The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

VOLUME 52.3 FALL, 2012 UN NGO Consultative Status ESCO & DPI

PART B: INTERNATIONAL UNDERSTANDING ICP RESEARCH AND INTEREST GROUPS

(http://photobucket.com/ICPseville2012)

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

International Understanding (IU) is the name given to ICP, Inc.’s first pub-

lication of papers and research by

members to the larger psychological

community at national and interna-tional conferences, conventions and

congresses. ICP members first pub-

lished the IU in 1962-63. It merged with the ICP newsletter, the INTER-

NATIONAL PSYCHOLOGIST, in 1966.

Until 1970, ICP members met and read papers in con-junction with each annual meeting of the American Psy-

chological Association (APA). ICP continues to meet an-

nually during the APA convention and co-sponsors the

International Reception for international visitors with APA International Affairs CIRP committee and the APA Divi-

sion of International Psychology (Div.52).

ICP will enrich and extend ICP’s annual presence at the APA Hawaii convention in 2013. Part II of the annual ICP

scientific program and board meeting begun in Jakarta will

be presented in Honolulu August 1-3 in conjunction with the APA convention. The initial proposal to the Sevilla

Board for a July 3-5 Jakarta meeting is presented in full in

IU Section B, IP 52.3. Additional information about Ja-

karta and Honolulu meetings will be presented in IP52.4. A 2010 initiative reactivated IU to enable those who

cannot attend annual conferences to be informed about the

research and interests of ICP members. IU’s purpose is to fill a void in association benefits that came about when the

ICP journal, WORLD PSYCHOLOGY, was unable to con-

tinue into the 21st century. The millennium transition to

electronic communications and “global psychology” re-sulted in a proliferation of international associations and

journals. In the wake of the rush into worldwide econom-

ics, knowledge, and resources, ICP maintained a person-to-person, face-to-face value-centered general psychology

orientation with a strong commitment to honoring peace /

wellbeing and human rights of, by and for all peoples. The last ten years drained association resources and re-

sulted in a major downturn in association membership.

Attempted alliances with other similar associations have

not yet proven beneficial; nevertheless, deep rooted inno-vative concepts and creative problem solving characteris-

tics of ICP members continues to find and pioneer new

avenues for collaborations across cultural, national and

professional borders. Recent revisions in ICP bylaws opened full membership to professional from allied disci-

plines; moreover, the ICP UN NGO team of representa-

tives continues to provide unique leadership in interna-tional discussions and advisory committees on neglected

and abused / undervalued groups [e.g., women, aging, im-

migrants, government abuses of its constituents, endan-gered psychologists].

Dr. Henry David, the first man to serve as ICP president,

spearheaded ICP’s first meeting outside of the United

States in TelAviv, 1970. Annual meetings have been held in: Paris France; Munich Germany; Bergen Norway;

Southampton England; Mexico City Mexico; Singapore;

Nova Scotia Canada; Tokyo Japan; Amsterdam The Neth-erlands; Montreal Canada; Lisbon Portugal; Taipei Tai-

wan; Banff Canada; Graz Austria; Melbourne Australia;

Padua Italy; Manila The Philippines; Jinan China, Iguacu Falls, Foz Brazil; Kos Island Greece; St. Petersburg Rus-

sia, Chicago, Los Angeles, Washington, New Orleans,

Princeton, San Franciso, New York, San Diego and Salem

USA. Regional meetings have been organized in regions near the ICP annual meeting in areas where psychologists

need support or are rarely found and where the national

governments fail to honor passports of citizens of all mem-bers of ICP or the universality of science.

The contents of the Fall 2012 IU highlight papers ad-

dressing the two themes of the 2012 conference: women

and immigrants. A paper by Florence Denmark and her student Debbie Williams keynoted the theme on women.

A presentation by Tara Pir and panel on immigrant organi-

zations keynoted the immigrant theme. One hope is that the next editor of the IU will continue

to capture and report papers, reports, and articles that re-

flect the contributions and work of ICP members and can be captured for dissemination by the APA worldwide elec-

tronic PsychExtra. A second hope is that the IU will lead

to re-activation of WORLD PSYCHOLOGY.

Overview of IP52.3 INTERNATIONAL UNDERSTANDING. 1. INTRODUCTION TO IU AND PROPOSALS FOR CONFERENCES IN 2013 AND 2014 2. SEVILLA 2012 CONFERENCE: THEME PAPERS [Women; Immigrants] [others papers will be presented in future IU issues.] 3. ICP, Inc. Members Research Interest and Conference papers 4. SPECIAL TREASURER ELECTION, NOMINATION CALLS AND CITATION LISTING OF CONTENTS

FALL 2012 EDITION OF THE INTERNATIONAL PSYCHOLOGIST, SECTION B INTERNATIONAL UNDERSTANDING.

By Dr. Ann Marie O’Roark, Editor International Psychologist

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PROPOSAL FOR 2013 ANNUAL ICP

CONFERENCE—Jakarta, Indonesia

By Dr. Sarlito Sarwono

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

PROPOSAL FOR 2014 ANNUAL ICP

CONFERENCE—Paris, France

July 2-5, 2014

By Dr. Roseline Davido

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and, finally, the question of feminism in psychology -how feminist discourses and practices have contributed to a

more objective and socially fair scientific psychology-.

Ultimately, we emphasize four contributions of these pio-

neer women that go beyond psychology: their theoretical emphasis on the social context, their interdisciplinary

work, their contributions to applied psychology and their

struggle for social justice.

FACING A CONFLICTIVE WORLD IN 1941

Elisa Margaona, Ph.D., Inst. of Higher Studies and Re-

search, México

We will refer to the exceptional work started by a small number of women psychologists more than seventy years

ago in the United States, who decided that the society

could benefit from the contribution of a science whose

main objective was to enhance the development of a healthy society. The moment was crucial, the Second

World War was on and millions were suffering its conse-

quences. Thus, on November 25th, 1941, the NATIONAL COUNCIL OF WOMEN PSYCHOLOGISTS was

founded to contribute to the American war effort during

World War II.

Soon, five years later in 1946, other women psycholo-

gists started to join the organization. The first were Canadian colleagues and the NCWP

changed its name to International Council of Women Psy-

chologists (ICWP) and extended invitations of member-

ship to women psychologists from other countries. In 1960, at the request and interest of male psycholo-

gists, the I.C.W.P. became the International Council of

Psychologists (I.C.P.). Since 1970, I.C.P. has been bring-ing its message of peace and prosperity to the five conti-

nents of the world, in the most important cities of different

countries. This year 2012, the University of Seville in-vited I.C.P. to celebrate its 70th Convention in this histori-

cal place.

Who were the psychologists and enterprising women

who started this important contribution to the psychologi-cal science? We will name a few, as homage to the hun-

dreds maybe thousands of them, who with their efforts and

even their own means, accomplished so much. Most important of all, have created a group of friends

with ideals and ethics that we hope will project in the fu-

ture for many more years.

THE VOICE OF WOMEN PSYCHOLOGISTS Ana Guil Bozal, PhD Universidad de Sevilla (Spain)

Even today, in most history textbooks of psychology, few

SYMPOSIUM ABSTRACT

WOMEN PSYCHOLOGIST PIONEERS

Chair: Ana Guil, University of Sevilla, Spain.

Based on the Recognition to the first women psycholo-

gists, almost forgotten by history, despite their great con-

tributions to Psychology and social justice (Silvia Garcia

Dauder), will remember the first female founder of ICP in

difficult times (Elisa Margaona). We will disclose how

psychology, nevertheless, had its beginnings in a negative

view of female, giving voice to the point of view of women psychologists, of course contrary to this misogy-

nist view (Ana Guil). Finally, remember the first Spanish

women psychologists and the difficulties they had in past and present, to get the merited space in the academic world

(Concepción Fernández Villanueva).

TITLE WOMEN PSYCHOLOGIST PIONEERS

Chair: Ana Guil, PhD., University of Sevilla, Spain.

Silvia García Dauder BEYOND PSYCHOLOGY: PIONEERING WOMEN IN PSYCHOLOGY

AND SOCIAL JUSTICE

Elisa Margaona FACING A CONFLICTIVE WORLD IN 1941

Ana Guil THE VOICE OF WOMEN PSYCHOLO-

GISTS

Concepción Fernández Villanueva PSYCHOLOGY OF WOMEN IN ACADEMIC SPANISH, FROM

THE BEGINNING TO THE PRESENT

Discussion with Attendees

ABSTRACTS

BEYOND PSYCHOLOGY: PIONEERING WOMEN

IN PSYCHOLOGY AND SOCIAL JUSTICE

Silvia García Dauder, PhD Universidad Rey Juan Carlos, Madrid (Spain)

This paper analyzes the situation and experiences of the

first and second generation of women psychologists during the period 1879/1930 in the USA, as well as the articula-

tion between "Psychology" as a institutionalized discipline

and as a mechanism of power/knowledge and "Feminism"

as a social movement and a political theory. In order to do so, "social psychology of science", "feminist historiogra-

phy" and "feminist epistemologies" were used as analytical

tools. We anatomize the situation of women in psychology -as subjects and objects of knowledge- in the above men-

tioned era; the question of psychology in feminism -how

discourses from psychology, as a scientific knowledge, have contributed to the oppression or liberation of women-

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Although mentoring is important at any stage, women graduate students and new women psychologists reap great

rewards from being mentored. These women have less

experience and thus find it helpful for someone to show

them the ropes and the unwritten rules of the department. Having a female mentor can be a positive experience for

women in higher education as well as serve as a critical

factor in women’s professional career development. Being mentored is essential for all women, including ethnic mi-

nority and lesbian students. Mentoring has a substantial

positive influence over one’s professional life. Those indi-viduals with a mentor often have increased compensation

and more frequent promotions (O’Brien, Biga, Kessler &

Allen, 2010). This paper does not focus on men, due to the

fact that the number of women in psychology greatly out-weighs men, but men too benefit from having both female

and male mentors. This paper will include research on

mentoring as well as the impact that mentoring has on women, particularly developing clinicians. In addition, this

paper will stress the need to have an international repre-

sentation of mentoring. In an increasingly global society, the lack of adequate mentors in one area of the world does

not mean that developing professionals from abroad

should go without. An international community of mentors

can be created. The Politics of Mentoring: Professional Networks

Mentoring: what is it? The term itself dates back to

ancient Greek mythology and is known as “a relationship between a younger adult and an older, more experienced

adult [who] helps the younger individual learn to navigate

the adult world” (Kram, 1985). There are many defini-

tions of mentoring, including an extreme classical view which sees mentor relationships as intense, emotional in-

teractions between an older persons and a younger person.

This view stresses the part of the older persons as a wise guide or sage to the younger person. A more modern view

of mentoring includes the functions of a more experienced

person providing career development and psychosocial support to a less experienced individual (Kram, 1985). A

mentor often provides the protégée with knowledge, ad-

vice, challenging opportunities and support in the

protégée’s career pursuits. Bogat and Redner (1985) offer the following princi-

ples which are crucial to the mentoring process: (1) The

mentor provides opportunities for the protégées to observe and participate in their work by inviting their protégées to

work with them and (2) teaches their protégées the politics

of “getting ahead” in the organization. They also state that a mentor is usually a person of high organizational or spe-

cific career status who by mutual consent takes an active

interest in the career development of another person.

women psychologists are named. This lack is reflected in an andocentric vision that historically undervalue and ob-

jectified female. This perspective, in some way, is still pre-

sent in our collective unconscious. However, despite their

historical invisibility, women were present from the begin-ning of psychology, giving their view of reality and even

disagreeing with the misogynistic male vision. In this

sense, the objective of this paper is to give voice to some of the pioneering women psychologists, who addressed the

issue of identity of women, removing the negative view

that traditional psychology provided, with the ultimate ob-jective of understanding the origin of these ideas and to

change the negative gender stereotypes that still persist

today.

PSYCHOLOGY OF WOMEN IN ACADEMIC SPANISH,

FROM THE BEGINNING TO THE PRESENT

Concepción Fernández Villanueva, PhD

Universidad Complutense de Madrid (Spain)

Spanish academic Psychology had its anchorage and social

recognition in the 60's, which created the careers of Psy-chology at the main Spanish universities. Since then, the

participation of women has grown, and the 3 key indica-

tors of participation are:

- The development of teaching and research career - The recognition in the academic community

- The power achieved in institutions

This paper describes and evaluates the status of academic women in Spain, from a historical perspective, offering

some explanatory factors of their presence in these three

areas of influence. The main discriminative factors situational and historical

maintained and remain even today the psychologists in an

important position, but secondary and subordinate, from

the point of view of power and prestige, are: the devalua-tion of their work in education and intervention; their lim-

ited presence in the process of evaluation of scientific pro-

duction; lack of academic recognition and power in the most valued scientific societies.

Mentors and their Effect on Women’s

Educational and Professional Career Development in Psychology

Women and the Influence of Mentors on

Their

Professional Careers

Keynote Paper from Dr. Florence

Denmark and Ms. Debbie Williams

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[Denmark/Williams, continued] Therefore, a mentor is someone who, through per-

sonal experience, can impart knowledge, advice and en-

couragement to someone who is beginning in their pro-

spective field. In the process of growing and learning, young and inex-

perienced persons, or even older persons who need to con-

tinue their learning and acquisition of new skills, will look to someone who is more experienced than themselves for

guidance, nurturance and training. These people who act

as mentors play an important role in the development of their protégées by helping them to develop themselves to

their full potential.

Mentoring is an enriching experience that enhances the

lives of both the mentor and the protégée. The mentor provides new opportunities to the protégée that were most

likely not available to them before. The mentor teaches the

protégée all that he or she can, offering challenging view-points and new ideas. Likewise the mentor connects the

protégée to people in their field, and helps them to become

more visible to their peers. In return, the mentor gains personal satisfaction as well as having a growing support

group, who they too can look to for assistance when

needed.

Why does mentoring work? There are numerous reasons which make mentoring advantageous to both the

mentor and protégée. The first is that mentoring serves as

a mechanism for information exchange and knowledge acquisition (Mullen, 1994). With greater years of experi-

ence, mentors can help the protégée reap the benefits of

their already established network of connections which

includes a great deal of information. This also includes social networks where the protégée can go with the mentor

and meet people personally. Entry into this social sphere

also allows the protégée an opportunity to display talent and interests to this wider group directly (Allen, Eby,

Poteet, Lentz & Lima, 2004). A Second hypothesized rea-

son surrounds social learning theory (Bandura, 1977). [Denmark/Williams continued]

Social learning describes the process by which people

vicariously learn through those whom they are surrounded

by, or by the environment in which they find themselves. If a protégée is spending substantial time with a mentor,

she or he will begin to learn the “ins and outs” in various

situations – what to do and what not to do, what will help and what will hinder (Allen et al., 2004). To test this hy-

pothesis, Allen et al. (2004) conducted a meta analysis and

found that mentored individuals were more satisfied with their career, were more likely to believe that they would

advance in their career, and were more likely to be com-

mitted to their career than non-mentored individuals. Ad-ditionally, they discovered that greater career mentoring

related to greater compensation as well.

Functions of Mentors

Inherent in the definition of a mentor, are numerous ways in which a mentor can positively affect her or his

female protégée. Johnson and Huwe (2003) discuss these

as career and psychosocial mentor functions. They are: 1. sponsorship; 2. exposure and visibility; 3. coaching; 4.

protection; 5. challenging assignments; 6. role modeling;

7. acceptance and confirmation; 8. counseling; and 9. friendship/mutuality. These are broken into two main cate-

gories: benefits towards career development and benefits

of a more personal level.

Career Development Benefits Scholarship

One primary benefit of having a mentor can result from

the mentor nominating the protégée for awards or recom-mending the protégée for certain assignments or publica-

tions. The mentor, having gone through many of these

experiences herself, is more knowledgeable about the best course in which to navigate the field.

Exposure and visibility

Another benefit of mentoring is that, presumably, the

mentor has developed a network of connections and col-leagues in the field that now can be introduced to the

protégée. This association can prove to be greatly benefi-

cial since the protégée already has a reference for her or his ability and work ethic. The mentor can draw attention

to the protégée’s accomplishments to college and therefore

start a positive reputation for the protégée among more

accomplished professionals. Coaching

Mentors can also aid their protégée s in decision-making

and determining the best options for themselves when choices arise. From determining what classes to take, to

what internship to accept, to learning how to talk to other

professors, the mentor can be invaluable in giving advice as to how to proceed in an array of important circum-

stances.

Challenging Assignments

By proximity to their mentors, protégées are exposed to a greater variety and scope of assignments than they would

be without the association with the mentor. The mentor

can invite the protégée to work together on specific pro-jects from research to publication. This increases the

protégées skill level and competence.

Psychosocial Benefits Acceptance and Confirmation

Beginning graduate school can be a difficult transition,

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[Denmark/Williams, continued] one which can cause insecurity about one’s abilities and

skills. Having a mentor who instills confidence and sup-

port can be a powerful source of encouragement to con-

tinue and to succeed. Counseling

Although counseling per se, does not occur in the men-

tor relationship, what does occur frequently is advice, dis-cussion and the development of what the protégée would

like in the future. Through this communication, the

protégée can exchange ideas and “flesh out” the visions for the future. In turn, the mentor can offer opinions about

what would be the best way to proceed.

Friendship/mutuality

With so much time being spent with each other on such a personal level, friendship and trust are likely to develop.

This can be extremely rewarding for both parties, and it is

one of the benefits that the mentor experiences from the relationship. Mutuality can be a very empowering force,

for a graduate student to feel valued and trusted by an

older colleague, and visa versa. Academic Mentoring in Psychology

Certain studies stress the importance of graduate stu-

dents having a mentoring relationship with faculty. The

faculty mentor can facilitate the student’s success by per-forming certain tasks which help their transition and per-

formance in the program. Bogat and Redner (1985) re-

ported that faculty mentors may expedite the student’s pro-gress and development through graduate program require-

ments, instill confidence in the student, and promote the

student’s welfare as well as visibility within the depart-

ment. This mentor may also help the student define career goals. In addition, it has been found that having been

mentored highly correlates with success and satisfaction in

academia (Sanders & Wong, 1985; Ülkü-Steiner, Kurtz-Costes, and Kinlaw, 2000).

Clearly, the active participation of a mentor bene-

fits the student in numerous ways. The benefits of having a mentor can be two-fold. First, mentors can assist their

[Denmark/Williams continued]

students, especially female students, with early career de-

velopment, form and establish their identity both in a per-sonal and professional sense, as well as help them to net-

work within the profession (Wright & Wright, 1987;

Harden et al., 2009). This includes objective career objec-tives such as increased opportunities for research, higher

salary once the student begins to work, etc. Secondly,

mentors can also be a great source of personal strength and responsibility. They can help advance a protégée’s sense

of personal power and intrinsic rewards such as generativ-

ity, personal fulfillment, happiness and contentment in the work as well as substantiation that they are doing well

(Levinson, 1978; Newby & Heide, 1992; Phillips-Jones,

1982; Wright & Wright, 1987; Williams-Nickelson, 2009).

Graduate students can partner up with mentors, either new professionals in the field or those with more experience, to

reap the benefits of the partnership. However, if mentors

are not available in person for a specific field due to a lack of professionals in a certain part of the world, a student

can join an international psychology organization, such as

the International Council of Psychologists. This organiza-tion can put students, or young professionals, in touch with

mentors from different areas of the world, promoting ac-

cessible avenues to distinguished psychologists.

Although the benefits of having a mentor are clear, it is unfortunately not the standard in psychology depart-

ments. Cronan-Hillix et al. (1986) discovered that only

53% of the 90 psychology doctoral students who were in-terviewed had a mentor and among clinical psychology

graduate students the numbers dropped to 43%. However,

graduate students readily agreed that mentoring is impor-tant. Additionally, they stated that mutual support and

comprehensiveness of relationship were two of the most

critical factors in positive and effective mentoring (Wilde

& Schau, 1991; Allen, Eby & Lentz, 2006). There has been a lack of adequate mentors for women

in graduate school which compounds the problems that

they face while in graduate school and later on when seek-ing employment. The authors, Kammeyer-Mueller and

Judge (2007), state that women, as well as ethnic minori-

ties, report more barriers to obtaining a mentor. Bogat and

Redner (1985) cite several reasons why women in psy-chology are more likely to suffer from lack of mentoring

benefits: (1) women receive a smaller share that do men of

financial support such as institutional support and nonfed-eral aid; and (2) mentors also provide their students with

opportunities for professional socialization. When women

are lacking in mentor relationships they are lacking in the benefits that result from these relationships, such as net-

working experiences, publications, and professional so-

cialization. In addition, Solomon (1978) reported that in

all disciplines women are less likely than men to receive financial support, which could include a student working

with a faculty person on research. This in itself may re-

duce the opportunities for women to develop meaningful contacts with potential mentors. Another reason that there

is a lack of mentors for women is because women are un-

derrepresented on most faculties. In most academic institu-tions gender and ethnic diversity had increased more

slowly among faculty than student populations (NSF,

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

[Denmark/Williams, continued] 2009). Thus, women students are finding it difficult to se-

cure a woman faculty mentor; therefore, women will not

only face the problems of finding a mentor but a female

mentor as well (Russo, Olmedo, Strapp & Fulcher, 1981). Dohm and Cummings (2002) found that research mentor-

ing is positively related to a woman in clinical psychology

doing research and whether she also becomes a research mentor for others. Therefore, the pattern is established

that those who mentor and do it successfully are more

likely to do the same to younger women once they are more advanced in their careers.

Lack of mentoring for women in graduate school can

also have an effect on employment status. Women gradu-

ate students who have had a mentor have already begun to establish a professional networking system with their peers

and members of the faculty. Without this networking sys-

tem one can imagine how much more difficult it could be to establish ties that would help one to get a decent job.

Lack of mentoring means that there is a lack in profes-

sional visibility. Bogat and Redner (1985) also state that most information concerning potential jobs is obtained via

networks, including ones which mentors have made avail-

able to the protégée.

The Influence of Gender on the Mentoring Relationship Women are just as likely as men to get mentored in

psychology doctoral programs (Clark, Harden & Johnson,

2000). However, although research indicates that women have the same access to mentors as do men, they are often

offered different benefits in a mentoring relationship, more

psychosocial and less career development, than men

(O’Brien et al, 2010). So far we have seen that mentors are helpful to women

in academia, but do women need or benefit more soundly

from having a female mentor? Research on the possible benefits to women of having a female as compared to a

male mentor and/or role model is scarce and often contra-

dictory. Women have been encouraged to seek out men-tors who embody certain characteristics such as those who

can balance career and personal life expectat[Denmark/

Williams continued]

ions and who embody feminist ideals of equity, reciprocity and cooperation (Gilbert, 1985; Richey, Gabrill, & Blythe,

1988; Williams-Nickelson, 2009). Women protégées who

chose women mentors usually do so on the basis of pur-posefulness, while those who chose male mentors do so

for the power and influence possibilities (Rayburn, 2010).

In some areas, same sex role models do have a certain positive influence on the graduate student’s professional

development. Gilbert, Gallessich and Evans (1983) as-

sessed 80 female and 77 male graduate psychology stu-dents and found that those female graduate students who

identified female role models viewed themselves as more

career oriented, more confident and more instrumental

(masculine) than did female students identifying male role models. Further, female students with female role models

reported higher satisfaction with their student role than did

male or female students with a male role model. In a more recent study of the differences in gender

in the mentoring relationship O’Brien et al. (2010) found

in their meta-analysis, that included 41 studies, that males were more likely than females to serve as a mentor, limit-

ing a female’s access to a same sex mentor if desired.

Male mentors also demonstrated more career development

to their protégées. The study did not examine how or why the male mentors provided more career development to

their protégées, and this needs further examination to posit

outcomes for female protégée . O’Brien et al. (2010) also found that while there were no reported differences be-

tween protégée experience and career development be-

tween males and females, females reported more psycho-social support than male protégées. While this may be a

benefit to the women protégée, this excess emotional sup-

port may be due to benevolent sexism, the automatic as-

sumption that women are emotionally weaker and there-fore need more support. This is supported by the finding

that female protégées with male mentors are given the sig-

nificantly more psychosocial support than female protégées with female mentors or male protégées with

male mentors (Harden et al, 2009).

Due to the limited number of studies in the same-sex vs.

cross-sex mentoring, firm conclusions cannot be drawn as to the benefits or deficits of each. One study found the

gender characteristics of a graduate program often effects

career goals more than mentor relationship. Women in gender balanced programs experience higher academic self

concepts and higher career commitment than those women

in male-dominated programs. Likewise, women in gender balanced programs experienced more sensitivity to family

issues than those in male dominated graduate programs

(Ülkü-Steiner, Kurtz-Costes, and Kinlaw, 2000). This

same study found that women who had greater mentor support also reported higher self concept, felt support re-

garding family issues and less stress. Having a mentor,

particularly a female mentor, in a male dominated graduate program may provide women the career development and

support that is otherwise absent from their education.

Hammer (2006) in a survey of female students, discov-ered that themes of empowerment, connection and career

advising arose. Mentors were considered to be role mod

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

This allows the developing therapist to see how different approaches can be applied to one case, a great training op-

portunity. Eventually the developing therapist will have

the knowledge of how to approach each patient differently

and the self confidence to do so. Conclusion

There is a great deal we have learned and also a large

amount we still need to learn about mentoring and profes-sional networks. What is evident is that a mentor/

protégée relationship can be an extremely beneficial one

for both parties involved. Mentors can be extremely help-ful to young professionals, and also reap benefits from

their protégées. Protégées gain helpful experience and

offer a new perspective, thus strengthening the relation-

ship. What qualities are common in a successful mentor and

protégée? A mentor who is caring, goes out of the way to

help, is supportive, helps solve problems, gives advice, helps to troubleshoot, fosters connections for the protégée ,

is connected to people in the field, and imparts knowledge

is likely to become a strong and important mentor. Other qualities such as intelligence, good communication skills,

foresight, kindess, and humbleness are also important.

Mentors, ideally, should also possess an ability to be open

and relatable to others while also maintaining good boundaries. It is also imperative for a mentor to under-

stand the important of mentoring and what benefit it can

have not only to the protégée but to herself. Knowing that there are intrinsic rewards that the mentor herself gains is

sometimes an overlooked benefit of a mentoring relation-

ship.

There are also certain characteristics which are optimal for protégées to possess. A willingness to learn, good

communication skills, a desire to excel, assertiveness, and

flexibility are all important in a protégée. The protégée should be open to the process of being molded and helped

along the way but also able to have enough personal ideas

and goals to participate in the relationships as well. A mentoring relationship can be one that lasts a life-

time; it truly is a unique and individual relationship be-

tween two people. This relationship should be encouraged

to develop in psychology academia, especially in the field of clinical psychology, to encourage future clinicians to

seek help and guidance from experts in their field, to be-

come experts themselves in the future. If female students do not have appropriate mentors available to them, they

should be encouraged to join an international psychologi-

cal organization so that they may be placed in touch with a mentor who can encourage them, and provide useful in-

sight in their career.

[Denmark/Williams, continued] els for the female students. Students recognized the role

strain that professional women experienced and sought

guidance as to how to successfully navigate both areas of

their lives: personal and professional. Additionally, many protégée s spoke of the personal connection they felt with

their mentors and viewed the personal connection as im-

portant and also felt that it in turn increased the value of the mentor’s opinions and advice. Lastly, many of the fe-

male students took pride in the confidence that the mentors

had in them and this was experienced as “a very powerful, empowering and affirming tool” (Hammer, 2006, p.159).

Mentorship and Therapy

The mentoring relationship can have an important im-

pact on the developing therapist. As mentioned earlier, graduate students in the field of psychology are more

likely to have a mentor when they are part of an experi-

mental psychology program versus a clinical psychology program. Given the psychosocial benefits that having a

mentor provide this is an unfortunate reality. The demand-

ing emotional nature of treating challenging patients in a clinical setting would be better offset when students have a

mentor to discuss their long term goals and ways to navi-

gate the field with. A mentor gives students access to ca-

reer and emotional support in a way that an academic advi-sor or field supervisor does not. Due to the personal na-

ture of clinical therapeutic supervision, said supervisors

usually form close personal connections with their supervi-sees, often leading to a mentoring relationship. Clinical

supervisors have a large impact on developing therapists

because they are usually the only feedback the therapist

has on their abilities in their career choice. A poor clinical supervisor with no outside positive mentoring experience

can have devastating effects on the female developing

therapist. Psychology’s standards of ethical and professional con-

duct stipulate that psychologists should be aware of and

respectful of other cultures and differences in their pa-tients. They should consider the individual, cultural and

global differences that each of their patient’s face and

modify their treatments to best suit these differences. A

[Denmark/Williams continued] mentor is able to guide the protégée, through their own

experience, into a place of cultural and ethnic sensitivity.

In addition, the mentor is also able to provide training ma-terials or a forum to discuss ideas with regarding their

clinical setting. Therapy is not a one approach fits all disci-

pline and a mentor has the ability to guide the developing therapist to what may fit the patient best, or give a differ-

ent suggestion than what their clinical supervisor gave.

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

[Denmark/Williams, continued] References

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(2004). Career benefits

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Bogat, A. & Redner, R. (1985). How mentoring affects the

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faculty role models and

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of psychology.(pp. 159-163). Malden, MA: Blackwell Pub-

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Johnson, W. B., & Huwe, J. M. Getting mentored in graduate

school. Washington, DC:

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tional Behavior, 72(3), 269-283.

Kram. K. E. (1985). Mentoring at work: Developmental rela-

tionships in organizational

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Levinson, D. J. (1978). The seasons of a man’s life. New York:

Ballantine.

Mullen, E. (1994). Framing the mentoring relationship in an

information exchange.

Human Resource Management Review, 4, 257-281.

Newby, T. J., & Heide, A. (1992). The value of mentoring. Per-

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meta-analytic

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Rayburn, C. (2010) Mentoring Needs of EVERYWOMAN: The

Accidental Mentor and

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Richey, C. A., Gabrill, E. D., & Blythe, B. J. (1988). Mentor

relationships among women

in academia. Affilia, 3, 34-47. Russo, N. F., Olmedo, E. L, Strapp, J., & Fulcher, R. (1981).

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psychology. American Psychologist, 36, 1315-1363.

Sanders, J. M., & Wong, H. Y. (1985). Graduate training and

initial job placement.

Sociological Inquiry, 55, 154-169.

Solomon, L. C. (1978). Attracting women to psychology: Ef-

fects of university behavior

and the labor market. American Psychologists, 33, 990-999.

Ülkü-Steiner, B., Kurtz-Costes, B., & Kinlaw, C. (2000). Doc-

toral student experiences in gender-balanced and male-dominated graduate pro-

grams. Journal of Educational Psychology, 92(2), 296-

307.

Wilde, J. B., & Schau, C. G. (1991). Mentoring in graduate

schools of education:

Protégée ’s perceptions. Journal of Experimental Edu-

cation, 59, 165-179.

Williams-Nickelson, C. (2009). Mentoring women graduate stu-

dents: A model for

professional psychology. Professional Psychology:

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Wright, C. A., & Wright, S. D. (1987). The role of mentors in the career development of

young professionals. Family Relations, 36, 204-208.

The National Council of Women Psycholo-gists was founded in 1941, with 251 charter members. Forty years later, twenty three of those members still were active in the International Council of Psychologists.

WOMEN PSYCHOLOGIST PIONEERS

Symposium – 70th Annual Convention

I.C.P. Inc. 70th Congreso de ICP Sevilla, España

Dr. Elisa Margaona

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When students around the world take a course in the psy-chology of women, they have Florence Denmark to thank.

A pioneer in women’s studies, Denmark’s contributions to

her profession have made the field of psychology a more

informed and just place for new therapists of all varieties to work and thrive. Florence Denmark was born January

28, 1932 in Philadelphia (Psychology’s Feminist Voices

Team (PSFT), 2011).

While she was always interested in research on women’s

leadership, Denmark credits Virginia Staudt Sexton as be-ing the person who influenced her to become more active

in the field (Denmark, 2008). She became a member of the

New York State Psychological Association (NYSPA) and

the New York Academy of Sciences (Denmark, 2008). In 1969, she was also one of the founding members of the

Association for Women in Psychology (AWP), an organi-

zation whose objective at that time was to target unjust employment practices within the American Psychological

Association (APA) (Denmark, 2008; Tiefer, 1991). Around

this same time, students at the City University of New York requested a course on the psychology of women

(Denmark, 2008). Although their initial request was re-

jected, the course was eventually approved and Denmark

became the first professor to teach psychology of women at the doctorate level (Denmark, 2008). She also co-wrote

several texts that are considered foundational to women’s

studies such as Women’s Realities, Women’s Choices (1983) (Denmark, 2008). She went on to become the third

president of the Division of the Psychology of Women of

the APA (PSFT, 2011). She was also the fifth woman, and

the first Jewish woman to be president of the APA (PSFT, 2011; Unger, 2009). When asked about her effective lead-

ership style, Denmark recalled a friend who described her

as an “iron fist in the velvet glove” (Denmark, 2008, p. 9). She felt she was able to use her femininity and gentleness

as strengths (Denmark, 2008). Work with ethnic minori-

ties has also been a lifelong passion for Denmark. While working at Queens College in the 1960’s, she and col-

league Marcia Guttentag conducted a study at a local

school where they were able to demonstrate positive ef-

fects of integration for both African American and White students. She was also the director of the Search for Edu-

cation, Elevation, and Knowledge program, a program

which was designed to support low income students. As of 2008, she was still a member of the Division of Ethnic Mi-

nority Psychology. When asked about the current abun-

dance of women and lack of men in psychology, Denmark remarked it will always be important to maintain a balance

and therefore bringing more men and minorities into the

[Margaona, continued] The charter members who were still members of ICP forty

years later include:

Theodor Abel Mildred B. Mitchell Doris Twitchell Allen Frances A. Mullen

Louise Bates Ames Harriet E. O'Shea

Dorothea J. Crook Helen I. Peixotto Leona Failo Esther Lloyd-Jones

Marne Groff Freida Merry

Marguerite Hertz Jessie Rhulman Martha Hardy Wilda Rosebrook

Julia Heinlein Georgene Seward

Margaret Ives Leona Tyler

Eleanor Johnson Helen Shacter Dorothy Van Alstyne

Florence Goodenough was founder and President of ICP in 1942-43; she was Psi Chi in 1945-48.

Lillian G. Portenier was Psi Chi from 1949-52; elected ICP President 1951-52.

Margaret Ives. She worked primarily in hospitals and

courts, practicing psychotherapy with nurses and forensic patients and building internship and research programs.

Earned her Phd. from the University of Michigan in Psy-

chology. Dr. Ives was a fellow of the American Psycho-logical Association, the American Association for the Ad-

vancement of Science and the International Council of

Psychologists.

Publications of ICP:

1966: International Psychologist

1997: World Psychology Membership directories (1948-1994)

2004: Applied Psychology (Official Journal IAAP).

The Newsletter was published from 1942 through 1967.

From 1995, I.C.P. has published the quarterly journal

World Psychology. Membership directories were

published in 1948, 1962, 1966, 1973,1976, 1977, 1978, 1980, 1982, 1984, 1986, 1988, 1990, and 1994.

In addition, ICP prints the programs of each annual con-vention and, from time to time, publishes the proceedings,

which contain selected presentations from the conventions.

ICP has published commemorative volumes: a pamphlet for its 10th anniversary, a booklet for the 25th, and a book

for the 50th anniversary.

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

field should be a focus in the future. Another interest of Denmark’s is international social issues. She is the APA’s

representative to the United Nations (Denmark, 2008).

In addition to the APA, she has also been president of the

International Council of Psychologists, Eastern Psycho-logical Association, NYSPA, and Psi Chi (Social Psychol-

ogy Network, 2011). She has four honorary degrees and

numerous awards which include the APA’s Distinguished Contributions to Education and Training Award, and the

Public Interest and the Advancement of International Psy-

chology Award (Social Psychology Network, 2011).

TITLE IMMIGRATING CORPORATIONS.

Impact of Executive Personality and Social–

Economic Justice Organizing Co-Chairs: Elisa Margaona, PhD, Mexico, and Ann

Marie O’Roark, PhD., USA

Margaona. EXECUTIVE PERSONALITY

INFLUENCE ON DECISION MAKING.

CASE EXAMPLES FROM FIVE LATIN AND SOUTH

AMERICAN COUNTRIES

Comunian, POSITIVE PSYCHOLOGY. HOW USEFUL

ARE INDICES OF RESILIENCE IN ASSESSING PER-SONALITY IN CORPORATIONS THAT MOVE INTO

ANOTHER CULTURE?

Gamache. RUSSIAN & JAPANESE PERSPECTIVES.

EXECUTIVE DECISION PROCESSES & CORPORATE

SOCIAL JUSTICE

Barreda-Hanson. MIGRANT STORIES. WORKRE-

LATED ISSUES HARMFUL & BENEFICIAL TO IM-

MIGRANTS.

O’Roark. CROSSING NATIONAL BOUNDARIES:

ORGANIZATIONAL INFORMATION, TRUSTING-COLLABORATION AND INCLUSIVE-

INVITATIONAL LEADERSHIP

Discussion with Attendees

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training programs and psychological assessments for

executive/managerial and technical personnel. Suc-

cessful cases will be presented to determine the type

of decisions which favored results and others which

caused great losses.

POSITIVE PSYCHOLOGY. HOW USEFUL ARE IN-

DICES OF RESILIENCE IN ASSESSING PERSON-

ALITY IN CORPORATIONS THAT MOVE INTO

ANOTHER CULTURE?

Anna Laura Comunian University of Padua Italy

In the field of positive psychology rests in the assumption that certain psychological traits and processes are inher-

ently beneficial for well being. This study review evidence

that challenge this assumption. Recent research reveals that whether ostensibly positive psychology traits and

processes benefit or harm well-being depends on the con-

text of various personal, interpersonal and noninterper-sonal, as in workplace settings, as well. First we review

evidence from resilience independent studies revealing

that resilience factors can either benefit or harm well being

depending on the context in which they operate. Finally we conclude by arguing that any movement to promote

well-being may be more successful to the extent that it

examines the complete human conditions of the country and culture where a business firm immigrates . An under-

standing of the complete human condition requires recog-

nizing that psychological traits and processes are not in-herently positive or negative but that they have positive or

negative implications depends on the context in which

they operate.

RUSSIAN AND JAPANESE PERSPECTIVES: EX-

ECUTIVE DECISION PROCESS AND CORPORATE

SOCIAL JUSTICE

Gerald Gamache, Ph. D., President, KGA Interna-

tional, St. Augustine, Florida USA

Chronologies of events leading up to the two most disas-

trous nuclear accidents in the world are scrutinized. The

comparison provides evidence of oligarchy control of the

public information media. Citizens receive misleading information from government sources with a complacent

and cooperating media, to the detriment of people whose

future is most impacted by the event and need to take pre-cautions Lessons from the past need to be imported or

shared across borders if more effective post disaster activi-

ABSTRACTS

EXECUTIVE PERSONALITY INFLUENCE ON

DECISION MAKING. CASE EXAMPLES FROM

FIVE LATIN AMERICAN COUNTRIES

Elisa Margaona, Ph.D., Inst. of Higher Studies and

Research, México

The relationship between the executive personality of

leaders and the complexity of developing a decision

making directive criterion will be discussed in this

presentation. Several studies have analyzed in the

past the relationship between the directive organiza-

tional functions with cognitive elements, which are

required to be a director of a firm. ( Haslam S.A, Rei-

cher S., Platow M. (2010); Barlett and Ghoshall,

1989; Hedberg and Johnson, 1978; Hooijberg.

R.Quinn,R..E. (1992); Thomas and Gioia, 1991; Huff,

1990). The industries expansion requires an increase

in the thinking capacity and creativity of its leaders,

to be able to excel the strategies of competitors, to

face constant change and to master new technologies.

Also, it is necessary to be able to interpret market

signs to decide between its contradictions and trans-

form them in organizational decisions with adequate

behavior mechanisms, capable of interpreting the in-

ternational complexity and its meanings. (Riveline,

1991; Van Muijen, etc.1999).

Strategic alliances and acquisitions have been the re-

sult of an international market. Some theories men-

tion that it is the responsibility of organizational psy-

chology to provide the tools required to define the

different propositions to approach this matter. Neves

(2000) suggests ideas based on a conceptual basis and

an analysis of the symbolic characteristics of each

organization and its strong characteristics, including

previous historical facts that can be studied with

qualitative and quantitative methods.

In this presentation, empirical information of living

experiences in companies of five different Latin

American Countries, Argentina, Brazil, Chile, Mex-

ico and Perú, will be analyzed. Representative ex-

amples of assignments include behavior statistical

analyses; design and implementation of performance

appraisal systems; attitude surveys, communication

networks, preparation and delivery of management

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

Phase two of the GLOBE Studies (Chhokar, Brodbeck, House, 2008), reports of as is and should be organizational

effectiveness variables in 25 of the 62 societies investi-

gated. In these studies the Triandis dimensions of varia-

tions in Societal Culture are empirically analyzed and ex-panded to include: Uncertainty Avoidance, Institutional

Collectivism, Future Orientation, Gender Egalitarianism,

Performance Orientation, Assertiveness, Power Distance, Humane Orientation, and In-Group Collectivism.

Similar refinements are offered regarding Leadership Di-mensions. An Inspirational component of charismatic/

value-based leadership and a participatory component of

team orientation come closest to being universals, or etic

variables common to most societies, always with the re-minder that there are noticeable emic variations that are

particular to one cultural group within societies and within

clusters of generally like-minded countries. International leadership training is likely to emphasize a need for flexi-

bility in leadership approaches guided by knowledge of

what is currently expected in the society where one is to be working.

What’s important? In becoming a leader in an interna-

tional context of any sort, a person needs to be able to “guanxi” = build trust (O’Roark, 2000/2012 in-process), to

be a quick learner [knowledge, culture, emotional], to be

able to shift gears on assertiveness, to work hard. This means, before one plunges in to offer leadership or service,

take time for calibration.

Chhokar, J. S., Brodbeck, F. C., House, R. J. ( 2008). Cul-ture and leadership across the world. The GLOBE book

on in-depth studies of 25 societies. Hillsdale, NJ: Law-

rence Erlbaum Associates/ Taylor & Francis Group

RUSSIAN AND JAPANESE PERSPECTIVES: Ex-

ecutive Decision Process and Corporate Social Justice by

Jerry Gamache, Ph. D.

Abstract

On April 26, 1986 there was a nuclear incident at the

Chernobyl Nuclear Power Plant near Kiev, Ukraine. On March 11, 2011 another nuclear catastrophe in Japan with

the destruction by earthquake and subsequent tsunami par-

tially destroyed the nuclear power plant at Fukushima Dai-ichi. This paper purposes some similarities between ex-

ecutive decision making, and eventual inaccuracies pre-

sented to the public leading toward a breakdown in corpo-

ties are to be put in place in communities that are at-risk of nuclear threat, major storm and traumatic weather epi-

sodes, and human violence. Models are available for pro-

viding psychological services were developed by the

American Psychological Association following Hurricane

Katrina and models for preparing for weather disasters and enemy hostile actions. All too often, wheels are need-lessly reinvented, and governmental “think tanks” decide

what public information is disseminated. Anxious popula-

tions prefer to hear acceptable rather than serviceable in-

formation, creating self-defeating and symbiotic relation-ships that stall the immigration of agency and corporate

knowledge that can more rapidly address how to manage

disaster recovery. Suggested and debated solutions are investigated.

MIGRANT STORIES. WORK RELATED ISSUES

HARMFUL & BENEFICIAL TO IMMIGRANTS IN

AUSTRALIA

Consuelo Barreda-Hanson, PhD., The Canberra Hospi-

tal, ACT Governmental Services, Australia

Reports from working with migrants applying for resi-dency and those denied it. Case examples of work with

migrants trying to adjust and those that failed and out-

comes for those that have been tortured. One example: a client who came from Argentina thought he had a career,

but couldn't carry it out. He started a cleaning business,

way below what he considered to be at his social and intel-

lectual level, ended with marital difficulties due to ac-quired stress impotence and eventually returned home

Suggestions for work situations and related interventions

that can be implemented to improve conditions.

CROSSING NATIONAL BOUNDARIES: ORGAN-

IZATIONAL INFORMATION, TRUSTING-

COLLABORATION AND INCLUSIVE-

INVITATIONAL LEADERSHIP

Ann Marie O’Roark, PhD., Independent Consulting,

St. Augustine, FL USA

Psychology’s contribution to defining, understanding, pre-dicting, and developing leadership behavior becomes in-

creasingly salient as the next generation of leaders in busi-

ness, government, and educational organizations cope with

multi-national information, international events, and diverse cultural beliefs.

18

The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

[Gamache, continued] Introduction and Discussion

The generation of electricity via nuclear power has long

been discussed in public debate. It is not my intent to im-pact that discussion but to serve as a catalyst for imple-

menting policies to ensure similar incidents are avoided.

With that in mind, let me recall a briefing I attended at the Pentagon. The discussion centered on the causes of acci-

dents. I maintained there are three causes for acci-

dents….the environment, mechanical/material failure, or human error….or any combination or all three together.

This paradigm will be the prism used in assigning respon-

sibility.

The evening of April 25, 1986 was a Friday night. Because

banks and financial institutions were downloading data in

anticipation of the May Day celebration Monday, an elec-trical experiment was postponed to 11:30pm. According

to protocol, nuclear power would be reduced to 20% and

then returned to normal output. All the nuclear technicians departed the plant and the plant was supervised by an elec-

trician. The test was begun and by 1:27 the following

morning nuclear power drifted below 20% and immedi-ately the supervisor sounded the alarm and attempted to

reinsert the pulled graphite rods into the reactor. The cool-

ant water had turned to steam and blew the roof off reactor

2 (IAEA, 1988).

According to the IAEA, there was no environmental influ-

ence at work; or mechanical failure. The accident was caused by several human errors. Procedures were not fol-

lowed or incomplete. Nuclear technicians should be at the

plant 24/7. Insufficient instructions on dealing with reac-tor dipping below the 20% threshold were not clearly writ-

ten. Firefighters who initially responded had no protective

gear. As a result all initial responders died. The 55,000

residents of Pypriat were told nothing was amiss until three days later when they were evacuated. The Russian

General in charge the next day, realizing the cooling pond

was radioactive, lifted the flood gates and watched as the

water emptied into the Pypriat River which emptied into the Dnieper, north of the Sea of Kiev where the capitol

receives its drinking water. To clean-up the debris, one

million people were confiscated from the surrounding population and ordered to pick-up radioactive material to

be placed in trucks for burial. These individuals were

called “eliminators” because they were supposed to elimi-nate the consequences of Chernobyl (IAEA, 1988).

Russian military monitors – Chernobyl Museum, Kiev

Pypriat restaurant 1995 – author’s personal collection

Chernobyl site from a helicopter April 26, 1986 – Chernobyl Museum, Kiev

Dr. Gamache is front of Chernobyl Reactor 2 – author’s personal

collection

19

The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

[Gamache, continued] Today, over two-thirds of these eliminators have died.

Fifty-two percent of Ukrainian landmass is contaminated

above background radiation. Farmers are growing vegeta-

bles, livestock are consuming food, and builders are using trees grown in contaminated soil. The mortality rate ex-

ceeds the birth rate (Gamache et al, 2001). Radiophobia,

the fear of radioactive contamination, prevails and Cherno-byl survivors with government support are shunned.

For the sake of brevity, I will let you decide the myriad

of human errors involved before, during and after the ca-tastrophe. What happened in Fukushima eerily resembles

Chernobyl.

On March 11, 2011, a month shy of the anniversary of

the disaster at Chernobyl, an underwater earthquake miles from Japan created a tsunami that devastated about one-

third of northern Japan. When the 13 meter waves struck,

cities, homes, businesses and people were swept away in one-half hour of terror.

The Fukushima Dai-ichi was inundated by a huge

wave that left plumes of unanalyzed steam smoke causing

the evacuation of workers. Back-up pumps used to gener-ate electricity to restart the reactors, were buried under-

ground in the event of a land-based earthquake years ago,

but because of the water they were inoperable. Replace-ments were ordered but without roads which had to be

cleared first, arrival time was questionable (Inajima, T.

June 26, 2012). Approximately 187 volunteers wearing

protective suits began working in 15 minutes shifts to re-store electricity to pumps from nearby reactors (Okada, Y.

May 7, 2012).

Radiation fallout from the reactors forced the evacua-tion of about local 160,000 people in nearby villages and

left land in the area uninhabitable for decades. Trace

amounts of radioactive iodine were detected on leafy

plants such as spinach, in tap water, milk, chrysanthemum greens, leeks and other foods. Iodine, which can build up

in the thyroid gland producing cancer, later in life, poses

risk for children and pregnant women. The positive aspect is iodine has a half-life of 8 days. The bad aspect is the

contamination is spreading, especially in isotopes other

than iodine. These isotopes have differing half-life, like plutonium which has a half-life of 26,000 years! Venting

of radiation produces radioactive clouds. When raining

these clouds have the capacity to contaminate large popu-

lated area or farmland. Core leaks and contaminated water are known to cause pollution in the underground water

supply. In addition, bird droppings and rodents cause

widespread contamination or recontamination. It remains hard to fathom why the Japanese choose on

March 11, 2012, a year after the disaster, a medical doctor,

Kiyoshi Kurokawa, without strong ties to the energy in-dustry, to diagnose what happened in an effort to describe

last year’s earthquake and cataclysmic tsunami. Lawmak-

Tsunami wave striking the shoreline in Japan March 11, 2011 – Japan

Chemical Weekly

Water covering the space above the reactor room – Japan

Chemical Weekly

Devastation one day after the tsunami – Japan Chemical Weekly

20

The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

[Gamache, continued] ers did not turn to a physicist to run a panel charged with

explaining why the world almost lost Tokyo 16 months

ago. They did not go with an engineer to investigate radia-

tion leaks at the Fukushima power plants. No former Su-preme Court justices were summoned to make sense of the

inappropriate responses by the central government to en-

sure the safety of the population. However, Kurokawa’s findings—that the Fukushima meltdown was a prevent-

able, man-made disaster stemming from the worst con-

formist tendencies of Japanese culture -- are a fresh start. They are the first sign that a break with the errant ways of

the past might be afoot.

But if anyone harbors hope, in a very complicated situa-

tion, that wish will be thwarted by the Japanese govern-ments who steadfastly refuse to acknowledge that a prob-

lem exists much like the Chernobyl response. Until re-

cently, only lip-service was paid to how government-industry collusion placed so much of Japan’s population in

danger, as did the reluctance to question authority and a

reflexive obedience to process. The question, of course, is what the patient does with the

doctor’s diagnosis. Does Japan’s government return to the

unhealthy ways that brought us the world’s worst nuclear

fiasco since 1986? Or does it take the Kurokawa report to heart and realize a different path is needed? While the

history of the last two decades supports the former course,

the latter one is becoming harder for Prime Minister to avoid (Inajima, T. June 26, 2012).

Finally, it must be said the populations of Ukraine and

Japan is the big losers. Two Japanese nuclear reactors

were affected, Fukushima and nearby Daini plant. Pub-lished in 2012, researchers from the American Medical

Association found feelings of nervousness, hopelessness,

restlessness and worthlessness, as well as depression among survivors. Indeed, discrimination is just one kind

of continuing stress being experienced by those contami-

nated by exposure to the effects of ionizing radiation in both countries.

However, while some short-sighted discrimination ex-

ists, it should be pointed out that despite the workers' re-

ports, the country as a whole has still been supportive. In Japan, every single governmental employee received a 10

percent reduction in their salaries this year so that the gov-

ernment can use that money for helping the recovery of disaster areas (Inajima, T. June 26, 2012). I cannot see

any other country passing this reduction without chancing

a riot from people who were not affected by the disaster. The value of harmony, fairness and helping each other in

Japan has been incredibly impressive during this disaster.

Clearly, the preponderance of evidence strongly sug-gests gaps in procedures, the prevalence of human error

and governmental and regulatory inadequacies. Popula-

tions who are prisoners of a strong government and weak

investigative press are especially vulnerable. Corporations and governments who are more concerned with their inso-

lated dilemma and cover-up do not deserve our loyalty that

they are the embodiment of social justice. References Gamache, G., Reeves, D., Levinson, D., and Bidiouk, P. (2001).

Neurocognitive and Physical Abilities Assessment Twelve Years

After the Chernobyl Nuclear Accident. DSWA 01-97-C-0047

prepared for the Defense Threat Reduction Agency, Fort Bel-

voir, VA.

IAE Report. (1988). Causes and Consequences of the Chernobyl

disaster. United Nations: Geneva.

Inajima, T. (June 26, 2012). Fukushima Disaster was man-made.

Bloomberg Press. Tokyo, Japan.

Okada, Y. (May 7, 2012). Fukushima revisited. Bloomberg

Press. Tokyo, Japan. Yakovlev, E. (1992). We are hewing the bough. Rabochaya

Gazyeta.

POSITIVE PSYCHOLOGY. HOW USEFUL ARE

INDICES OF RESILIENCE

IN ASSESSING PERSONALITY?

Anna Laura Comunian University of Padua Italy

Abstract

In the field of positive psychology rests in the assumption

that certain psychological traits and processes are inher-

ently beneficial for well being. We review evidence that challenge this assumption. Recent research reveals that

whether ostensibly positive psychology traits and proc-

esses benefit or harm well-being depends on the context of various noninterpersonal domains as well. First we review

evidence from resilience independent studies revealing

that resilience factors can either benefit or arm well being depending on the context in which they operate. Finally

we conclude by arguing that any movement to promote

well-being may be more successful to the extent that it

examines the complete human conditions of the country and culture where a business firm immigrate. An under-

standing of the complete human condition requires recog-

nizing that psychological trait and processes are not inher-ently positive or negative-whether they have positive or

negative implications depends on the context in which

they operate.

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

absence of a pathological outcome following exposure to stressful or potential traumatic life events or life circum-

stances. Thus it involves both the capacity to maintain a

healthy outcome following exposure to adversity and the

capacity to rebound after a negative experience (Rutter, 2007; Silver, 2009; Seery, Holman & Choen Silver,2010).

Several recent studies have supported these ideas in the

specific contexts of loss and trauma. Clearly this is an im-portant area of research. It is important that future investi-

gations of loss and trauma include more detailed study of

the full range of possible outcomes. Dysfunction cannot be fully understood without a deeper understanding of health

and resilience.

Today a crucial issue pertains to the commonalities

and difference in resilient functioning across the life span. Developmental theorists have argued that resilience to

aversive childhood contexts results from a cumulative and

interactive mix factors. As disposition (genetics), family interaction (personal) and support system (environmental)

or protective factors (Rutter,1999; Werner, 1995). It is cru-

cial to determine how resilience can vary across the life span, how adult resilience relates to development experi-

ences and whether the various factors of adult resilience

might also function in interactive and cumulative manner

(McFarlane & Yehuda, 1996). Researchers also ask whether adults can learn in the

life environment to be more resilient to aversive events or

whether different protective factors foster resilience for different types of events (Brewin et al., 2000). Resilience

has been regarded narrowly as an individual property by

most investigators (Cacioppo, Reis & Zautra, 2011).

Resilience is both an outcome of interactions be-tween individuals and their environments, and the proc-

esses which contribute to these outcomes. Outcomes and

processes are both influenced by children's context (the well-being of their community as well as the capacity of

social institutions such as schools and the police to meet

children's needs) and culture (the values, beliefs, and every day practices associated with coping). Resilience is, there-

fore, both a characteristic of the individual child and a

quality of that child's environment which provides the re-

sources necessary for positive development despite ad-verse circumstances. In the family therapy approach, resil-

ience is not a personality trait but a disposition for action

acquired within the family system, later on influences from outside the family will contribute additionally to an indi-

vidual’s resilience. Basic processes of resilience are under-

stood in analogy to biological processes, which are: pro-tection (e.g., immune system), repair (e.g., wound healing)

and regeneration (e.g. sleep).

[Comunian, continued]

Positive Psychology Over the past two decades, the field of positive psy-

chology rests in the assumption that certain psychological

traits an processes are considered beneficial for well-being. This assumption gained considerable impetus when

Seligman in the 1998 presidential Address of the Ameri-

can Psychological Association (Seligman, 1999; Seligman

& Cisikszentmihalyi,2000) established the field of positive psychology as a way to promote the study of psychological

characteristics presumed to benefit well-being.

Research has shown that positive emotions can help reduce levels of distress following aversive events both by

quieting or undoing negative emotion and by increasing

support from people in the person’s social environment (Fredrickson & Levenson, 1998).

The field has grow with the appearance of various

application and numerous publications (Mestre, A. L.

Comunian & M.L. Comunian, 2007). Recently, research has shown that positive emotions can help reduce levels of

distress following aversive events both by quieting or un-

doing negative emotion and by increasing support from people in the person’s social environment (Fredrickson &

Levenson, 1998).

Today the researchers of positive psychology simply

refuse to study and to treat pathologies to the exclusion of building on human strengths. The fundamental role of

positive emotions (Fredrickson, 2001), of resilience

(Rutter, 1985, 1999), of optimism (Scheier & Carver, 1994), hope, humor, and of moral development

(Comunian, 2006), for the promotion of individual re-

sources are all aspects that can be assessed with objective and valid instruments. In fact no important change can be

defined without measurement and research.

Notwithstanding this particular growth, some have

observed that positive psychology have not paid enough attention to the interpersonal context in which people spent

much o f their life (Fincham & Beach, 2010; Maniaci &

Reis, 2010;McNulty& Fincham, 2012). Psychological traits and processes are not inherently

positive or negative; instead , whether psychological char-

acteristics promote or undermine well-being depends on the context in which they operate. An important task in

future research is to examine possible causal association

between self-conscious emotions and well being and to

better understand the interplay between the development of self- conscious emotions and psychological well being

across the life span (Orth, Robin & Soto, 2010).

Resilience Resilience has be defined as successful adaptation or the

22

The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

[Comunian, continued] Social resilience however is a new multilevel construct-

revealed by capacity of individual but also groups - to fos-

ter, engage in and sustain positive social relationships and

to endure and recover from stressors ad social isolation.

Social Resilience and Business Firm Immigration

Cacioppo, Reis & Zautra (2011) identify nine personal resources that foster social resilience: capacity and motiva-

tion to perceive others accurately and empathically; feel-

ings connected to other individuals and collectives; com-municating caring respect to others; perceive others’ re-

gard for the self, values that promote the welfare of self

and others; ability to respond appropriately and contin-

gently to social problems; expressing social emotions ap-propriately and effectively; trust; tolerance and openness.

Emergent levels of organization, ranging from dyads,

families, and groups to cities, civilization, and interna-tional alliances have long been apparent in human exis-

tence, but identifying the features and norms that promote

relationships and groups structures and norms that promote social resilience - and determining effective interventions

to built social resilience - represent some of the most im-

portant challenge facing the business firm immigrate as

well as contemporary science. Social resilience empha-sizes an individual’s capacity to work with others to

achieve these endpoints and, consequently, the group’s

capacities to do so as well. Social resilience, unlike other forms of personal resil-

ience therefore is intrinsically multilevel and include a)

the person’s characteristic way of relating, b) interpersonal

resources, c) collective resources and capacities. Social resilience also modulates the development and expression

of individual resilience

Social resilience for the business firm immigrated de-pends of the development of greater awareness of their

connection with others and multiple capacities for social

action that can lead to the attainment of both personal hopes and social purposes .Choices informed by social

connection as well as personal values lead to resilient out-

comes that are suitable with respect to the business firms

and the social worlds in which they immigrate. Indices of resilience in assessing the personality of the components

of a business firm immigrate are very useful.

Conclusion The extant literature includes very few studies in

which researchers have directly examined the particular

context in which a business firm immigrates and operates. There is a large literature on the development of a) general

emotional dispositions and b) personality traits. It is inter-

esting that this two bodies of research support two general principles: the positivity principle and the maturity princi-

ple. Maturity and positivity can be assessed.

An understanding of the complete human condi-

tion requires recognizing that psychological trait and proc-esses are not inherently positive or negative-whether they

have positive or negative implications depends on the con-

text in which they operate. Any movement to promote well-being will be

more successful to the extent that it examines the complete

human conditions of the country and culture where the

business firm immigrated.

References

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Cacioppo, J.T., Reis H.T., & Zautra, A.J. (2011). Social resil-

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Crossing National Boundaries

Information Data Bases, Trusting-Collaborative Ven-

tures and Inclusive-Invitational Leadership

by Dr. Ann Marie O’Roark

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Individuals are but one type of ex-patriot interested in

and impacting global well being, peace and justice. For example, I was an individual, a child member of a family

exported by the US Army, a federal government organiza-

tion, to live in Germany in 1946 after WWII ended. My father’s job as Military Governor was to restore civil gov-

ernment administration in an area called Kemnath, a land-

crist or county, to which he was assigned. The family’s

job, as explicitly stated at debarkation-orientation, was to support our father and to be a living example of US de-

mocratic society. I was an individual immigrant and also a

member of an immigrant organization. Military actions account for most immigrations across

most of human history’s millennia. Earliest were tribal

territorial wars, then came organized, invasive armies with captive slaves; some migration was due to an exodus of

endangered tribes, clans, and groups. 20th century ad-

vances in transportation, communications, and computer

technologies shifted the principle motivation for crossing borders to economics and business markets. Business-

expansion a recognizable descendent of the territorial-

survivalist struggle for fertile land, food, shelter, and self preservation. Corporate migration is now a major global

phenomenon. If the organizational immigration impact on

humans is to be more positive than negative, objective

global information and scientifically grounded and col-laborative leadership is required.

The following slides offer a glimpse of a growing

world-wide “Intelligence” / knowledge base about simi-

larities and differences in organizational management, about the role of trust in effective collaboration for the

“greater good”, and about the stream of scientific studies

of leadership showing styles offering the most potential for tipping the scales toward future well being and peace.

The Silk Road of ancient Orient fame pioneered im-

migrant business activities. Caravans traveling from east to west traded

goods such as

spices, silks,

and artifacts. As Transporta-

tion modes ad-

vanced from horses, camels,

and elephants

to ships and carriages, trains

and planes like-

wise business commodity exchanges shifted from rare pro-

duce items, cultural arts, crafts and proclivities, from slaves to manufactured products and intellectual proper-

ties. As academic and religious concepts migrated, their

impacts are at times overshadowed by those of mega-corporations like tobacco, oil and soft drink companies. In

addition, unfortunately, illegal businesses such as those

dealing with precious gems and metals, addictive-drugs

and sex-slavery continue to flourish. Fortunately, strong interest in global wellbeing is

firing up about revisions for the diagnostic and statistical

manual, DSM 5, and the Classification of Mental and Be-havioral Disorders of the World Health Organization’s

ICD-11. The American Psychological Association gave its

highest award for 2012 for outstanding lifetime contribu-tions to psychology to Kelly D. Brownell and Rena Wing

for their work related to obesity and health. Dr. Brownell

was gracious to allow me to use his graphs that emphasize

the effects of the globalization of eating and dietary habits, the expansion of fast food chain franchises ---with

McDonalds leading the pack with more than double the

number of hamburger & fries “expat” facilities of competi-tors ---, and the need for development of public policy.

The Yale nutrition institute predicts significant increases in

diabetes between 2000-2030, especially in India and China, if strong policies are not adopted.

One of the most important things I learned across my

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

reports perceiving the strongest assertiveness, followed by USA, then Spain. These are all in the medium range of the

scale. The South Africans report believing the present ex-

pression of assertive behavior should be below the me-

dium range. The USA has the least discrepancy between is-and-should be, with both also valuing a somewhat lesser

assertive climate.

TRUST….can trust cross national borders? Is trust a significant factor in an immigrant organization’s success?

What does evidence-based- science say about trust’s na-

ture, process, and interventions? In 2006 the International Facilitators Handbook on

Creating a Culture of Collaboration mos created a fresh

platform for regenerating interest in the pivotal role of

TRUST formation. Across the past 50 years, scientific understanding of the trust phenomenon was lionized as a

cure-all ingredient, then disparaged and ignored, and is

undergoing a recent surge of attention. During and follow-ing WWII, Kurt Lewin, a US immigrant from Germany,

established “field theory” as a major advancement in so-

cial psychology. He founded the National Training Labo-ratories in Bethel Maine. In 1967 Rotter formulated a

measurement of interpersonal trust, and Quinn and

Rokeach were generating significant tools to examine Val-

ues. With the advent of an era focused on human rights and civil rights and a scientific fascination with statistics

as well as Skinnerian behavior modification theories, a dis-

trust of soft-topics like trust and values resulted in a gap in trust research. Following Paul Wong’s assertion that fa-

cilitators can move organizations beyond self interest, a

major publishing house, Wiley, sponsored the first JOUR-

NAL OF TRUST RESEARCH (2011), which promotes an allied disciplinary approach to research and study and

adopts a dual concept that being trustworthy and acting in

trusting ways are separate phenomenon. Practically speaking, it seems to me that Jack Gibb’s

1961 TORI model and notions about supportive and defen-

sive behaviors continues to offers an understandable and accessible way for consulting psychologists to promote

trust in groups.

LEADERSHIP… understanding leadership intrigues

scientists, politicians and entrepreneurs and there is a strong stream of insight and evidence since the studies of

Lewin, Lippit, and White [1933] that a form of democratic

leadership is most productive and healthy in the work world. Today, Ed Hollander calls this Inclusive leader-

ship, and I call it Invitational Leadership. I like using both

words for a stronger impact: Inclusive, Invitational – a re-alistic, scientific model.

There is a strong stream of leadership research that

[O’Roark, continued] career in leadership and organizational development and

consulting is to be able to quickly identify WHATS IM-

PORTANT, here and now in the situation at hand. For

getting a handle on how psychologists and allied health professionals can contribute to wellbeing and peaceful co-

existence around the world, it is important to contribute to

solid knowledge bases regarding information, trust, and leadership. We need scientific evidence-based information

about cultural similarities and differences in organizational

[O’Roark, continued] management around the world. We need information

about what enables collaborative, responsible organiza-

tions and communities to emerge. And we need informa-

tion about effective leadership and decision making in or-ganizations. what are the key cultural similarities and dif-

ferences in management and employee motivations in

countries, what key group dynamics are at work in suc-

cessful collaborative communities, and what types of lead-

ership behaviors are most effective – when and where.

The GLOBE studies, a direct result of collaborative data collection across national borders by members of the

International Association of Applied Psychology, report

findings from 25 of 65 cultures contributing to this first

global information base. The most valued characteristic in leaders by cultures around the world is charismatic / value

based leadership. Second in terms of similarity across bor-

ders is assertiveness. This chart shows information about how much assertiveness is perceived by managers in or-

ganizations and how much they believe should be used.

Because we are meeting in Spain and the International Un-ion of Psychological Science just met in South Africa, I

enlarged this section of the assertiveness table. S.Africa

25

The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

rial lives. NY: Wiley-Interscience.

Bray, D.W. (1982). Assessment centers and the study of lives.

American Psychologist, Feb., 37‑2,180‑189.

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Sep;306(12):1370-1371.

Brownell KD. Thinking forward: The quicksand of appeasing

the food industry. PLoS Medicine. 2012 Jul;9(7):1-2.

Brownell, K.D. (2012) APA LIFETIME CONTRIBUTIONS

AWARD ADDRESS. August 3, Orlando, FL: Conven-

tion Center.

Chhokar, J.D., Brodbock, F.C., & House, R.J. (2008). Culture

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and Interpersonal Behavior. Pp. 66-81. New York:

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gressive behavior in experimentally created “social

climates.” J. Social Psychol., 10, 271-99. Li, P.P. (2011). The rigour—relevance balance for engaged

scholarship: New frame and new agenda for trust re-

search and beyond. Journal of trust research 1(1), 1-21.

O’Roark, A.M. (2012). The quest for executive effectiveness. 2nd

Edition. Palm Coast, FL: ClearView Press. Electronic

and paper versions.

O’Roark, A.M. (2000). The quest for executive effectiveness.

Turning vision inside out. Charismatic-Participative

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cisco, California; Jossey-Bass: Wiley Imprint, The Jossey-Bass

Business & Management Series. 498 pp. ISBN 0-7879-8116-8

[O’Roark, continued] owes much to the literature developed by Peter Drucker

who had multi- discipline and multi-national educational

training European immigrants to the USA. The US time

motion efficiency research of Frederick Taylor soon gave way to broader theoretical and empirical study influenced

first by wartime urgencies and later by economic -

commercial pressures. Since the work of Burns and Bass and their associ-

ates, no new academic models have emerged. What Hol-

lander did was clarify and enrich the idea that leaders and employees must row the organizational boat together. And

what I tried to do was connect technical information about

effective leadership with the day-to-day experiences of

managers and executives.

Across

the more than 40 years of

my practice, it

became ever more clear

that trust is the

pivotal factor

and that well being in or-

ganizations, national and internations will begin with a

leader who seeks wisdom --- wisdom to manage the self, wisdom to motivate and manage others, and wisdom about

what kinds of leadership activities work where and when.

OUR small association, begun by women who refused

to be excluded from doing hard duty psychological science work carried a message of inclusion and invitation to cross

borders, to hear from and associate with all others who are

interested in doing the hard duty in working for healthy people, for healthy organizations, for immigration and

exporting of sound, salient information leading to wellbe-

ing and peace. ICP Inc. does not shrink from the shared value bases that set ICP INC on its journey in 1941 and

continued to bring us together to this day, in beautiful

Sevilla. We trust we will meet again.

REFERENCES

Bass, B.M. & Bass, R. (2008). Bass handbook of leadership:

Theory, research, and managerial applications (4th

ed.). NY: Free Press.

Bray, D. & Howard, A. (1998). Managerial lives in transition:

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years in business: A long- term AT&T study of manage-

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Presented at the Fall Microcounseling Conference, Japan]

Since the time right after the Great East Japan Earthquake,

we have been visiting the town of Soma in Fukuskima Pre-

fecture to do what we can to provide something pleasant for the people there who were victims of the disaster. The

inspiration had been a conversation with a middle-aged

couple at a relief shelter there who mentioned how they

had always enjoyed drinking a cup of coffee every morn-ing, but now felt it would be unseemly and overly luxuri-

ous to do so among the other people in the shelter.

I felt that another form of care would make it possible for these victims to feel some sense of “inner-

refreshment.” We started out providing coffee and pow-

dered green tea to people living in the shelter. In summer, we held bon dancing events and fireworks displays, and in

autumn we had a Taro Soup cooking event [imonikai]. For

the New Year we held a New Year’s Market [hatsuichi]. In

March, people would speak in their local dialect as fol-lows: “Carry on! That’s all we can do!” In April, people

were still able to say, “We’re so grateful for the support

we’ve received from so many people,” and in June they expressed their feelings with the statement, “We’ll be liv-

ing in temporary quarters so we won’t give up!” By Au-

gust, their fighting spirit had toned down and the expres-

sion was: “We’ve done all we can so far, but maybe there’s no hope.” Then in November, they were starting to

complain in words such as: “There’s nothing we can do

but drink to hide our stress.” These statements are expressions of trauma, in my opin-

ion. An incubation period is required before people start

talking about their traumas. This will differ according to the environment, culture and individuals. It would be a

mistake to ignore those factors and simply attempt to delve

into the traumas of people who have experienced this dis-

aster. While repeating an internal process of self-questioning and searching for answers, people eventually

start to talk about their sufferings. Necessary for that to

begin is an opportunity for striking the right chord. This could simply be the passage of time, or healing activities

in the family or local community, a stance of closeness

among the supporting persons, or the inner decision to re-cover from mourning and languishment. We must be fa-

miliar with the local culture of the people who are express-

ing their sufferings in making our approach to them. This is a matter of cultural competence [ability to understand a

culture]. This is especially important when examining peo-

ple belonging to a minority. Whether it’s an ethnical mi-

nority or a minority in the sense of handicapped persons, it is only when we listen to how they describe their pain and

illness and understand their “explanatory model” that heal-

ing can begin. I have carried out various forms of psy-choeducational intervention for people suffering from dif-

ferent kinds of mental impairment, starting with schizo-

phrenia. It is when we can speak in terms of a situation replete with cultural competence that this education really

comes across. I would like to speak from that standpoint.

Disasters, Psyche and Culture

What is now demanded of psychoeducation

Fumitaka Noda, Taisho University,

University of British Columbia

Dr. Ani Kalayjian

Founder & President, Assoc. for Trauma Outreach &

Prevention at Meaningfulworld

It is difficult to imagine that although 2.5 years have passed since the devastating earthquake in Haiti, still

homes are not reconstructed; there is no running water,

no electricity, no food, and people are still living in tents. You are still morning for your loved ones killed in

the quake. Although the pain is becoming less heart

wrenching, you are extremely frustrated and disap-

pointed for the status quo, as no one even talks about reconstruction and getting out of tent cities.

The fifth team of the Association for Trauma Out-

reach & Prevention (ATOP) Meaningfulworld witnessed

many people in these extreme situations. Well over 50%

of Haiti’s population is still suffering from these issues of survival. Our team began the mission with the 2nd Inter-

national Conference on Spirituality and Psychotherapy,

with a theme: International Conference on Spirituality, Psychotherapy and Ecology in Haiti: An interdisciplinary

approach towards healing. The conference was organized

by Fr. Wismick, Vice President of the University of Notre Dame in Haiti. Over 176 practitioners, students,

faculty of social work, psychology, theology, and nursing

gathered at the University of Notre Dame for this trans-

formative conference.

ATOP Meaningfulworld Psychoso-

cial Rehabilitation Mission for

Haiti: Healing, Ecology & Spirtual-

ity: Utilizing the 7-step Integrative

Healing Model in Haiti—ATOP

Meaningfulworld Team 5 Haiti—New York 2012

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

I was one of the featured speakers focusing on Dis-

aster, Healing, Forgiveness, and Meaning-making.

Additionally, I conducted a workshop with the entire

audience on the 7-step Integrative Healing Model with the assistance of our ATOP team. Team members

were: Lisa Schiller, Michele Gones, Shayla Tumbling,

and Richard Griff. It was moving to find previous

trainees gathered waiting for us, eager to reconnect, receive refresher, and work with us in the field. It was

amazing to see that the earthquake caused by a shift-

ing of the earth plates had also shifted the attitudes of those trained by ATOP, and they were now open to

learn more and integrate their own authentic knowl-

edge from their indigenous belief systems. After the two-day conference, we began our out-

reach through the Community Hospital, the Boy’s Or-

phanage, and other areas. It takes a lot of time to get

around from one location to another due to poor roads, extreme disorganization, sidewalks taken over by mer-

chants, and pedestrians walking in the streets, all mak-

ing driving more challenging. The preliminary findings of those affected by the

earthquake reveal 10% experience moderate to severe

PTSD, overall generalized anxiety, shock, and a feeling

that the earth is still shaking. In addition to the 7-step Integrative Healing Model we also had flower remedies

donated by Nelsons, such as Rescue Remedy, Rescue

Gel (for physical pains), and Rescue Pastels, with great results of relief. Workshop attendees expressed the heal-

ing powers of our 7-step model, they improved their abil-

ity to express their feelings and release their trauma, re-ported feeling in peace, harmony, and physically and

emotionally empowered. In the orphanage the team

worked on importance of short and long-term goals, how

to accomplish them, and how to present their skills in

resumes, computer skills, the Four Agreements, the COPE Model of Assertive & Spiritual connections, les-

sons learned, and the physical release exercises to open

the energy centers. The boys ages 8-23 enjoyed these

approaches and especially the physical release, and each day they wanted to do more and more of it.

ATOP Team members shared their personal feelings.

Michele Gonen said: During the conference, it felt surreal to practice skills like mindful meditation or using aspects

of the 7-step model that I have done back in New York,

but this time with other psychology students and profes-sionals in Haiti. It was great to see many attendees invigo-

rated to continue learning about our healing method.

We had some adventures, including staying at a monastery,

meeting with a spiritual healer, observing gender violence from afar, riding in a tap-tap (local transport in the back of

a pick-up truck), doing yoga on the roof of monastery,

waking up by roosters, and dancing to the local music such as kompa.

Richard Griff shared the following: Although I have

been to Haiti five times before (prior to earthquake), it

served a meaningful purpose when working in the orphan-age. It has brought joy and a sense of purpose to these

children’s lives and it is especially valuable: sports, art

therapy, play therapy, and the seven-step model. Shayla Tumbling shared: I was in love with Haiti and

its people before I came through my preassessment re-

search & readings; it was reinforced since I have been

here, and I am so excited about our work here. It may seem that the language barrier would be an obstacle but I have

embraced the heart and the rhythm of the Haitian people,

and have found creative ways to transform from it. ATOP Team Leader Lisa Schiller stated: I found it

very exciting to begin with an introduction of the current

interest in Haiti in integrating spirituality and psychology. It was heartening that a Catholic University was open to

complementary modalities such as guided imagery, Native

ATOP Team (left to right): M.

Gonen, R. Griff, Dr Ani, L. Schiller,

absent S. Tumbling

Dr. Ani presenting on self-healing &

forgiveness

An example of the waste

everywhere Strong, capable youth are everywhere

with nothing to do

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

[ATOP, continued] American Rituals, massage, and our 7-step Integrative

Model. It seemed like the cartelism of the earthquake has

opened up interest of the people. Conducting our 7-step

workshop was gratifying for me because of the immense

response, openness by psychology students, nuns, priests and faculty members. The most refreshing to me was to

see nuns in a warrior position.

The focus of all ATOP teams was to help survivors recover from feelings of helplessness, fear, nightmares

and uncertainty, which are normal symptoms after such

a horrendous calamity, to guide them to learn about

themselves, their resilience, and to find a new meaning. ATOP teams (total of 5) have worked with orphans,

adults and children in tent cities, patients in hospitals,

media personal, government officials, and the commu-nity at large.

Initially, 3 months after the earthquake, the majority

of participants experienced clinically significant posttrau-

matic stress symptoms, with 128 meeting criteria for mild PTSD (64.6%). Additionally, 56 participants met for

moderate PTSD (28.3%), and 1 person met for severe

PTSD (.5%). Thirteen participants (6.6%) failed to meet the minimum criteria for posttraumatic stress. Overall,

women displayed higher levels of PTSD than did men (t

= 2.877, p < .004). Women also reported experiencing more severe trauma, but the difference was not statisti-

cally significant (t = 1.551, p = .122). Education level

correlated with level of PTSD symptomatology; partici-

pant education was negatively correlated with PTSD symptomatology (r =.251, p < .001). Examining partici-

pant age by creating a binned variable (splitting the

groups at the age of 30) yielded no significant effects. One year follow up research revealed lower levels of

trauma (M = 1.88, SD = .63), while levels of forgiveness

were fairly high (M = 3.65, SD = .93). Overall, there was a strong correlation between the average number of

post-traumatic stress symptoms and dispositional

forgiveness, r (45) = .55, p < .01. Furthermore, trauma significantly predicted forgiveness, and trauma ex-

plained a significant proportion of variance in forgive-

ness scores, R2 = .30, F (1, 44) = 18.90, p < .01.

Since we are energetically closely connected to mother earth, what and how we feel will closely impact

Gaia, Mother Earth. As the previous ATOP Teams ob-

served, this team also observed destructive behavior di-rected to Mother Earth such as piling garbage in front of

hospitals, homes, stores and vendors then burning them

at night, including burning plastic, Styrofoam, and other toxic matters, as well as cutting down trees to cook food.

Most of the complications and challenges in Haiti are

human-made: governmental neglect and corruption, gen-

erational cycles of gender violence, political dominance, suppressing their spiritual beliefs and embracing western

Christian extremist beliefs, resulting in generalized apa-

thy. We invited Haitians to bring mindfulness into their daily rituals, and including a focus of peace, inclusion,

love, and transparency. A climate fever is the earth’s

inability to shed a tear for our inhumane actions and di-minishment of its omnipotent structure. Haitians are left

without the ability to breathe, without the natural re-

sources to drink, and without spiritual healing process to

sustain the future generations.

We cannot change the direction of the wind, nor stop

the earth from quaking....but we can create a sustainable future through our own actions. Our focus must turn to

gender, age, health, agriculture, indigenous peoples, live-

Participants in experiential energy

session ATOP Team at the Community

Hospital with Haitian Interpreter

ATOP Team receiving gifts of Practicing self-care & Yoga every

Dr. Ani donating her 3 books to

Fr Wismick for the University Shayla is explaining how to use

natural “rescue pastel” to a survivor

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

stock, poverty, food security, peace, and sustainable devel-

opment. Rediscovering and tapping into the Earth’s im-

mune system we can halt the planets decline reviving its

natural healing abilities. I invite you to tune into its most sensitive needs and stop aggressing and disrupting its eco-

balance.

OUR MOTTO: WHEN ONE HELPS ANOTHER BOTH

BECOME STRONGER.

WWW.MEANINGFULWORLD.COM

We met almost 25 years ago, in the late 80s and early 90s,

I do not remember if it was in Spain, France or Italy, in a Conference, or in a teacher exchange between our univer-

sities with the European program "Erasmus". The truth is

that, from the very beginning of our professional relation-ship, it began a friendship that has lasted over the years.

Anna Laura: Can you tell us something about your early

formation in Psychology?. Did the fact that your father

was also a psychologist have any influence on your career choice?

Ana: Indeed my father worked at the time when Psychol-

ogy was beginning to develop in Spain, as a director of Human Resources in a company in Seville, and as a full

professor of Psychology at the University. And so, in his

library, I could always find many books on Psychology. I

do not know if this had much influence, I suppose so. The truth is that I belong to the first group of psychologists

who studied in Seville, between 1975 and 1980. I was

lucky to find a job immediately, starting to teach Psychol-ogy at the University of Seville, and this is the activity that

I have done until now.

Anna Laura: What was your specialist field?

Ana: Since I started as a teacher I majored in Social Psy-

chology of the Educational System. Concerning my re-

search area, fortunately the subject of my doctoral thesis "Women and academic professional identity: a Psychoso-

cial approach" led me to delve into the feminist social

movement, to which I have been faithful.

ANNA LAURA COMUNIAN,

PhD AT THE

UNIVERSITY OF PADOVA,

INTERVIEWS ANA GUIL,

PhD AT THE

UNIVERSITY OF SEVILLE

Anna Laura: Indeed, the first time we worked together on

a research project -a "Spanish-Italian Integrated Action"-,

was in 1991 about women University, comparing the pro-

fessors from the University of Seville and those from the

University of Padua. Do you remember?

Ana: Sure and we presented it in 1992 in my first Con-gress of International Council of Psychologist (ICP), a Re-

gional Meeting in Padua, and it was published two years

later. We used as a comparison, the Ada Abraham

(professor at the University of Jerusalem) questionnaire battery, the same one I had used in my doctoral thesis to

analyze personality types male and female professors, and

found many similarities between these two ancient univer-sities. The reason is that the university professional model

-space also forms the highest level professionals in any

field- emerged in male-based areas. – Consequently, at the beginnings and currently still, women had to go through

great difficulties in their professional development. And so

we saw it clearly in our analysis of 12 "teachers Configu-

ration". Although apparently women show greater "Perfect Harmony", it eventually takes its toll - because there is not

enough social support to achieve the necessary balance

between their multiple roles, though men achieve much more easily despite their abundant "Anguish of Being Un-

masked."

Anna Laura: And do you think these results are still valid

today? Ana: Of course, there is much research to prove it, many

in which I participated myself, and sometimes I have taken

some of their results to the ICP Congress. In addition to these national and international studies, I have analized the

situation in my University and my region, which unfortu-

nately is the same as in the rest of the world. After my PhD, 10 years ago I analyzed the "Glass Ceilings” at the

University of Seville, and in 2005 the situation in Andalu-

sia. And during the past years 2010-2011 and 2011-2012 I

continued to conduct new studies to the University of Sevilla Unit for Equality, on difficulties in the career de-

velopment of women teachers, conflicts work / family and

gender pay gap.

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

[Interview, continued] Invariably, in all cases we have found - despite of the

undeniable progress of the past 20 years- similar re-

sults,both in these and in many other investigations by

various authors, and not only in university settings, the results are similar. Women are already, in the XXI cen-

tury, best prepared than men, yet it is them who still oc-

cupy the top positions within labor organizations, espe-cially those with greater prestige and salary.

Anna Laura: Is also the issue of gender, the reason you

associated the ICP? Ana: To a large extent this is true. Knowing that the ICP is

the first women psychologists association in the world,

obviously it has to impress any self-respecting woman

psychologist. Although when I joined supported by you, in 1992, though I did not know the history of the ICP. It is

something I have discovered over the years, it has been

very rewarding and made me stay in ÍCP, despite being a not very well known association in Spain.

Anna Laura: And you personally, as chair of the ICP in

Spain for years and, as a member of the Board of Directors in the last six years, have you tried to inform about ICP?

Ana: Sure, many times and, eventually, I managed to go to

conferences teachers from my University or, for example,

from the University of Salamanca, or the University of Cadiz, but was not able to associate or come periodically

to our Conference. Probably the people working at the

University have other interests related to publishing in high impact journals that can enrich their curricula. So I

looked for other professional fields outside the University

and last year, I promoted the ICP liaison with the oldest

association of Psychology in Spain, the SEPTG (Spanish Society of Psychotherapy and Group Techniques) in which

I hope to recruit new associates.

Anna Laura: You really have been assiduous in our ICP meetings, right?

Ana: Well if I review my curriculum the first was, as I

said a moment ago, in 1992 in Padua (Italy). Then in 1994 in Lisbon (Portugal). In 1996 in Banff (Canada)

presented three papers, but only one published. In 1997 I

went back to Padova and the same year 1997, I sent –but

I could not attend-, a job to Graz (Austria) which was published two years later. In 2000 again Padova. In 2001

I attended the Conference of Winchester (England). In

2004, Jinan (China). In 2005 we met in Iguazu (Brazil). In 2006 in Kos (Greece), we presented three works,

though published only two, receiving the first prize the

poster I made with my PhD student Esther Villela. In 2007 I attended the meeting in San Diego, California

(USA). In 2008 I attended the conference in St. Peters-

burg (Russia). In 2009 we were in Mexico. In 2010 I at-tended the Regional Meeting of Padua with a paper on

women managers who just published. And last year I pre-

sented in Washington a paper on the "Slow Movement".

Anna Laura: And this year in Seville a Symposium on women pioneers psychologists, as well as local organizer.

Ana: Yes, some years ago at individual members of the

ICP came to me proposing to organize a conference in

Spain, for surely never in its history the ICP had met in my

country. But my bad English, kept me from accepting.

However, this year at the last meeting of the Board, when I

saw all votes the vote for Seville, I had to accept being the

hostess.

Anna Laura: How about the experience of making our

Congress in the Faculty of Psychology at the University of

Seville?

Ana: It really has been a very good experience, our Fac-

ulty is relatively young, with just over 30 years, but it is part of a historic University since it was founded over 500

years ago, hence my interest in holding our inaugural

meeting in a historic building. And not only history, but

also today, the University of Seville is one of the largest in Spain, and last year received a recognition for excellence.

Moreover, the fact scientific sessions held in university

classrooms, with its own facilities undoubtedly has much cheaper overhead.

And as a complement to me, to pay tribute to the pio-

neering psychologists women has been an added satisfac-tion. In this regard, I am also full of satisfaction to have

received, during the Congress, the award Denmark / Gun-

wald by my feminist research and services, something I

thank with all my heart to the Board.

Anna Laura: For those attending was also an excellent

conference, very interesting to establish contacts with the Faculty and the College of Psychology, for the papers, but

also as an added value for the excellent tapas and meals

and the different funs and cultural activities, not just a visit to the rectory and chapel, but the visit to the Alcazar, the

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

Maestranza Bullfighting

Museum and

especially the

closing dinner in a typical Anda-

lusian Hacienda,

where we had the opportunity

to dress in tradi-

tional costumes Seville. Thank you very much for everything.

Ana: Thank you very much to you, dear Anna Laura and

to you all for wanting to share with us these wonderful,

busy, intense and unforgettable days in Seville.

References

Guil, Ana (Coord.) et al. (1992) LA INTERACCIÓN SOCIAL EN EDU-CACIÓN. Una introducción a la Psicología Social de la Educación. Sevi-

lla: Sedal. 392 pág.

Guil, Ana (Dir.) (2004). PSICOLOGÍA SOCIAL DEL SISTEMA EDUCA-

TIVO. Líneas actuales de trabajo e investigación. Sevilla: Kronos, 430

pág.

Guil, A., Comunian, A. L., & Loscertales , F. (1994). Women Professors in the University of Padua and Seville: A Comparative MISPE Study. In A. L. Comunian, & U. P. Gielen (Eds.), Advancing psychology and its

Application: International p. 232-240. Milan, F. Angeli.

Alcalá, P.; Bordons, M.; Gª de Cortazar, ML.; Griñon, M.; Guil, A. Mu-ñoz. A.; Pérez Sedeño, E.; Santesmases, MªJ. (2007). MUJER y CIEN-

CIA//WOMAN AND SCIENCE . Edita FECYT: Fundación Española para la Ciencia y la Tecnología. Madrid: Ministerio de Educación y Ciencia. www.fecyt.es/fecyt/docs/tmp/1649797961.pdf.

http://

www.amit-es.org/assets/files/techos_cristal_anaguil.pdf

Guil, Ana; Solano, Ana y Álvarez, Manuela (2005). LA SITUACIÓN DE

LAS MUJERES EN LAS UNIVERSIDADES PÚBLICAS ANDALUZAS:

Personal Docente e Investigador (PDI) y Personal de administración y

Servicios (PAS). Edita: Consejo Económico y Social de la Junta de Anda-

lucía. Sevilla.

Guil, Ana; Guil, Rocío & Mestre, José Miguel (1994). “Family Therapy in Spain: a retrospective.” Simposium: families, problems, and communi-cation. 52nd Annual Convention of International Council of Psycholo-

gists. Lisboa, Portugal.

- Guil, Ana. “Present day view and fu-ture prospects for university profes-sors”. - Guil, Ana. “The non university pro-fessorate in the face of change in the

spanish educational system”. - Guil, Ana; Núñez, Trinidad y Lo-

scertales, Felicidad (1997) “Confronting changes in the spanish educa-tional system: teachers and L.O.G.S.E. seen through humour”, Bain, B. et al (editors): Psychology and Education in the 21st Century. Proceeding of

the 54th Annual Convention International Council of Psychologists, Banff, Alberta, July 24-28, 1996. Canadá: Edmonton ICPress, págs.: 129-

135.

Guil, Ana & DeCicco, Gabriel (1997). “Cultural relativism and university teaching methods”. Regional, Conference of International Council of

Psychologists. Padova (Italia), July 21-23.

Guil, A.; DeCicco, G. y Ping, l. (1999). “Resolving collective problems,

an example from China”. In Roswith, R. (Ed.): Psychologist Facing the

Challenge of a Global Culture with Human Rights and Mental Health.

Lengerich, Germany: Pabst Science Publishers, pág. 257-264.

Guil, A. (2002) “The elderly in Spain: data, stereotypes, needs”. Anna

Laura Communian and Uwe P. Gielen (Eds.): It´s All About Relation-

ships. Lengerich: Pabs Science Publishers, pg. 275-287.

Guil, Ana (2003). “Glass ceiling in the University”. In R. Roth, L. Low-

estein, D. Trent. (Eds.): Catching the Future: Women and Men in Global Psychology. Proceedings of the 59TH Annual Convention International Council of Psychologists. Pabst Science Publishers, 49525 Lengerich

(Germany), pg. 119-127.

Guil. Ana, Hou, JingRong. y Jiménez, Yirsa (2006). “Glass ceiling in the

University: cross-cultural perspectives” Dayan et al (eds.): Making a Differences un the Life of Others. Aachen (Germany): Shaker Verlag.

Pág. 139-148. Guil, Ana & Rivero, Virna. “Women and men in latin american & euro-pean universities. International Council of Psychologists. 63thAnnual Convention, Iguazú (Brasil) 2005.

- Gil-Olarte, Paloma; Guil, Rocío; Mestre, José Miguel; Nuñez, Isabel &

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Guil, Ana (2007). Women Emotional Socialization Program. In Comu-nian, Anna Laura & Roth, Roswith (Eds.), International Perspective in Psychology. Proceeding of the 64th Annual Convention International

Council of Psychologists, July 10-13, 2006, Kos, Greece. pp. 166-176.

Germany, Shaker Verlag.

- Guil Ana y López, Marta “Can we consider sex work as a job?”

- Villela Esther & Guil, Ana (2007). Exploring gender barriers in the nursing profession. In Anna Laura Communian & Roswith Roth (Eds.) (2007): Internacional Perspectives in Psychology. Shaker Verlag págs.

154-157.

Guil, Ana (2009) “Gender & free time”. Roswith Roth, Chok Hiew & Anna Laura Comunian (Ed.).: Peace, Hope and Well-Being across the

Cultures. Shaker Publisher, Aachen (Germany). Pág. 180-187.

Guil, Ana (2010). Women at the University in Spain. In R. Roth, C. Barreda-Handson & Ch. Hiew (Eds.), Families and Societies in Transi-

tion. Proceeding of the 66th Annual Convention International Council of Psychologists, July 15-18, 2008, St. Petersburg, Russia. pp. 29-34. Ger-

many, Shaker Verlag.

Guil, Ana & Villela, Esther (2011): “Ethics of care: from feminism to the

new masculinities”. Milgram, N.; O´Roark, A.M. & Roth, R (Eds): Scien-

tific Psychology: New Developments Internationally. Germany: Shaker,

Verlag. Pp.. 59-64.

Guil, Ana (2012): The Leadership of Women: a Necessary Change. En

Ana Laura Comunian, Ann O´Roark y Ludwig Lowenstein: Psychologi-

cal Values around the World. Padova: CLEUP sc, pág. 200-204.

ANI KALAYJIAN, RN,BC, EdD, BCETS, Dr Sc (Hon). APA Fellow of Division 52 and service as 2004 Program

Chair, Treasurer 2006-09, Executive Committee, and

Chair of the Disaster & Mass Trauma, Mentoring, Con-

vention Program, and Finance Committees. Awarded Hon-orary Doctor of Science from Long Island University

(2001) recognizing 20 years as a pioneering clinical re-

searcher, professor, and administrator at the United Na-tions. She has been the Treasurer for two elected terms for

the United Nations, CoNGO Human Rights Committee (8

years). Author of Disaster and Mass Trauma (1995), co-editor of the international book Forgiveness: Pathways for

Conflict Transformation and Peace Building (Springer,

2009) and II Volumes on Emotional Healing around the

World: Rituals and practices for resilience and meaning-making (ABC-CLIO, 2009), more than 40 articles/chapters

on clinical methods, human rights, trauma, and women's

issues.

If elected the Treasurer of the ICP, I commit to work

closely with the global strategic-recruitment committee, the membership chair and the president to increase mem-

bership, as well as to include other forms of income gener-

ating possibilities, besides the dues.

MEET THE CANDIDATES

ICP TREASURER 2013-2015

Highest Degree: EdD, 1986, Teachers Coll At Columbia Univ

(NY)

Degree Major Field: Ed Psychol

Psychological Area(s) of Interest: Trauma , Humanistic Psychol

Major Field of Activity: Ed Psychol

State(s) of Licensure: NJ

SPTA Membership: NY

Employment History: Prof , Psychology , Fordham Univ Lincoln

Ctr 1999 - ; Prof , Psychology , Hunter Col , 1998 - 2000

Divisional Affiliation: Fellow of Division(s) 01 , 52 , 56

Member of Division(s): 09 , 48

Dr. Ani Kalayjian, USA

Born in Québec city, he completed his undergraduate stud-

ies at l’Université de Laval, in Québec city, Canada. He then completed an M.Sc and a Ph.D. in Applied Psychol-

ogy at the University of Aston in Birmingham, England.

He has taught applied social psychology and industrial/organisational psychology at l’Université de Moncton, a

small (N=5,000) French language university in eastern

Canada, for over thirty years. He has also been chairperson

of the department of psychology at the Université de Moncton, a part time lecturer at Mount Allison University,

a research psychologist with the Canadian Forces Applied

Research Unit (now DHRRE), is an original member of both COOPS and the Council of Police Psychologists

(Canada), and he is a consultant with Human Factors Inter-

national, in Henly-in-Arden, England. He is also a Fellow of the Canadian Psychological Association.

Dr. John Tivendell, Canada

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

In addition to having a license to practice psychology from the New Brunswick College of Psychologists, he is an ac-

tive member of a number of professional and scientific

organisations. For instance he is a member of: the Cana-

dian Psychological Association (including being a found-ing member and past member of the executive of its Indus-

trial and Organisational Psychology section (CSIOP), a

long time member of the Military section; a member and past president of the Social & Personality section; a mem-

ber of CPA’s cross-cultural and environmental psychology

sections; and a co-founder of the recent Police Psychology group within the Criminal Justice section). He is also a life

-time member of the Ontario Psychological Associa-

tion (and its SIOP section); a member of the British Psy-

chological Society (and of both their Occupational and Social psychology sections); an active member of the In-

ternational Association of Applied Psychology (IAAP) for

over 40 years; a registered human factors specialist and member of the Institute of Ergonomics and Human fac-

tors (UK); a member of the European Association of

Work and Organisational Psychology. Finally is especially proud to have been an elected member (then called leader

in psychology) and being still both a member and area

chair for the International Council of Psychologists, the

oldest association of leaders of psychology in the world.

Finally he has been active with organisations in Africa,

Asia, Europe and the Americas. His areas of interest in-clude the study of leadership and entrepreneurship, organ-

isational analyses, motivation to work, organisations’ pro-

ductivity, and both performance and program evaluation.

He has worked for hundreds of private and public organi-sations, for instance he completed a program evaluation

for the Royal Canadian Mounted Police as part of a pan-

Canadian team of seven industrial/organisational psy-chologists. He was an associate member of Drake Beam

Morin, then the most important international organisation

specialising in developing and administering training and career transition programmes. He is an associate of Human

Factors International, specialists in business psychology.

He also does executive coaching, conflict resolution and,

selection and personnel evaluations. He is currently super-vising a large number of post-graduate students’ theses

and continues his research and consultancy work with past

students and fellow researchers all over the world. Finally, however, his plans for retirement are mostly dependent on

his winning the lottery.

ICP Treasurer Candidate Statement

John Tivendell, Ph,D., L.Psych., FCPA

In case you do not know it, I am professor of industrial and organisational psychology in the Ecole de psychologie, at

l'Universite de Moncton, Canada. We are a small French

language university near the Atlantic ocean, with three

graduate programs in psychology (a research Ph,D., a re-search M.A., and a professional doctorate or D.Psy.) . I

have been a member of ICP, since the late 1970's through

both the good and the bad times. However I have always been proud of the really important work done by my fel-

low members and especially appreciate the colleagues and

friends I have made within ICP. That said I would also like to admit to having two POV's which are not part of any

electoral platform but whose social psychological implica-

tions I would at some time like to discuss. First, I know

that for many members the cost of attending ICP confer-ences represents a significant investment, in terms of mon-

eys but also in having to neglect other responsibilities in

order to attend. However over the years conferences' venue, rates and certainly the opportunity to meet fellow

participants, make it worth attending when we can.

Secondly, although I sometimes agree with Groucho Marx'

s reticence at joining any club that would have the likes of

me as a member, back when I was approached to join ICP

I particularly liked the idea that ICP seemed to be ap-proaching only those that its members had identified as

being either actual or potential leaders in psychology, i.e.

those that would contribute to our science, to our profes-sion(s) and particularly to the needs of the citizens of this

world. Thus the idea of becoming a member of ICP made

this a rather special society amongst the others that I had

joined. Perhaps, and again this is a point of view and not in any way an intended platform to be pushed, our mem-

bership recruitment could more overtly emphasize that we

are inviting the candidate to join us because of his or her potential to contribute, rather than their being simply re-

cruited to join a society which will then give them all sorts

of benefits.

BALLOTS WILL BE SENT OUT VERY SOON!

PLEASE REMEMBER TO CAST YOUR VOTE

FOR THE CANDIDATE OF YOUR CHOICE.

THANK YOU.

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The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

******SPRING BOARD ELECTION******

PRESIDENT-ELECT and

TWO DIRECTORS-AT-LARGE

Nomination Deadline: FEBRUARY 1, 2013

Term begins—2013 Ends summer—2015

Send your nominations to N&E Chair, Past President Ann Marie O’Roark at

annoroark@bellsouth.net

400 Misty Morning Lane, St. Augustine, Florida 32080 USA

Or

CONTACT COMMITTEE MEMBERS:

Natividad Dayan

NATYDAYAN@YAHOO.COM

Chok Hiew HIEW@UNB.CA

Dennis Trent DTRENT@BLUEYONDER.CO.UK

MOTIONS APPROVED BY SEVILLA BOARD

AGENDA

SEPTEMBER 10 & 14, 2012

RE:

BYLAWS AND BOARD RULES

1. [REDUCTION OF NUMBER OF DIRECTORS AT LARGE TO 6]

2. [KEEP BOARD RULES –POLICIES AND PROCE-

DURES – SEPARATE FROM LEGAL BYLAWS] 3. [QUORUM IS ESTABLISHED WHEN SIX MEM-

BERS INCLUDING A MAJORITY OF THE EXECU-

TIVE COMMITTEE ARE PRESENT] 4. [PRESIDENT MAY INVITE ALL ATTENDING

BOARD MEETING TO VOTE OR MAY LIMIT VOTES

TO ELECTED MEMBERS OF THE BOARD]

5. [APPOINTMENTS ARE FOR THREE YEARS, WITH EXTENSIONS PERMITTED UPON APPROVAL OF

THE EXECUTIVE COMMITTEE]

RE:

PROFESSIONAL CONCERNS

1. A motion that ICP, Inc. spread in the min-

utes and issue a news release of a policy on

Free Circulation of Scientists.

2. A motion that ICP,Inc. spread in the min-

utes and issue a news release of a policy en-

couraging the development of global well be-

ing and mental health diagnostic codes and

ongoing effort by professional committees to

insure as much consistency and congruence as

possible between the Diagnostic and Statisti-

cal Manual 5 and the ICD-11, and publica-

tions in formats that can be easy to access

desk-reference tools.

RE:

MEMBERSHIP RECRUITMENT: GLOBAL AND AL-LIED DISCIPLINARY

A motion that a special appointment be put in place for a

chair and a committee to prepare a strategic approach to membership recruitment that is world wide and in-

terdisciplinary. The committee is to present a strategic plan with tasks, action leaders, and completion times

to the Executive Committee by January 1, 2013.

A motion that Memoranda of Agreement be negotiated

with national and international associations established by allied disciplines.

A motion that a Memorandum of Agreement be negotiated

with the International School Psychologists Associa-tion to present to Dr. Tom Oakland, a member of ISPA

and of ICP, Inc., and invite him to work as the liaison

to negotiate communications between the Presidents and Presidents-Elect regarding collaborative adminis-

trative and conference activities .

35

The International Psychologist—INTERNATIONAL UNDERSTANDING—FALL 2012

INDEX

Photos collage from Sevilla COVER

Introduction to the International Understanding (IU) 1

ICP Conference Proposal 2013, Dr. Sarlito Sarwano, Indonesia 3-4

ICP Conference Proposal 2014, Dr. Rosaline Davido, France 5-6

Symposium Abstract: Women Psychologist Pioneers, ICP Conference 2012, Sevilla, Spain 7-8

Women and the Influence of Mentors on Their Professional Careers, Dr. Florence Denmark, USA 8-13

Women Psychologist Pioneers: Symposium—70th Annual Convention ICP, by Dr. Elisa Margaona, Mexico 13-15

Symposium Abstract: Immigrant Corporations, ICP Conference 2012, Sevilla, Spain 15-17

Russian and Japanese Perspectives: Executive Decision Process and Corporate Social Justice

Dr. Jerry Gamache, PhD, USA 17-20

Positive Psychology. How Useful Are Indices of Resilience in Assessing Personality?

Dr. Anna Laura Comunian, Italy 20-23

Crossing National Boundaries, Dr. Ann Marie O’Roark, USA 23-25

Disasters, Psyche and Culture: What is now demanded of psychoeducation, by Fumitaka Noda, BC 26

ATOP Meaningfulworld Psychococial Rehabilitiation Mission for Haiti, Dr Ani Kalayjian, USA 26-29

Interview: Ana Guild, PhD, University of Sevilla by Anna Laura Comunian, Italy 29-32

Treasurer Candidates: Dr. Ani Kalayjian and Dr. John Tivendell 32-33

Sevilla Board Motions, Election Nominee Call, and Call for Application for IP editor and publisher 34