talks by colleagues from the region - on violence and reconciliation emerging from the civil war in Colombia, on the status of professional education in Argentina, on colonialism and racism in the Caribbean context, for example. There was a morning session on


Group walking to Hominis2016

By Merry Bullock, PhD`



PsicoBallet, a Cuban developed program of training and rehabilitation for disabled children and teens that focuses on ballet and ballet performance. Interested readers may view the Hominis program at http://www.hominiscuba.com/Hominis%202016%20PROGRAMA%20CIENT%C3%8DFICO.pdf.

Participants also learned of some of Cuba’s rich cultural and historical heritage, through guided walks of historical old

Havana, museum visits, individual excursions, dinner at private restaurants and interaction with Cuban colleagues. In Cuba, about 80% of the population are state employees; new entrepreneurs are allowed to open restaurants and other small scale service businesses (barbers, manicure, hair health, some repairs). A special evening was spent with APA President-Elect Tony Puente’s family who hosted a dinner for all at their home (see photo).

Dinner with APA President-Elect Tony Puente’s family.

Participants found the Cuba trip a rich and moving experience on both professional and personal levels. The following are some comments made by APA participants:

— I made lasting connections with fellow psychologists - Fascinating to hear research on my topics of interest and how their presentation may differ slightly due to country/culture/history/etc. Inspiring trip both professionally and overall! – Jennifer Noble, PhD

— A journey by psychologists to explore and learn about the work of our colleagues to the south, and to extend our hands with the hope of mutual collaboration --. Elaine Burke, PsyD

— We experienced much warmth from the Cuban people. This was apparent from independently exploring neigh-borhoods, meeting musicians, and talking with Cuban professionals. —Jeanne Floerke

— The trip offered what may prove to be a once-in-a-lifetime opportunity to experience the tiered Cuban health care system, which is ahead of the U.S. in terms of universal coverage and integrated health care, despite limited resources extending from medications to toilet paper to food to gasoline – Ellen Garrison, PhD

— A remarkable island apparently stuck in the 50's, yet full of color & promise as a few generations have endured struggle & thrived …. The Cuban people, with their music, their dance & mostly, their commitment to familia con-tinue to be soulful despite political & economic adversities – Vivian Credidio, PhD

— There is great promise in the collaborations we are building between the U.S. and Cuban psychologists -we share the common goals of optimizing the health of our people and learning from each other … The Cuban people were warm, and proud of their ability to achieve some of the best health outcomes in the world – Shawna Ehlers, PhD

The next APA Learning Partner trip to Cuba is planned for November, 2017, to attend Psicosalud, a health psychology conference. Please visit http://www.apa.orginternational/outreach/learning-partner.aspx. Ψ

About the Author: Merry Bullock, PhD is Senior Director, APA Office of International Affairs, and organized the tip in collabora-tion with Common Ground Travel.

http://www.hominiscuba.com/Hominis%202016%20PROGRAMA%20CIENT%C3%8DFICO.pdf



http://www.apa.org/international/outreach/learning-partner.aspx



The Argentine National Center for Peak Sport Performance training of elite athletes, the CENARD, (Centro Nacional de Alto Rendimiento del Deporte), was created in 1990 by the government of Argentina. I became the Head of the Sport Psychology Department from its inception and still presently serve in that capacity. As a Licensed Psychologist and a Medical Doctor, specialized in Adolescent Health Care, I have learned to integrate different scientific methods into my work both in clinical and sport psychology. (www.lavidaesdeporte.com.ar). Sport psychology assessments often require the use of a number of models to address clinical issues, developmental changes and long periods of training to reach specific goals such as working with athletes who qualify for Olympic Games over successive Olympic years.

In one instance, CENARD worked with a blind athlete (visual Category B1 -F11) who acquired this disability as a result of street violence when he was 16 years old. Athletes with an acquired, compared to a congenital disability, often experience major physical and/or psychological trauma. In this case, this athlete’s trainer referred him for consultation in 2002 and a mutual training collaboration was established. The first series of tests included POMS, (the Profile of Mood States; McNair, Lorr, & Droppleman, 1971), Beck, (Beck Depression Inventory; Beck, 1979), and IZOF, (Individual Zones of Optimal Functioning; Hanin, 1995). These all indicated the presence of high depression with great sports motivation. My team agreed that eye movement, desensitization, reprocessing (EMDR) would be used along with a psychological and mental training program using biofeedback for discus and hammer throwing.

We also examined the transitional experience in this now 42-year old athlete. For 12 years, he worked for the National Lottery for the Blind to support his family, all the while sleeping only five hours a night in order to get his training done. My team applied three effective strategies to improve his performance:

1) Profound work with relaxation and especially visualization. This athlete was unable to watch videos and observe other techniques, so role playing, attitude analysis and self-talk were incorporated during training sessions. His performance was a measure of maintaining consistency and concentration.

2) The second strategy was based on the POMS, double iceberg profile, a tool often used in CENARD. It allows for the use of anger energy to redirect flow to bring a boost of power during competition. Using anger as tenacity to pursue goals (Abrams, 2009) produced double iceberg profiles (Wightman, 2009) in Precompetitive POMS. These mental toughness attitudes and others; patience, inner arrogance, belief in punching through an obstacle (Jones, 2007), all permitted him to obtain better competitive results in international competitions.

3) The third strategy consisted of the deliberate use of a strong positive bond between the athlete, coach, group of blind athletes, and the sport psychologist, to bring a solid emotional component and context to the athletic training process. This method has been demonstrated to be very important for the management of precompetitive states and also represents a central component in the athletes’ motivational system.

This athlete won medals in Colorado Springs 2009 and Guadalajara, Mexico in 2011. He classified for the Para Olympic Games in London 2012 with a gold medal and subsequently won 6th place at the games. He also won the silver medal in the 2013 International Paralympic Committee (IPC) Athletics World Cup in France. He is now preparing for

Using Psychological Training to Enhance Olympic Performance in Argentina

PSYCHOLOGY IN ACTION!

By Patricia Wightman Wortelboer, PhD

Photo By Loco085 - Own work, CC BY-SA 2.5, https://commons.wikimedia.org/w/index.php?curid=2720472

http://www.lavidaesdeporte.com.ar



the Para Olympic Games in Brazil, 2016. We will continue to use collaborative assessment throughout this Olympic Period, applying lessons learned from prior competitive events. Just before the PanAmerican games in Toronto 2015, he was attacked again in his home with stones and had subsequent damage to his property. He successfully defended himself. This episode resulted in this athlete sustaining PTSD (Post-Traumatic Stress Disorder). He received EMDR once again with mindfulness and biofeedback.

The ability to produce and maintain appropriate emotional feelings before competition is universally recognized by athletes and coaches as one of the most important factors contributing to athletic performance. There can be variations in the desirability of certain mood profiles as related to performance in specific sports (Terry, 1995). For example, in sports involving high anger (e.g. combat sports) and tension (e.g. cross-country running), mood scores have been shown to be positively related to successful sport performance. POMS has been a successful tool in the CENARD to support and train numerous athletes. Working with this individual has been extremely rewarding. We have watched him slowly transform himself from a depressed, nervous, and insecure person, to a competitive, mentally and physically competent discus thrower who has won many medals.

References

McNair, D. M., Lorr, M., Droppleman, L. F. (1992). Revised Manual for the Profile of Mood States. San Diego, CA: Educational and Industrial Testing Service.

Terry, P.C. (1995). The efficacy of mood state profiling with elite performers: A review and synthesis. The Sport Psychologist, 9, 309-324.

Hanin, Y. L. (1 995). Individual Zones of Optimal Functioning (IZOF) model: An idiographic approach to performance anxiety. In K. Henschen and W. Straub (Eds). Sport psychology: An analysis of athletic behavior (pp. 103-1 19). Longmeadow, MA: Movement. Ψ

Flag presentation of Association for Applied Sports Psychology (AASP) in

APA International Learning Partner Program

2017 TRIP to Cuba

Tentative Dates Oct 24– Nov 9

Attend “Psicosalud” Confer-ence (Health Psychology)

Site Visits

Seminars

Extended trip to Santiago de Cuba

Cultural and Professional Ex-changes

Write [email protected] for information



*The full International Program provides a complete listing of convention programs with an international focus, as well as a listing of international convention authors organized by country. To view the program, please visit www.apa.org/convention/programming/international.

Friday, Aug. 5, 2:50 p.m., Convention Center, Room 505

Award Talk: The Integration of Psychotherapy’s Field: An Increasing Need Dr. Fernández-Álvarez is a distinguished Argentinian psychologist and recipient of the 2016 APA Award for Distinguished Contributions to the International Advancement of Psychology.

Saturday, Aug. 6, 2-2:50 p.m., Convention Center, Room 502

Award Talk: Scientific Research, Human Welfare, and Me Alan Poling, PhD, recipient of the 2016 APA International Humanitarian Award, will discuss his work with “HeroRats” in detecting landmines and disease diagnosis in resource-poor countries.

Saturday, Aug. 6, 3-3:50 p.m., Convention Center, Room 401

Psychological Perspectives on the UN Response to the Global Migration Crisis: Promoting Resilience Amidst Trauma APA’s NGO representatives to the United Nations discuss UN activities to address the traumatic circumstances facing some of the world’s most vulnerable people.

Saturday, Aug. 6, 12-1:50 p.m., Convention Center, Mile High Ballrooms 2A and 3A

Psychology Without Borders: Internationalizing your Psychology Teaching, Research and Service Join one of three interactive roundtables to discuss opportunities for International Research, International Service and International Teaching. Sponsored by CIRP, APAGS and Divisions 1 and 2. Ψ

SOCIAL HOUR: Reception for International Visitors

All are invited to attend! Thursday, August 4, 3:00 pm—3:50 pm

Hyatt Regency Denver, Centennial Ballroom F Hosted by APA’s Committee on International Relations in Psychology (CIRP),

APA’s International Division (Div. 52), and the International Council of Psychologists

CIRP AND APA SPONSORED INTERNATIONAL PROGRAMMING

http://www.apa.org/convention/programming/international



There is broad discussion among psychologists about internationalization, globalization and the indigenization of psychology, as well as about the competencies needed to work internationally. Common to these discussions is a sense that both the substantive content of “mainstream” psychology texts and literature, and individual psychologists’ beliefs and attitudes about the inclusiveness

of their own knowledge of the field or of behavior need to change.

Unlike some other disciplines where there is a fundamental consensus that the effects of setting or context can be precisely described, measured and understood (e.g., we can know with precision how changes in temperature or altitude will affect most physical processes), we are not so certain about behavior. At a content level, we know culture matters (but we cannot measure or predict exactly how). We also know that a full, rich description of human behavior will require appeal to many ways of knowing, explaining, and gathering information. This means that for psychology, as for other sciences that deal with human behavior, we need to balance a search for universals with a description of local particulars, and we need to consider models that include cultural frameworks.

At a more personal level, acting in the world as professionals and scholars, we also profess to know that it is important to be flexible, humble, and diplomatic about our own or others’ approaches, and to be modest about our abilities to truly grasp the perspective of others. For example, we know there is a large gap between “book learning” about many social constructs -- social class, privilege, gender, identity, or collectivism to name a few, and lived experience.

Yet, in in applying this knowledge to internationalization or indigenization of psychology we are faced with a dilemma. It may be relatively easy to “internationalize” the curriculum to broaden information about a wider variety of constructs, or models or approaches, or examples of how

mainstream models have not met local needs in some places, or even to describe different worldviews. But adopting different worldview perspectives about the meaning and value of psychology, about the definitions of constructs or about mechanisms underlying behavior or behavioral change, or inculcating an attitude of humility about our own expertise may be much different. Most of us are unaware of our deeply seated beliefs, biases and assumptions about our discipline. How can we teach an attitude or skill that is elusive? How do we train others to be more humble, curious, empathic, and to move outside their own cultural lens?

APA’s Committee on International Relations in Psychology, CIRP, has been working on developing descriptions of the competencies (attitudes, knowledge and skills) important for U.S. psychologists intending to work professionally outside of the United States in teaching, research or application. In the course of generating examples and descriptions of these competencies, they realized that there is a common set of personal qualities or attitudes that span all areas that, roughly described, incudes curiosity about others, humility about the extent of one’s own expertise, a non-judgmental approach when observing or learning about the practices of others, and a willingness to suspend imposing one’s own, familiar framework.

The last of these is perhaps the most difficult to articulate and to teach when it comes to our knowledge and attitudes about psychology. It is almost impossible to resist trying to map what we see onto what we know and then to draw inferences based on our assumptions of similarity and understanding. Just to take one example: there is enormous variability around the world in the educational background deemed satisfactory for practicing as a psychologist. But how do we compare systems? Although we may understand that nomenclature does not map easily (there are no simple equivalent terms for Diplom, DPhil, Licenciatura, Magister, Masters, Diplomate, PsyD, PhD and the like), this knowledge does not provide direct insight into competencies or scope of practice. Similarly, although it may be able to articulate how societies vary in terms of a focus on individual or community identity, it is still a challenge to know the extended implications of those frameworks for beliefs and values (for example about

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SENIOR DIRECTOR’S COLUMN Processes of Internationalization By Merry Bullock, PhD



privacy, personal space, or autonomy) and to base decision making on those implications. More difficult still is to attempt to understand how our international colleagues perceive us, as visitors, and as representatives of an “outside” culture.

One strategy to thinking about moving beyond our own professional cultural lens may be in not trying to compare and map, but rather in setting the conditions for exchange and collaborations within cultures. This is one impetus for APA’s growing range of programs to facilitate exchange. Each is predicated on setting up the conditions for psychologists (in the case of APA’s programs, generally U.S. psychologists) to develop a deeper exchange in other places – with the belief that it is only through somewhat sustained exposure to other psychology cultures that we can begin to move from understanding a culture to being culturally (or internationally) cognizant. Programs range from very short term (international conference grants) to more sustained interactions. These include:

APA‘s International Learning Partner Programs that have sponsored four week-plus long visits to Cuba, now with the express intent of fostering reciprocal exchange (http://www.apa.org/international/outreach/learning-partner.aspx)

APA’s MOU Conference Program – in which APA supports up to 6 U.S. psychologists to attend a conference of a MOU partner association with the express purpose of facilitating networking and future collaborations, and APA’s partner MOU association supports colleagues from their country to

attend the APA convention with the same intent (http://www.apa.org/international/outreach/understanding-memorandum/index.aspx)

Mentoring programs – APA partners with others to support the attendance of student and early career U.S. psychologists to attend major international congresses (http://www.apa.org/about/awards/international-conference-grant.aspx)

APA’s role in these activities, compatible with the goals of most international and global associations, is to foster the conditions for networking, exchange, and more sustained relationships. It is only sustained interchanges that can allow us to “play with” our cultural lenses. They can allow us to experience the professional worlds of other cultures, and

provide a basis for bi-directional, learning partnerships. Ψ

Stay current with APA’s OIA

Consider Sharing Your International Experiences in the Psychology International Newsletter: http://www.apa.org/international/pi/index.aspx. Contact the newsletter editor at [email protected]

Visit the APA Affiliates Corner Page (International Affiliates): http://www.apa.org/international/outreach/initiatives/affiliate-membership/international-affiliate-corner.aspx

Signup for APA International News Bulletin: Send an email to [email protected] with the subject line: International News Bulletin, and the following in the body of the message: subscribe INTLANNOUNCE Your first name, Your last name hyphen country of affiliation (e.g., subscribe INTLANNOUNCE John Doe-Panama).

JOIN GlobalYExpo!: A database of psychologists with experience outside the United States, organized by substantive areas of expertise and geographical areas of experience. GlobalYExpo is maintained by the APA Office of International Affairs. To join, please see: http://www.surveygizmo.com/s3/1092996/Global-Expo

Join the APA UN listserv: [email protected] offers information on UN-related events. To join send an email with the subject line blank and the following in the body of the message: subscribe APAUNITEDNATIONS YourFirstName, YourLastName (e.g., subscribe APAUNITEDNATIONS John Doe) to [email protected].

Follow international news on twitter: @APA_Intl



DIVISION 52

Division 52 held its midwinter meeting in March

2016 at New York City’s Pace University. The meeting was focused on a strategic planning process that involved a concerted focus on promoting membership outreach, revisiting the division’s identity, and expanding the division’s international presence. For the first time, the meeting was streamed online for those who could not be present. Division 52’s webcast of the meeting proceedings was the first of many steps towards impactful membership outreach and involvement in division activities.

Strategic Planning

The strategic planning that began at the 2016 Midwinter Meeting will continue through 2017. Participants were asked key questions to encourage reflection on their vision for the division and how specific activities could advance the mission of Division 52 and promote the visibility of international issues. Issues identified included:

Advocacy/International Engagement

Weighing in on APA’s role in international issues including those of social justice, human rights, advocacy, trauma, humanitarian, immigration, diversity and international psychology. In addition, increasing the division’s visibility, raising its voice and disseminating its position.

Engaging with psychologists internationally for research, training, and practice.

Creating a system to support students and early career psychologists (ECPs) both in the US and internationally (e.g., international internships, international accreditation).

Organizational Development

Revisiting Division 52’s mission and purpose in light of developments in the 21st century.

Growing our Communication and Publications to broadcast our meetings, convene groups and symposia will enhance accessibility and our importance as an international division.

Advancing the discipline

Enhancing membership outreach through Social Hours

at conventions, readership of the division’s journals, and online followers via the division’s webpage.

Creating a system for international collaborative publishing to reach out to non-US based APA members.

Developing an International Leadership Network to promote mutual exchange and collaboration for scholarship, research, education and training on global and diverse leadership.

Some Examples of Division 52 Activities

Communications and Publications

The newsletter, journal, book series and website are integral to ensure seamless complementarity to disseminate the work of international psychology and to promote the division’s visibility. The Division 52 International Psychology Book Series (http://intpsychbookseries.weebly.com/about-the-book-series.html) promotes scholarship on timely international issues and best practices. Division 52 anticipates enhancing its use of social media platforms like Facebook, and our Website to provide timely announcements of division happenings, connect with our international members, and build an active community of linked international psychologists.

International Leadership Network

The International Leadership Network is the presidential initiative of Jean Lau Chin and a tangible example of promoting mutual exchange and collaboration on diverse and global leadership to:

Address common concerns about leadership and leadership development.

Expand the pipeline for global and diverse leaders.

Convene and collaborate on leadership training, policy, education and research.

The following domains are emerging areas of activities for the network:

1. Training

2. Research


By Jean Lau Chin, EdD, Division 52 2016 President

APA International Division 2016 Update



3. Internationalize Curriculum Development

4. Pipeline issues: How to develop a younger generation of leaders

5. Events for the International Leadership NETWORK

July 22-July 25 at the International Council of Psychologists Conference, Yokohama, Japan (specific day/time to follow)

July 24-July 29 International Union of Psychological Science Conference, Yokohama, Japan (specific day/time to follow)

August 6 at 10:00 AM UTC at the American Psychological Association Conference, Denver, CO, USA

There are many Division 52 activities in store for 2016. The division has planned a variety of symposia and presentations

at several conferences. Some of these will be accessible remotely for those unable to attend in person. Other ongoing projects include stimulating webinar series, active student and ECP networks, the Building Bridges Project, and developing international liaisons with other divisions.

The Division 52 leadership looks forward to engaging with membership to achieve its goals and invites you to join the ongoing discussion through the open forum on the Div52 Listserv. If you are not currently a member of the listserv, please send a request to [email protected]. Ψ

2016 APA Award for Distinguished Contributions to the International Advancement of Psychology Héctor Fernández-Álvarez, PhD Aiglé Foundation Héctor Fernández-Álvarez is a distinguished professor, researcher, clinician, and author from Buenos Aires, Argentina. A professor of clinical psychology and psychotherapy for almost five decades, he has held multiple academic appointments throughout Argentina and visiting professorships in Chile, Ecuador, Guatemala, Panama, Spain, and Uruguay. Moreover, he has been a practicing clinical psychologist, distinguishing himself as a therapist and as a talented supervisor w`ho has trained countless mental health practitioners throughout Latin America, Europe, and the U.S.A. Dr. Fernández-Álvarez is a founding member and president of the Aiglé Foundation, a 36 year-old non-governmental organization that focuses on professional development of mental health practitioners and the delivery of clinical and community ser-vices. Aiglé has centers throughout Argentina as well as in Guatemala and Spain. In 2013, Fernández-Álvarez received the Senior Distinguished Research Career Award from the international Society of Psychotherapy Re-search, in recognition of his major and significant scientific contributions to psychotherapy research.

2016 APA International Humanitarian Award Alan Poling, PhD Western Michigan University Throughout a career spanning more than three decades, Alan Poling has studied learning in humans and other animals and used principles of learning to change behavior in beneficial ways. Since 2008, he has worked with APOPO, a Belgian non-governmental organization head-quartered in Tanzania, on two humanitarian projects involving giant African pouched rats trained in scent detection tasks to help eradicate landmines and tuberculosis in Africa and Asia. He has also played a significant role in building capacity in those regions by writing pro-posals to secure funding and by providing talented and dedicated graduate students who, like Dr. Poling, are willing to live, work, and deliver humanitarian services under challenges condi-tions for protracted periods. For more about Dr. Poling’s work, please see the 2011 article in the Monitor http://www.apa.org/monitor/2011/01/rats.aspx.

APA 2016 International Award Receipients

http://www.apa.org/monitor/2011/01/rats.aspx



WHO Department of Mental Health and Substance Abuse launches new web platform: GCP.Network By Geoffrey Reed, PhD

Worldwide, the most widely used diagnostic classification system is the World Health Organization’s (WHO) International Classification of Diseases and Related Health Problems (ICD). This system is currently undergoing revision. ICD-11, the Eleventh Revision, is slated for approval by the World Health Assembly in 2018. From the beginning, practicing psychologists from around the world have played an integral role in the development of those chapters in the ICD-11 most relevant to areas in mental health and substance abuse. WHO’s attention to psychological practice in developing ICD-11 has been in part related to active support and collaboration from the International Union of Psychological Science and from the American Psychological Association (APA).

The Global Clinical Practice Network (GCPN) The WHO Department of Mental Health and Substance Abuse founded the Global Clinical Practice Network (GCPN) (https://gcp.network/en/) in recognizing how important it is to gain the perspectives of global mental health professionals in developing the mental health parts of ICD-11. GCPN was created to be a realistic and feasible method of collecting truly global information about the proposed ICD-11 diagnostic guidelines, and whether they lead to more accurate and consistent clinical decision-making than those of ICD-10. Today, five years after its founding, GCPN membership includes more than 12,600 mental health and primary care professionals in 150 countries—far exceeding initial expectations. About one-third of GCPN members are psychologists. The GCPN is a key part of a robust research agenda on the structure and usability of the ICD-11.

One key scientific question is clinical utility - the extent to which the ICD-11 can be accurately and easily used by practitioners across the globe (Keeley et al., 2016). As defined by WHO (Reed, 2010), high clinical utility is critical to WHO’s goals of making the ICD-11 a better tool for reducing the disease burden of mental and behavioural disorders, providing comprehensive, integrated and responsive mental health and social care services in community-based settings, and strengthening information systems, evidence and research for mental health (Saxena, Funk, & Chisholm, 2013).

Focusing on a range of diagnostic areas, GCPN members have participated in more than a dozen studies, in multiple languages. And, additional studies are launching soon that

will engage GCPN members in field testing based on patients in their real-life clinical settings.

New Developments in GCPN The WHO Department of Mental Health and Substance Abuse has just announced a new web-based platform that will expand GCPN’s power and reach and also give back to the practitioners who participate in it: GCP.Network (http://gcp.network)

GCP.Network contains a variety of resources related to ICD-11 Mental and Behavioural Disorders. GCP.Network members will be the first to see, review and comment on draft versions of the ICD-11 diagnostic guidelines for Mental and Behavioural Disorders, with several sets of guidelines added per month until completion. The draft guidelines will also be made available for review by the general public in the future.


https://gcp.network/en/



Other resources at GCP.Network include:

Brief reports describing the results of Global Clinical Practice Network field studies

Scientific publications related to the development of ICD-11 Mental and Behavioural Disorders

A directory of Global Clinical Practice Network members who have chosen to create and share member profiles

Brief 'Perspectives' from leaders in the field on topics related to the development of ICD-11 Mental and Behavioural Disorders

In the future, GCP.Network will also offer a variety of global training tools opportunities for research and collaboration. It is

currently available in English, Russian, and Spanish, and it will soon launch in Chinese, French and Japanese. The World

Health Organization (WHO) encourages international psychologists to visit GCP.Network, to register if they are not already

members, and to take advantage of the resources that WHO has made available and will continue to develop.

References

Keeley, J. W., Reed, G. M., Roberts, M. C., Evans, S. C., Medina-Mora, M. E., Robles, R., … & Saxena, S. (2016). Developing a science of clinical utility in diagnostic classification systems: Field study strategies for ICD-11 Mental and Behavioural Disorders. American Psychologist, 71, 3-16.

Reed, G. M. (2010). Toward ICD-11: Improving the clinical utility of WHO's international classification of mental disorders. Professional Psychology: Research and Practice, 41, 457-464.

Saxena, S., Funk, M., & Chisholm, D. (2013). World Health Assembly adopts Comprehensive Mental Health Action Plan 2013–2020, Lancet, 381, 1970-1971. Ψ

About the Author: Geoffrey M. Reed, PhD, is Senion Project Officer in the WHO Department of Mental Health and Substance Abuse, Geneva, Switzerland

NEW AWARDS—for psychology programs and students

Recognition of Programs Fostering International and Global Perspectives The APA Committee on International Relations in Psychology (CIRP) announces an award for a doctoral program that has demonstrated an overall commitment to international issues. This includes programs that:

Enhance the understanding of international and global communities

Engage in practice and/or research contributions that foster international perspectives

Demonstrate excellence in the recruitment, retention and graduation of international students (e.g., number and percentage of international students enrolled; the percentage of international students who earned doctorates in the past five years)

For more information, please visit: http://apa.org/about/awards/cirp-global-perspectives.aspx. Deadline: January 17, 2017

CIRP Outstanding Dissertation Award The APA Committee on International Relations in Psychology (CIRP) announces an award for a dissertation from individuals who are from USA based programs and APA members/student affiliates, who have completed and defended their dissertation in 2016 based on research outside of the USA involving one or more of the following areas:

Contributions that foster international perspectives and enhance the understanding of international and global communities (e.g., immigrants, refugees)

Contributions that focus on the enhancement of psychological service delivery systems to international and global communities.

Development of new concepts and/or theories relevant to international or global communities.

Development of new and creative methodological paradigms that promote more effective research on and for international or global communities.

Creative approaches in methodology sensitive to the unique values, beliefs, and needs of international and global communities.



Internationalizing the Curriculum: Psychology at the Crossroads

This article is an excerpt from a presentation at the Silver Jubilee National Academy of Psychology (NAOP) Conference February 2016, Allahabad, India.

The psychology curriculum is typically internationalized by including research on cultural

differences in psychological functioning to make it more universally applicable, especially in non-western (1-footnote) settings. However, despite increases in the inclusion of cultural differences in textbooks, more needs to be done, particularly toward removing implicit biases in favor of a North American-European based individualistic model of functioning.

In addition a distinction needs to be made between internationalizing and indigenizing the curriculum, i.e. incorporating non-western theories of human nature into the corpus of theories of psychology. For example, North American and European-based psychology generally focuses on the individual and tends to de-emphasize the context, whereas Indian indigenous psychology tends to emphasize the effects of the social and economic environment, and wants to bring in non-physical dimensions such as consciousness, spirituality and an indigenous holistic perspective. Pilot study interviews and surveys in India showed these cultural differences in Indian psychologists’ priorities, and the disjunction they feel between teaching the dominant “mainstream” North American / European psychology and local cultural priorities.

Almost all the faculty interviewed and surveyed used mainly US textbooks and felt that many courses needed to be modified as a result, to make them culturally relevant, such as human motivation, personality, abnormal, social, gender psychology, research methods, developmental, counseling, and I/O psychology. They felt that many courses need to be added because they are especially relevant to the Indian context such as extended and intergenerational families, qualitative methods, spiritual psychology, study of consciousness, study of religion, and marginalization. They expressed the need for the development of an Indian psychology, where central constructs such as the person are articulated from an indigenous point of view, and to look at the difficulties scientific psychology has in conceptualizing non-western1 indigenous theories of psychology.

Internationalizing the curriculum has to take these cultural differences in priorities and indigenous perspectives into account such as Native American traditions, yoga psychology, Sufism, Buddhism and African Shamanism. According to Walter Lonner, incorporating indigenous psychology has the potential to add “compelling new ways

to understand and categorize psychological phenomena, which has otherwise slowed down in mainstream psychology” (Lonner, 2015). For example, Indian indigenous psychology includes models from Ayurveda, the ancient traditional medicine of India. In the Ayurvedic concept of the person, there are 3 basic points: 1) The concept of the person is a holistic and relational concept consisting of physical, energetic, mental and spiritual levels, embedded in the natural and social environment.

2) The person consists of a complex combination of Psychophysical temperament, and Mental temperament, yielding many different mind/body types. 3) Personality/body type is intrinsically related to health, and determines diagnosis and treatment. Indigenizing the curriculum would involve incorporating theories such as the Ayurvedic concept of the person into the teaching curriculum. It involves more than just recognizing that cultural differences exist.

The implications of indigenous theories include a major paradigm shift from a materialistic and empirically oriented psychology indigenous to western approaches, toward a more holistic approach that accepts that there are many non-material dimensions of reality. Psychology is poised at a crossroads -- if we accept the validity and epistemology of indigenous knowledge and take it seriously, we would have to recognize that “mainstream” psychology is limited by its own cultural context, and rise to the challenge of a new paradigm for a richer understanding of psychological

phenomena. Ψ

About the author: Rashmi Jaipal, PhD, is an NGO representative to the United Nations Economic and Social Council (ECOSOC) for the American Psychological Association (APA) and professor emeritus at Bloomfield College in New Jersey.

1The term “western” is used here as a shorthand for North American, European-based psychological models that (to oversimplify) assume a model of individual identity and psychological functioning in which the fundamental unit of personal identity is the individual (versus a group, community or society).

By Rashmi Jaipal, PhD



Psychology Day at the United Nations By Melissa Morgan Consoli, PhD, CIRP Co-Chair and Psychology Day attendee Arpana Inman, PhD CIRP Co-Chair and Psychology Day attendee Brigitte Khoury, PhD , Psychology Day Panelist

According to a UNHCR (United Nations High

Commissioner for Refugees) press release (June 18, 2015) 60 million individuals have been forcibly displaced. Of these, 19.5 million are refugees, 38.2 million were internally displaced, and 1.8 million are asylum seekers. Fifty-one percent of these refugees are children.

The current far-reaching Syrian crisis has exacerbated this situation with over 4.2 million being displaced due to the Syrian war and 6 million internally displaced (Khoury, 2016). Many experience separation from families, witness and experience violence, and are forced into trafficking (Flores, 2016). In addition, xenophobia, structural discrimination, and the current anti-immigration climate have significant consequences on the mental and physical wellbeing of these youths, adults, and families (Zamora, 2016). The need for psychosocial assistance, cultural integration, and resettlement processes are imperative. Psychologists can play a key role in these activities. As such, the focus of the Ninth Annual Psychology Day at the United Nations on Global Migration was timely and of significance to the UN agenda.

The conference, From Vulnerability to Resilience: Using Psychology to address the Global Migration Crisis was organized by the group of psychology organizations represented at the UN, led by Co-Chairs Roseanne Flores, PhD, Rashmi Jaipal, PhD, Janet Sigal, PhD, and a team of stellar UN psychology volunteers and interns. It was held on April 28, 2016 and attended by over 400 professionals---psychologists, academics, students, and advocates all gathered to increase their understanding of the challenges faced by refugees and other displaced individuals and the roles that psychologists can play in their resettlement, intervention, treatment, and resilience. The conference focused on two themes: (1) Cultural Integration and Process of Resettlement and (2) Children, Youth and the Migration Crisis.

H.E. Ambassador Ruben I. Zamora, Permanent Representative, Permanent Mission of El Salvador to the United Nations highlighted the need to recognize the rights of refugees and immigrants across assemblies in his opening remarks. He recommended that psychologists keep in mind the negative consequences of discrimination and different psychosocial needs of this community.

The panel on Cultural Integration and Process of Resettlement consisted of three experts in the areas of refugee mental health, trauma, and international advocacy:

Brigitte Khoury,PhD, Director, Arab Regional Center for Research, Training, and Policy, American University of Beirut; Monica Indart, PsyD, Assistant Professor, Clinical Visiting Faculty, Graduate School of Applied and Professional Psychology, Rutgers University; and Ambreen Qureshi, Director, Arab American Family Support Center. Panelists spoke about topics ranging from the phases of treatment needs for refugees, to the need for focusing on social justice in working with these individuals, to the role that torture/trauma can play in immigrant and displaced persons’ experiences.

The panel on “Children, Youth and the Migration Crisis,” included Michael Wessells, PhD, Professor at Columbia University, Program on Forced Migration and Health; Dina Birman, PhD, Associate Professor and Director of the Community Well-Being program, University of Miami; Eskinder Negash, Senior Vice President of Global Engagement at the U.S. Committee for Refugees and Immigrants (USCRI), and Naqibullah Safi,MD,DBA, Senior Emergency Coordinator of the Emergency Response Team,




UNICEF. Presenters discussed the specific impact of immigration and displacement on children and the need for multidisciplinary teams (of which psychologists are a part) to serve the children. Additionally, presenters highlighted the significance of the meanings associated with migration to children and their impact on children’s psychological wellbeing. Important recommendations to psychologists from this panel included: not using the term “victim”, using a strengths-based perspective approach, paying attention to basic needs, and focusing on current concerns. Much of this was contextualized given the current conditions of the migratory crisis in Europe.

The Ninth Annual Psychology Day provided a place for psychologists, related professionals, and professionals-in training to come together and learn about the pressing “real-world topic” of migration. H.E. Ambassador Caleb Otto, MD, the first native Palauan to hold his post as the Permanent Representative of Palau to the United Nations, closed the session by reminding the audience that the day’s proceedings did not touch upon the forced immigration that will be caused by global climate change. Using his island of Palau as an example, he vividly described the need for alternate places to live that will be created when his island “goes under the sea.” He urged the audience to begin to contemplate how limited world resources, particularly water, and subsequent migration will impact the well-being of people globally.

Three CIRP members (Brigitte Khoury, PhD as a presenter, and Melissa Morgan Consoli, PhD, and Arpana Inman, PhD, CIRP co-chairs, as invited attendees) were privileged to participate in this event. Melissa Morgan Consoli, PhD, CIRP co-chair, reported, “This conference allowed us to think about how we can apply our knowledge and research in meaningful ways to a topic that affects the world currently. Rarely have I sat for three straight hours riveted to my chair listening to conference presentations like I did at Psychology Day!” Arpana Inman,PhD, CIRP co-chair, stated, “ The multidisciplinary perspectives shed light on the varied realities of immigrants and refugees. The lived experiences and stories that were shared brought to the forefront that, as psychologists and health care professionals, we need to reconceptualize how we enter the healing process with

these communities.” Regarding her experience as a presenter and advocate on the ground, Brigitte Khoury, PhD, shared: “Psychology Day at the UN showed the benefits of bringing together psychologists, politicians, NGOs and policy

makers in one room and having them discuss one of the most challenging problems the world is facing today, the plight of refugees. My presentation emphasized the multifaceted role psychologists can and should play as advocates, mediators, educators, and health policy

makers, in addition to their role as clinicians.”

Psychology Day at the UN is open to all and is held once per year. We hope to see you there next year!

References

Flores, R. (2016). Introduction: Ninth annual psychology day at the United Nations. New York, NY.

Khoury, B. (2016). Presentation: Psychology's role in a refugee crisis: A three-phase intervention. New York, NY.

UNHCR (2015). UNHCR warns of dangerous new era in worldwide displacement as report shows almost 60 million people forced to flee their homes. Retrieved from http://www.unhcr.org/55813f0e6.html.

Zamora, R. (2016). Opening remarks: Ninth annual psychology day at the United Nation. New York, NY. Ψ

About the co-authors: Melissa Morgan Consoli, PhD is the current co-Chair of the American Psychological Association’s (APA) Committee on International Relationships in Psychology (CIRP) and Associate Professor in the Department of Counseling, Clinical and School Psychology at the University of California, Santa Barbara. Arpana Inman, PhD is the current co-Chair of the American Psychological Association’s (APA) Committee on International Relationships in Psychology (CIRP) and an Assistant Professor at Lehigh University, Pennsylvania, in the Counseling Psychology Program. Brigitte Khoury, PhD is an associate professor and clinical psychologist at the Psychiatry Department at the Faculty of Medicine, American University of Beirut. Khoury is the director of the Clinical Psychology Training Program as well as the Director of the Arab Regional Center for Research and Training in Mental Health.

http://www.unhcr.org/55813f0e6.html



People have been migrating, voluntarily or

involuntarily, throughout the history of humankind, to explore beyond known boundaries or because of war, famine, or exploitation, among other reasons. People of African descent are no exception and reside on six of the seven continents. The United Nations (UN, n.d.) reports that, for example, approximately 200 million people of African descent live outside of the African continent in the Americas. “Migration intersects with almost every other issue affecting the [African] continent, both creating opportunities and contributing to crises. Highly skilled African professionals are now part of global job markets, notably in health, education, the creative arts, and the staffing of multilateral institutions… [while African] political refugees and economic migrants go south to South Africa, north to Europe, across the Atlantic, and increasingly to Asia as well.” (Minter, 2011, p. 10).

Additionally, UN reports detail and summarize how persons of African descent have become some of the most marginalized persons throughout the world today. The discrimination this group faces is pervasive and assumes many forms. They may be targeted via racial profiling, police violence and lack of legal recourse. On the one hand, as individuals discrimination may take multiple and intersecting forms related to variables such as age, sex, language, religion, political views, social origin and others. On the other hand, at a community level institutional forms of racism are evidenced in lack of access to quality health care, poor educational environments and segregated housing. Therefore, whether as descendants of the transatlantic slave trade or migrants of more recent circumstances, they face a legacy of racial discrimination that is deeply embedded in persons and societies around the world with little opportunity for legal recourse. (UN, n.d.).

Within the African continent, trans-Saharan migration routes and networks date back to pre-colonial times before the establishment of modern states. Though today’s news focuses on migrants attempting to cross the Mediterranean by boat, there is also a history of economic and refugee

migrants to North Africa (e.g., Libya and Egypt) fleeing relatively recent civil wars and violence in Sierra Leone, Liberia, Sudan, Cote d’Ivoire and Nigeria. Many settle in the Maghreb (Mauritania, Morocco, Tunisia, Algeria and Libya) while others risk transit to the European Union and beyond. Whether nomadic peoples or well educated persons, whether seeking economic opportunity or fleeing violence and political repression, these individuals and their families face xenophobia, discrimination and violations of their basic human rights (de Haas, 2006).

From ancient migratory routes throughout Africa to the reverberations of a 21st century Arab Spring, from the abduction and enslavement of Africans to economic migrants seeking a new more prosperous life in the north, south and beyond, the African Diaspora spans the world today. While there are many whose achievements represent the successes that may be realized, research also shows the extent to which persons of African descent continue to be vulnerable to severe exploitation, highly degrading life circumstances and violations of their fundamental human rights to safety, security and human dignity. As psychologists we understand that such circumstances re-evoke the trauma of migration and that such re-traumatization may have significant health and mental health implications. Therefore, in recognition of these achievements as well as these ongoing vulnerabilities, the United Nations has established the “International Decade for People of African Descent.”

International Decade for People of African Descent

United Nations (UN) staffers commemorate international days, weeks, years, and decades to focus world attention on a specific topic and then mobilize resources to respond. The time designated for each commemoration reflects the proportion of challenge specific issues present to the global community. Since 1950, the UN General Assembly Resolution 423(V) first designated each December 10th as Human Rights


UN MATTERS

The International Decade for People of African Descent: Promoting Recognition, Justice, and Development

By Juneau Gary, PsyD, and Neal S. Rubin, PhD “Injustice anywhere is a threat to justice everywhere”

Martin Luther King, Jr. Letter from a Birmingham Jail

16 April 1963



Day (UN, 2015). In doing so, the General Assembly, agencies of the UN (e.g., UNICEF), and the Secretary General seek to advance international cooperation, provide information and understanding, and design effective programs of action to promote responses to salient human rights issues (Rubin, 2009).

In December 2013, the UN General Assembly proclaimed the decade of 2015 through 2024 to be the International Decade for People of African Descent (IDPAD), through Resolution 68/237 (UN, 2013). The primary objective of this International Decade is to “promote respect, protection and fulfillment of all human rights and fundamental freedoms for people of African descent, as recognized in the Universal Declaration of Human Rights. The international decade will provide an opportunity to recognize the significant contribution made by people of African descent to our societies and to propose concrete measures to promote their full inclusion and to combat all forms of racism, racial discrimination, xenophobia and related intolerance” (UN, 2014).

This International Decade’s theme, People of African Descent: Recognition, Justice and Development, consists of three goals, which align with the theme. They include the following:

1. Recognition: “To promote a greater knowledge of and respect for the diverse heritage, culture and contribution of people of African descent to the development of societies;”

2. Justice: “To adopt and strengthen national, regional and international legal frameworks in accordance with the Durban Declaration and Programme of Action and the International Convention on the Elimination of All Forms of Racial Discrimination, and to ensure their full and effective implementation;”

2. Development: “To strengthen national, regional and international action and cooperation in relation to the full enjoyment of economic, social, cultural, civil and political rights by people of African descent, and their full and equal participation in all aspects of society” (UN, 2014).

Overall, this International Decade encourages global citizens and all of its Member Nations to participate in the realization of the seminal goals of recognition, justice and development. Together, with persons of African descent, progress is possible through the implementation of programs envisioned to address oppression, racism, and discrimination (UN, 2014).

The African Diaspora and Psychological Interventions

During IDPAD and beyond, what role might psychologists play in order to support the recognition, justice, and development of people of African descent around the world? First, it is important to become self-educated in how we, as human beings and as psychologists, might infuse our evidence-based

psychological principles to promote equality and empowerment across racial divides in order to reduce the consequences of racism, discrimination, and prejudice.

Psychologists have a role in our global society to provide frameworks for healing human suffering. Part of that responsibility is to educate and sensitize ourselves regarding the injustices that result from racism. Reciprocally then, we also have a responsibility to society to actively respond to and ameliorate oppression that results from violations of human rights that contribute to the suffering of those most vulnerable. One might begin this educative process by reading APA’s Dual Pathways to a Better America: Preventing Discrimination and Promoting Diversity (APA, 2012).

From a strong tradition of research that deepens our understanding of the psychology of discrimination and injustice, psychologists have created the tools and practices to contribute to the three IDPAD objectives. A wealth of psychological research demonstrates that the damaging effects of racism are not only interpersonal, but are also embedded in institutional forms as well as in various structures of human society. What follows are suggestions for how psychologists might support each of the IDPAD’s objectives.

Recognition Goal

Academic psychologists, across all specialties: Discuss the consequences of racism, discrimination, and prejudice in all courses as well as educate about evidence-based psychological principles to reduce racism and promote equality and empowerment. Ongoing research in all disciplines may contribute to our depth of understanding of intolerance and may provide a scientific impetus for social change. Raise awareness of the contributions made by people of African descent in course readings and classroom presentations. IDPAD’s multilingual website contains a wealth of educational resources (UN, n.d.).

Counseling/clinical psychologists: Become comfortable with initiating the topic of racism, discrimination, prejudice, and inequality/equality with clients on a regular basis. Seminal works of clinicians such as McGoldrick (2005), DeGruy (2005), Sue (2003), and Pinderhughes (1989) should prove to be helpful resources. Actively seek multicultural supervision and attend diversity training sessions and conferences while also role modeling respect for social justice and equality in the clinical supervision of supervisees.

School, educational and community psychologists: Provide evidence-based programs and psychological principles in teacher in-service trainings in order to equip teachers with skills to engage parents and their children to discuss equality and empowerment for all. Identify systemic and structural psychosocial and socio-cultural issues in our




communities that build inequality into our social fabric.

Interdisciplinary outreach: Initiate collaborative research across disciplines and across geographical boundaries. Attend international conferences to become familiar with and to appreciate colleagues in the Africa Diaspora.

Justice Goal

All psychologists: Join international and national organizations, task forces, and think tanks, within and outside of psychology, which support the elimination of racism, discrimination, and prejudice and also promote equality. It is of utmost importance that non-psychology organizations learn about what psychology in general and social psychology in particular, have to offer on this topic. Your expertise may add to the richness of each organization’s vision for change and equality.

Educational, clinical/counseling, developmental and community psychologists and psychology-law practitioners: Participate in the preparation of amicus briefs for presentations to national and international courts in order to seek legal redress.

All psychologists: Sharpen advocacy skills and consider applying to the Fellowship Programme for People of African Descent (UN, n.d.). Participants will learn (1) the UN human rights system and procedures, with a focus on issues of particular relevance to people of African descent and (2) how to promote social and cultural rights for people of African descent around the world.

Development Goal

International, developmental, educational, community, clinical/counseling, and school psychologists: Incorporate into practice evidence-based programs and psychological principles that support the primary, secondary, and post-secondary education of all youth, and youth of African descent in particular, around the world. They will soon become tomorrow’s work force and leaders.

Developmental, school, educational, community, clinical/counseling, and international psychologists: Institute evidence-based programs and psychological principles that support the education of African girls in particular. The institutionalized absence of education for girls in some African societies, or the threat or actual violence against girls, who seek an education, is alarming. The high profile incident of the kidnapped Chibok school girls in Nigeria is one example of what can happen to girls, in some societies, when they seek an education in order to eventually join the work force and become contributing and responsible global citizens (Gary & Rubin, 2013). But, many more acts of violence against girls seeking an education do not receive national or international attention (Rutgers University, 2015).

International and industrial/organizational psychologists: Infuse evidence-based programs and psychological principles that support (1) work place racial and gender equity, (2) empowerment and self-esteem, and (3) elimination of racism, discrimination, prejudice, and racial-based and gender-based violence in the work place (Sabri et al., 2015; Reichman et al., 2013).

The African Diaspora and UN Initiatives

UN staffers, leaders of Member States, and representatives of non-governmental organizations (NGOs) have and continue to work diligently to reduce and eliminate racism, discrimination, and prejudice around the word. All are working toward the implementation of the Durban Declaration and Programme of Action (UN, 2001). What follows is a sample of recent and ongoing initiatives:

The UN and its family of organizations (e.g., UNICEF, UNESCO) sponsor awareness programs such as “United against Racism, Racial Discrimination, Xenophobia, and Related Intolerance” (UN, 2012) and “Let’s Fight Racism!” (UN, n.d.) as well as coordinate awareness events and memorials such as the International Day for the Elimination of Racial Discrimination (each March 21), International Day for the Remembrance of the Slave Trade and its Abolition (each August 23), and Ark of Return Memorial located at UN Headquarters for the victims of slavery and the transatlantic slave trade (UNESCO, 2016).

UN staffers have organized task groups to address specific aspects of awareness and sensitivity to the experience of persons of African descent. For instance, groups such as Committee on the Elimination of Racial Discrimination, Working Group of Experts on People of African Descent, and UN Office of the Special Rapporteur are tasked with addressing and ameliorating specific contemporary forms of racism, racial discrimination, xenophobia, and intolerance.

The Office of the High Commissioner for Human Rights (OHCHR) has established the Fellowship Programme for People of African Descent, Forum for People of African Descent, and a database on practical means to combat racism, racial discrimination, xenophobia, and intolerance.

The UN Educational, Scientific and Cultural Organization (UNESCO) promotes the IDPAD goals through coordination of a series of programs such as the Slave Route Project: Resistance, Liberty, and Heritage; General History of Africa; and International Coalition of Cities against Racism.

Within the UN’s NGO community, a new NGO, “Committee for the Elimination of Racism, Afrophobia and Colorism,” is in the process of seeking full consultative status. Its membership consists of psychologists, who currently have consultative status at the UN, and other professionals.




Conclusion

Racism, in its many forms, remains a persistent obstacle to the realization of fundamental human rights. Evidence to support this observation comes from many sources including a history of psychological research on racism and its ramifications across persons, institutions, and various structures of society. The International Decade for People of African Descent has been established by UN staffers to focus the world’s attention on both the ongoing suffering and impressive achievements of persons of the African Diaspora. Women and men of African descent have made major contributions to societies throughout the world in the fields of government, business, health care, the arts, and beyond. Nonetheless, it is clear that significant vulnerability remains for those of African descent in all regions and on virtually every continent.

Psychologists possess tools and opportunities to address the injustices of oppression and racism resulting from prejudice. As the world commemorates this International Decade, we respectfully encourage our colleagues throughout the world to have the audacity to step out of our privileged comfort zones to reflect on how oppression compromises human rights and on how we can combat racism in our professional and personal lives.

References

American Psychological Association. (2012). Dual pathways to a better America: Preventing discrimination and promoting diversity. Retrieved from http://apa.org/pubs/info/reports/dual-pathways-report.pdf

de Haas, H. (2006). Trans-Saharan migration to North Africa and the EU: Historical routes and current trends. Retrieved from http://www.migrationpolicy.org/article/trans-saharan-migration-north-africa-and-eu-historical-roots-and-current-trends

DeGruy, J. (2005). Post traumatic slavery syndrome. Baltimore, MD: Uptown Press.

Gary, J., & Rubin, N.S. (2013). When will violence against women and girls stop in developing countries? The struggle continues. Retrieved from http://www.apa.org/international/pi/2013/06/un-matters.aspx

McGoldrick, M, Giordano, J., & Garcia-Preto, N. (2005). Ethnicity and family therapy. New York, NY: Guilford Press.

Minter, W. (2011). African migration, global inequalities, and human rights: Connecting the dots. Retrieved from http://nai.diva-ortal.org/smash/get/diva2:442755/FULLTEXT02.pdf

Pinderhughes, E. (1989). Understanding race, ethnicity, and power: The key to efficacy in clinical practice. New York, NY: Free Press.

Reichman, W., Lytle, M., & Berry, M.O. (2013). Violence against women in the workplace (vol. 2). In J. A. Sigal and F. L. Denmark (Eds.). Violence against women and girls (pp. 103-119). Santa Barbara, CA: ABC-CLIO

Rubin, N. (2009). UN report: Observances and celebrations promote international understanding and action. Psychology International, 20,3. Retrieved from www.apa.org/international/pi.

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Sabri, B., St. Vil, N., Campbell, J., Fitzgerald, S., Kub, J., & Agnes, J. (2015). Racial and ethnic differences in factors related to work place violence victimization. Western Journal of Nursing Research, 37, 180-196. doi: 10.1177/0193945914527177

Sue. D.W. (2003). Overcoming our racism. San Francisco, CA: John Wiley and Sons.

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About the Co-Authors: Juneau Gary, PsyD, (APA main representative to DPI) is a professor in the department of counselor education at Kean University in Union, New Jersey. Neal S. Rubin, PhD, ABPP, (APA representative to DPI) is a professor at the Illinois School of Professional Psychology of Argosy University in Chicago.

http://apa.org/pubs/info/reports/dual-pathways-report.pdf

http://apa.org/pubs/info/reports/dual-pathways-report.pdf

http://www.migrationpolicy.org/article/trans-saharan-migration-north-africa-and-eu-historical-roots-and-current-trends





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http://www.un.org/en/letsfightracism/pdfs/United%20against%20Racism_English_web

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International Book Review: Selected Review from PsycCRITIQUES The book review reprinted here is courtesy of PsycCRITIQUES editor Danny Wedding. PsycCRITIQUES is an online journal that provides reviews of books, monographs, films, and other productions in psychology stretching back to 1956. Readers can also access selected reviews and discuss books important to the science and profession of psychology by visiting the PsycCRITIQUES Spotlight (http://www.apa.org/pubs/highlights/psyccritiques-spotlight/index.aspx). For more information see www.apa.org/psyccritiques. If you are interested in reviewing, please contact editor Danny Wedding at [email protected].

Counseling and Therapy Cases From Around the World

A review of

International Counseling Case Studies Handbook

by Roy Moodley, Marguerite Lengyell, Rosa Wu,

and Uwe P. Gielen (Eds.)

Alexandria, VA: American Counseling Association, 2015. 302 pp.

Reviewed by John M. Davis

PsycCRITIQUES CONTEMPORARY PSYCHOLOGY: APA REVIEW OF BOOKS American Psychological Association

International Counseling Case Studies Handbook is an ideal book for our rapidly changing world. It offers poignant

examples from many countries of the ways in which the collision of cultures impacts individuals. When two cultures perceived as incompatible are internalized in one individual, the clash between them can cause problems that lead the individual to seek therapy. Although not all the cases described in this handbook involve a clash of cultures, many do, either explicitly or implicitly. The pace of cultural change will not slow. The need for in-depth understanding of individual strivings and suffering in a changing world will not diminish. This international handbook of case studies is a pioneering work that promotes such in-depth understanding.

Therapeutic Case Studies From Around the World

The editors have done an admiral job of recruiting and assembling the work of authors from 33 countries in five geographic regions of the world. The heart of the handbook consists of chapters presenting therapeutic case studies of individuals from the 33 countries. Chapter authors were asked to use a consistent framework as follows: (1) description of the client, presenting issues, and challenges; (2) case history and developmental background; (3) the therapy; and (4) discussion and analysis of the case. Use of this framework lends consistency from chapter to chapter and provides valuable order for handling the great diversity of case details. The case studies were consistently of high quality. Finally, each chapter contains five questions that encourage the reader to reflect on the case. These questions challenge the reader to critically evaluate the therapeutic approach. The chapters include useful references that the reader can turn to for deeper background on the culture of the country and therapeutic challenges and modalities within the country.

Many of the case studies reveal presenting issues derived from the tension between traditional cultural practices within the country and the rapidly advancing pressures of globalization and Western influence. For example, the case study from Egypt involves a 36-year-old Egyptian man who had lived in Kuwait during his childhood, attended English language schools, and, although Muslim, did not identify comfortably with Egyptian culture on his return to his native country. He was married with children and was struggling financially with the small business that he owned in Cairo.

The first and last chapters in the handbook are of particular interest. The first chapter provides an introduction to the case study method as a scholarly and scientific approach. This chapter argues persuasively that the cultural background of both




clinicians and therapeutic clients must be considered explicitly in the present age of growing global mobility and cultural fluidity.

The last chapter is an excellent overview and synthesis of counseling and psychotherapy across cultures. It includes useful tables that allow the reader to identify similarities and differences among the cases from the 33 countries.

For example, one table provides the presenting issue for the case in each country as well as the counseling approach used in that case. Thus, the reader has a brief overview of the entire handbook and is able to identify the types of problems that bring individuals into therapy. The reader is also able to search for commonalities across countries and geographical regions. For example, anxiety is a presenting issue in West Africa, Australia, Brazil, Canada, Mexico, and Lebanon. Financial strain, however, is a presenting issue only for the case study from Egypt. The reader can also use this table to identify the types of therapies used widely around the world, as well as therapies unique to individual countries. For example, cognitive–behavior therapy is used in many of the case studies. However, a computer-based, multimedia cognitive aid, a behavioral approach, is used in only one case, that of an autistic 3-year-old seen by a therapist in Malaysia.

A second table summarizes what the editors refer to as the “Big Seven” identities. These characteristics are considered important to the identity of the client in each of the countries. They are gender, age, ethnicity/race, religion/spirituality, sexual orientation, socioeconomic status, and disability.

The Importance of Language

In my opinion, one thing is missing in this excellent handbook. The language used by the therapist and client during therapeutic sessions is never adequately discussed. To explain why I believe this is important, I will share a personal experience. In the summer of 1990, I returned to Germany to see for myself the historic changes transpiring there. The Berlin Wall had come down in November 1989. The Soviet Union was disintegrating. East Germany and other East European countries were shedding the Soviet yoke. East and West Germany were reuniting. I wanted to see these changes through the eyes of friends and acquaintances I had made when I was a university student in Germany in the late 1960s. While visiting with one German friend, I noticed that although we were both fluent in German and English and switched easily between the languages, she always reverted to German when talking about matters that were very personal or emotion laden. Although English may be the dominant language of psychological science, the practice of psychology needs to be carried out in many languages (Draguns, 2001). Because counseling and therapy often involve highly emotional and personal issues, I believe they are best conducted in the first, or most fluent, language of the client. The most notable weakness of this handbook is that the language or languages used in the various cases are seldom mentioned.

One of the editors, Roy Moodley, has written about seven identities (gender, age, ethnicity/race, religion/spirituality, sexual orientation, socioeconomic status, and disability) that loom large in a comprehensive understanding of any individual. However, it seems that language is also important and central to one’s identity. Nevertheless, although it was possible to surmise the language of the therapeutic interaction in many of the cases, it was not identified as an important facet of identity. Moreover, it was never explicitly addressed.

Is This Handbook for You?

This book will be of interest to many audiences. Graduate students enrolled in clinical and counseling psychology programs could be assigned this book as a text. The five questions at the end of each case study provide pedagogical aids that could be assigned to such students to help them develop a deeper understanding of the diverse clientele they will be dealing with in the future. Students in programs of educational counseling, marriage and family therapy, pastoral counseling, and social work programs will also find the book valuable. Practicing therapists and counselors who work with clients from a variety of cultures can gain insight and learn practical approaches for working with clients from diverse backgrounds. Any student or scholar in the social and behavioral sciences with a desire to gain greater international understanding of the challenges faced by individuals in today’s rapidly globalizing world can make good use of this book. Finally, although the book is scholarly in the best sense of the word, it is accessible to any general audience, and the individual dramas of the case studies make riveting reading.

For more in-depth information about many of the countries and cultures presented briefly in the cases, the reader can go to the Handbook of International Psychology (Stevens & Wedding, 2004). Another source that complements this handbook is Handbook of Counseling and Psychotherapy in an International Context (Moodley, Gielen, & Wu, 2013). This edited volume contains chapters on counseling in many countries written by the same authors as those of the cases in the current volume.




For presenting a highly informative yet very readable volume, Moodley, Lengyell, Wu, and Gielen are to be congratulated. They have provided a well-organized and detailed introduction to the rich diversity of therapeutic settings in many countries from around the world.

References

Draguns, J. G. (2001). Toward a truly international psychology: Beyond English only. American Psychologist, 56, 1019–1030. http://dx.doi.org/10.1037/0003-066X.56.11.1019

Moodley, R., Gielen, U. P., & Wu, R. (Eds.). (2013). Handbook of counseling and psychotherapy in an international context. New York, NY: Routledge.

Stevens, M. J., & Wedding, D. (2004). Handbook of international psychology. New York, NY: Routledge. Ψ

Amanda Clinton, PhD, has been appointed as director of the APA Office of International

Affairs effective January 1, 2017. Dr. Clinton will succeed Dr. Merry Bullock, who is retiring

from APA at the end of 2016. Dr. Clinton has served as Professor at the University of Puerto

Rico, Mayagüez since 2006, and has been active within APA governance and Divisions,

serving on CIRP, as a liaison from Division 16 (School Psychology) to CAPP and BPA, and in a

number of elected and appointed roles in Divisions 2 (teaching), 16 (school) and 52

(international). She held visiting researcher/scholar positions at Humboldt University and

the International Psychoanalytic Institute in Berlin, Germany, was a Fulbright scholar in

Medellín, Colombia, and has worked in a number of countries, including Iraq, Guatemala,

and Macedonia on research and teaching, with a focus on learning disabilities and socio-

emotional learning (her specific focus).

124th Annual

American Psychological Association

Convention

For more information visit:

Main Convention Webpage http://www.apa.org/convention/index.aspx

Or

International Visitors Webpage

http://www.apa.org/international/resources/convention/index.aspx

UPDATE: Office of International Affairs

http://dx.doi.org/10.1037/0003-066X.56.11.1019



ANNOUNCEMENTS: Awards and Grants

CIRP Outstanding Dissertation Award The committee sponsors an award for the most outstanding psychology dissertation on international and global communities. Deadline: January 17, 2017 Sponsor: Committee on International Relations in Psychology (CIRP) http://apa.org/about/awards/cirp-dissertation-award.aspx

Recognition of Programs Fostering International and Global Perspectives The committee sponsors an award for a doctoral program that has demonstrated an overall commitment to international issues. Deadline: January 17, 2017 Sponsor: Committee on International Relations in Psychology (CIRP) http://apa.org/about/awards/cirp-global-perspectives.aspx

Division 14 International Research and Collaboration (IRC) Small Grant This grant program encourages research of a global or cross-cultural nature, conducted by international research teams, related to any area of I-O psychology. Sponsor: Division 14 http://www.apa.org/about/awards/div-14-international.aspx?tab=3 AMERICAN PSYCHOLOGICAL FOUNDATION GRANTS

David H. and Beverly A. Barlow Grant An award of up to $7,000 to support innovative research, education and intervention efforts that advance psychological knowledge and application in understanding and fostering the connection between behavior and health. Deadline: September 15, 2016 http://www.apa.org/apf/funding/barlow.aspx

Wilhelm Wundt-William James Award for Exceptional Contributions to Trans-Atlantic Psychology This award for exceptional contributions to trans-Atlantic psychology recognizes a significant record of trans-Atlantic research collaboration. Deadline: October 31, 2016 Sponsor: American Psychological Foundation http://www.apa.org/apf/funding/wundt.aspx?tab=1 **For more announcements visit http://www.apa.org/international/resources/announcements.aspx**

Psychology International is a publication of the APA Office of International Affairs.

Merry Bullock, PhD, Senior Director

Sally Leverty, International Affairs Assistant

Sharon Asonganyi, MPH, Communications and Program Manager

Please visit www.apa.org/international or email the office at

[email protected]

http://www.apa.org/apf/funding/barlow.aspx

http://www.apa.org/international

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