EDUCATION AND TRAINING OF INTERNATIONAL PSYCHOLOGISTS

1. EDUCATION AND TRAINING OF INTERNATIONAL PSYCHOLOGISTS Michael J. Stevens, PhD, DHC Illinois State University, Normal, IL, USA The Lucian Blaga University, Sibiu, România Presented at the Third International Conference on the Teaching of Psychology, St. Petersburg, Russia, July 2008.

2. OVERVIEW • International Psychology Scope, orientation and process • Internationalizing the Psychology Curriculum A prescription for change Response by the American Psychological Association (APA) Responses by two universities Evaluation for internationalized course content Curricular resources • International Psychology Course Competency goals, topics and readings, learning activities • The Task Ahead Model curriculum, evaluation of curricular goals and outcomes

3. INTERNATIONAL PSYCHOLOGY “International psychology is a core element, perhaps the key element, of psychology itself. It is not just an add-on; it’s essential.” Sharon Stephens Brehm From “An interview with APA President Sharon Brehm,” by A. Hassan 2007, Psychology International, 18(3), p. 11.

4. SCOPE • International psychology as a science-informed domain that cuts across traditional fields Intergroup conflict and peace building Societal transformation and nation building Environmental degradation and preservation Risks for and prevention of illness At-risk groups (e.g., immigrants and refugees)

5. AN ORIENTATION AND PROCESS • International psychology disciplinary orientation and process Supports transnational, multidisciplinary, integrative, and progressive theorizing, research, and applied practice Fosters a global consciousness and sense of responsibility tempered by principled ethical reasoning given diverse worldviews Aims to internationalize the psychology curriculum and pedagogy

6. A CALL FOR CHANGE “…new psychologists who do not have the benefit of a sophisticated orientation to international issues will be severely handicapped in their career options.” From “Internationalizing the Curriculum,” by R. D. Fowler, 2000, International Psychology Reporter, 4(Spring), p. 10. “Th[e] globalization of psychology…has led to outcomes that might conceivably reshape the way in which we understand our discipline, including…how we teach the discipline and its applications to the next generation of students.” From “The Globalization of Psychology: What Does It Mean,” by P. D. Nelson, 2007, The Educator, 5(Spring/Summer), p. 3.

7. A PRESCRIPTION FOR CHANGE • Value-based fusion of student and discipline • Interdisciplinary, multi-sectoral, and transnational scope • Intended to fashion full-capacity global citizens Conceptual core: 3 dimensions • 1. Personal qualities of the student • Compassion, engagement, social responsibility and justice • 2. Philosophy of education • Critical consciousness, appreciation of diversity • 3. Curriculum and instruction • Knowledge, competencies

8. UNANSWERED QUESTIONS • What should constitute a core curriculum, professional coursework, and supervised experience in an international psychology curriculum? • How can pedagogical outcomes be validly assessed so that an internationalized psychology curriculum can be improved?

9. 2004 APA WORKING GROUP • Internationalizing the U.S. Undergraduate • Psychology Curriculum Mission to prepare students to understand psychological science and practice around the world and how psychologists address phenomena that vary internationally • Five learning goals e.g., understand research methods and skills needed for international research competence • Associated outcomes e.g., appreciation of methodologies used elsewhere (ethnography) 9

10. EXAMPLE – Elon University • 2007 Internationalizing the Campus Award - NAFSA Association of International Educators (www.elon.edu/e-web/academics/cannon/goalsstrategies.xhtml) Courses with increased international content Opportunities for direct contact with other cultures Faculty and student support to pursue international activities Semester-abroad coursework at affiliate institutions: Chile (e.g., The Chilean Adolescent) China (e.g., Mental Health in China) Ghana (e.g., Psychology of Religion) Sweden (e.g., Work Psychology: The Swedish Research Contribution)

11. EXAMPLE – Webster University • Department of Behavioral and Social Sciences (www.webster.edu/depts/artsci/d_behavioral.htm) The Department consists of a diverse group of disciplines, all of which emphasize understanding the behavioral, social, and cultural forces that shape our global society. Psychology majors may pursue an international curriculum, such as the International Studies Certificate, in addition to their major. They can count internationalized courses from their psychology major as part of the Certificate (e.g., Genocide and Holocaust, Prejudice and Discrimination).

12. INDIVIDUAL EFFORTS • Establish whether our courses are internationalized. • Determine the degree of course internationalization. • Add an international focus to our courses. • Internationalized course content should include Specified international competencies Leaning activities that have an international focus Assessment activities for international competencies Resources that promote an international focus (www.morainviewpark.edu/pages/1053.asp)

13. RESOURCES – APA Office of Teaching Resources in Psychology (ORTP) • OTRP develops and distributes instructional materials and provides services to psychology instructors (www.teachpsych.org/ortp/index.php) Textbooks in introductory psychology, social psychology, and life-span development evaluated for international content Resources for incorporating international content into existing courses and for developing courses on international psychology (e.g., syllabi, annotated bibliographies, videos)

14. RESOURCES – International Council of Psychologists • International Conference on the Teaching of Psychology Education (formerly ICOPE) 2002 Conference (St. Petersburg, Russia) Karandashev, V., & McCarthy, S. (Eds.). (2006). International practices in the teaching of psychology. International Journal of Psychology, 41(1). 2005 Conference (Foz de Iguacu, Brazil) McCarthy, S., Newstead, S., Karandashev, V., Prandini, C., Hutz,C., & Gomes, W. (Eds.). (2007). Teaching psychology around the world. Newcastle upon Tyne, UK:Cambridge Scholars Publishing.

15. RESOURCES – Publications Eysenck, M. W. (2004). Psychology: An international perspective. Hove, UK: Psychology Press. Pawlik, K., & d’Ydewalle, G. (2006). Psychological concepts: An international historical perspective. Hove, UK: Psychology Press. Pawlik, K., & Rosenzweig, M. R. (Eds.). (2000). International handbook of psychology. Thousand Oaks, CA: Sage. Stevens, M. J., & Wedding, D. (Eds.). (2004). Handbook of international psychology. New York: Brunner-Routledge. Stevens, M. J., Gielen, U. P. (Eds.). (2007). Toward a global psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Erlbaum. Wedding, D., & Stevens, M. J. (Eds). (2008). Psychology: IUPsyS global resource (CD-ROM) (9th ed.). Hove, UK: Psychology Press.

16. RESOURCES – Grants Department of Education (www.ed.gov/about/offices/list/ope/fipse/index.html) The governments of the United State and EU will fund projects focusing on international curriculum development and student mobility. Awards range from $25,000 to $200,000 over three years. Institutions of higher education and other public and private non-profit educational institutions and agencies are eligible. Proposal designed to support the formation of education consortia that encourage cooperation in the coordination of curricula, exchange of students, and opening of educational opportunities are priorities. 16

17. RESOURCES – Grants Erasmus Mundus (http://ec.europa.eu/education/programmes/mundus/index_en.html) Erasmus Mundus offers a response to the challenges European higher education: preparing European citizens for life in a global, intercultural, and knowledge-based society and enhancing the quality and worldwide attractiveness of European higher education. Erasmus Mundus supports the intergovernmental "Bologna process" by helping converge European university degree structures, which will make European higher education more transparent and attractive to students and academics both within and beyond the EU. More specifically, the External Co-operation Window promotes partnerships and institutional exchanges between European higher educational institutions and third country institutions as well as a mobility scheme addressing student and academic exchanges. 17

18. INTERNATIONAL PSYCHOLOGY COURSE • Overview (www.psychology.ilstu.edu/mjsteven/PSY326.html) This course entails reading, discussing, and writing about a variety of contemporary topics in the relatively new specialty of international psychology. Students examine mainstream as well as alternative theoretical, methodological, and applied approaches that are relevant to the study and practice of international psychology. The topics selected offer a broad and deep understanding of this field, specifically, an appreciation of psychology’s relevance to the understanding and solution of global problems, as well as of how psychology itself is affected by events and cultures around the world.

19. INTERNATIONAL PSYCHOLOGY COURSE • Goals - specific competencies • Knowledge of the history, current status, and future of international psychology • Ability to evaluate the appropriateness of mainstream psychological theory, research, and practices to global events and phenomena 3. Familiarity with alternative models, methods, and interventions that are rooted in cultural and historical contexts and their relevance to global events and phenomena • Sensitivity to how global events impact the psychosocial and sociocultural realities of diverse populations 5. Understanding the education and training requirements for a career in international psychology

20. INTERNATIONAL PSYCHOLOGY COURSE • Interdisciplinary readings on transnational topics • History and scope of international psychology • Western psychology and its limitations • Alternative models, methodologies, and ethical practice • The indigenization of psychology • Psychology in other countries • Intergroup conflict and peace-building • Societal transformation and national development • Threats to the natural environment • Physical and mental health worldwide • Special topics – globalization • Special topics - terrorism • Special populations – women • Special populations – children, adolescents, the elderly • Special populations – migrants / refugees, the poor • Education and professional training

21. INTERNATIONAL PSYCHOLOGY COURSE • Group project The project entails locating the web site of a scientific or professional psychology association that is global (e.g., IAAP, IUPsyS) regional (e.g., EFPA, SIP), or national (e.g., APA, Romanian Psychologists’ Association) or a global policy-making or NGO organization (e.g., UN, Carter Center). The goal of the project is to produce an oral and written report, which should have two parts: (1) a description of how the psychology association or organization is addressing global issues or problems that have a psychological dimension, and (2) recommendations for how that association or organization can improve the impact and scope of its global mission and activities. Reports should include Internet links and references. Each group member is to share equally in planning, implementing, and preparing the report.

22. INTERNATIONAL PSYCHOLOGY COURSE • Extra Credit Extra credit may be earned by attending the International Studies Seminar Series, which takes place on Wednesdays from 12-1 pm in Stevenson 401; it is open to the public and includes a free lunch. Alternatively, you may attend the Global Review weekly forum where each week a different speaker or discussion panel will present perspectives on a current international or global issue. The forum is typically held on Thursday nights from 7-9 pm in the Atkin-Colby residence hall. Turn in a one-page, typed, double-spaced summary of each seminar or forum attended. Two-thirds of the summary should capture the main points of the seminar or forum, whereas the remainder should include thoughtful reactions, including how the topic relates to psychological material covered in the course.

23. INTERNATIONAL PSYCHOLOGY COURSE Other learning activities Use of Internet-based technologies (IBTs) in teaching and learning psychology allows for the co-construction of psychological meaning and the sharing of knowledge and Experience – in other words, IBTs are a means of teaching students how to work global, yet think locally Useful Web 2.0 technologies Publish and disseminate information (e.g., Blogs, RSS feeds) Build networks and communities (e.g., MySpace, discussion forums) Collaborate with others (e.g., Wikipedia) Share webcasts and podcasts (e.g., YouTube, Google video) 23

24. INTERNATIONAL PSYCHOLOGY COURSE Discussion Board 1. Post an introductory statement on your wikipage 2. Read about anxiety, mood, and eating disorders on links provided on the course wikipage and indicate which disorder you will concentrate on 3. Post on your wikipage A. What dynamics contribute to the disorder you picked from a Western perspective? B. What dynamics contribute to disorder you picked from a non-Western perspective? 4. Post on your wikipage what you discovered about Western and non-Western implications for treatment and the role of gender, race and SES in the disorder

25. THE TASK AHEAD • Broad, sustained, and systematic efforts are needed to: • Conceptualize, develop, and overcome resistance to a model core curriculum of required and elective coursework, supervised field experience, and extracurricular opportunities Intradisciplinary utilization Extradisciplinary borrowing Innovative additions (overlooked specialties, advocacy) Infusion of international content (theory, research, ethics) Nontraditional pedagogies (Internet-based techniques) Study abroad (field studies, internships) 2. Design and apply methodologies to evaluate the goals and outcomes of an internationalized psychology curriculum