1

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.

EDUCATION AND TRAINING OF INTERNATIONAL PSYCHOLOGISTS

2

OVERVIEW International Psychology

Scope, orientation and process

Internationalizing the Psychology CurriculumA prescription for changeResponse by the American Psychological Association (APA)Responses by two universitiesEvaluation for internationalized course contentCurricular resources

International Psychology CourseCompetency goals, topics and readings, learning activities

The Task AheadModel 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 studentCompassion, engagement, social responsibility and

justice

2. Philosophy of educationCritical consciousness, appreciation of diversity

3. Curriculum and instructionKnowledge, 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. UndergraduatePsychology Curriculum

Mission to prepare students to understand psychological science and practice around the worldand how psychologists address phenomena that varyinternationally

Five learning goalse.g., understand research methods and skills

needed for international research competence

Associated outcomese.g., appreciation of methodologies used elsewhere

(ethnography)

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 culturesFaculty 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 competenciesLeaning activities that have an international focusAssessment activities for international competenciesResources 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.

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.

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

1. Knowledge of the history, current status, and future of internationalpsychology

2. Ability to evaluate the appropriateness of mainstream psychologicaltheory, 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

4. Sensitivity to how global events impact the psychosocial andsociocultural 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 topics1. History and scope of international psychology2. Western psychology and its limitations3. Alternative models, methodologies, and ethical practice4. The indigenization of psychology5. Psychology in other countries6. Intergroup conflict and peace-building7. Societal transformation and national development8. Threats to the natural environment9. Physical and mental health worldwide10. Special topics – globalization11. Special topics - terrorism12. Special populations – women13. Special populations – children, adolescents, the elderly14. Special populations – migrants / refugees, the poor15. 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 andlearning psychology allows for the co-construction ofpsychological meaning and the sharing of knowledge andExperience – 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)

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:

1. Conceptualize, develop, and overcome resistance to amodel core curriculum of required and elective coursework, supervised field experience, and extracurricular opportunities

Intradisciplinary utilizationExtradisciplinary borrowingInnovative 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