Teaching International Psychology

In M. Milcu, M. Stevens, & S. Neves de Jesus (Eds.), Rethinking applied psychology: Research paradigms vs. practical approaches (pp. 33-41). Bucharest, Romania: Editura Universitara., 2020

Due to globalization, international psychology stands at the forefront of specialty fields in contemporary psychology. International psychology arose from dissatisfaction with the insufficient explanations offered by reductionism, overgeneralization of research findings across cultures and countries, and need for a contextually informed, socially responsible discipline and profession. International psychology represents an antidote to those limitations by seeking to understand and address the psychosocial and sociocultural dimensions of pressing global concerns and empirically derive cross-cultural and transnational similarities and differences in the manifestation of psychological phenomena. International psychology is an umbrella field that subsumes several other intersecting psychologies. International psychology also has an educational and training agenda to ensure the cross-cultural and transnational competence of future psychologists entering the global workforce. A focus-group study of recent alums and advanced graduate students in international psychology yielded important recommendations for the sustained well-being of the field and for assisting educators to design courses that better meet the career needs of students.

As psychology becomes increasing popular internationally, opportunities for United States psychologists’ involvement in education and training internationally has expanded. It is vital that US psychologists give consideration to doing international psychology in a culturally sensitive and respectful manner. Early indications suggest that at least some US psychologists have not adequately familiarized themselves with different cultural contexts and imposed Western psychology approaches without cultural critique or adaptation. This contributed to distrust and skepticism of the approach and motives of some psychologists doing international work. We begin providing an overview of existential training implemented in China and use this to extrapolate lessons about a culturally sensitive approach to international psychology. Three lessons are highlighted. First, when introducing existential psychology in China, a cultural critique was encouraged, including identifying where existential therapy may not fit well with China and where adaptation was needed. Concurrently, indigenous approaches were identified and incorporated into a mutually beneficial cross-cultural dialogue. Second, aspects of Western psychology that did not fit well with Chinese culture were identified. For example, attempts to introduce the DSM-5 to China occurred without adequate consideration of potential problems. Introducing the DSM-5 would create a tremendous perceived need for mental health treatment in China without sufficient therapeutic resources to meet these needs. Third, as training models were developed, successful preexisting training models in China were incorporated in establishing our model. United States and Chinese scholars and practitioners collaborated to involve local experts, identify potential limitations in the methods being introduced, and integrate indigenous Chinese approaches. The final model engaged in extensive critique and adaptation of Western models introduced to China while incorporating indigenous Chinese approaches. The lessons learned through this process have been introduced to the existential literature and practice in the United States creating a mutually beneficial exchange. Yang, M., & Hoffman, L. (2014, August). Training and practice in an international context. In C. N. Shealy (Chair), International humanistic psychology: Implications and applications for research and practice. Symposium presented at the 122nd Annual Convention of the American Psychological Association, Washington, DC.

RUDN Journal of Psychology and Pedagogics

The volume entitled Vision and Resources for International Psychology was published in 2018 and dedicated to the 75th anniversary of the International Council of Psychologist (ICP). Editors reminded in the Preface, that ICP was founded in 1941 in New York City, and from its starts has vigorously promoted crossnational psychology. This third ICP anniversary volume contains three parts: (1) about ICP past, its growth, current activities, and summaries of the annual ICP conferences in Yokohama (2016) and New York City (2017); (2) Resources for International Psychology includes seven essays by 12 experts, on how to be more involved in international psychology; (3) Visions of International Psychology from thirty one leaders of global psychology. A brief 2-page review of this book was published recently in International Psychologist (Congress, 2018). In this article, we present a more detailed and comprehensive overview of the volume. Part I. International Council of Psychologists (ICP) This part of the book includes some summaries of presentations at the ICP meetings in Yokohama in 2016 and New York City in 2017, and four brief essays by former ICP presidents.

RUDN Journal of Psychology and Pedagogics

In 2022, the American Psychological Association’s (APA) Division 52 (International Psychology) marked the long-anticipated 25th anniversary of its foundation on February 21, 1997. This is an apt time to review the important and often overlooked roles of students within international psychology. This concise, yet panoramic overview explores the roles of students in international psychology, in APA’s Division 52, and in student-led organizations in five parts: (1) prehistory of Division 52 prior to 1997; (2) early years of Division 52; (3) recent years of Division 52; (4) the current rise of a new studentled organization; (5) future directions for international psychology.

In M. J. Stevens & D. Wedding (Eds.), Handbook of international psychology (pp. 1-23). New York, NY: Brunner-Routledge., 2004

In this chapter, we introduce the specialty of international psychology. We begin by defining international psychology and distinguishing it from cross-cultural psychology and ethnic studies. We then examine two sources for the emergence and growth of international psychology: economic and political change and the limited utility of Western psychology as applied to complex and contextual global issues. We also survey five global concerns of contemporary significance that have given impetus to international psychology: intergroup conflict, societal transformation and national development, threats to the natural environment, physical and mental health needs, and the struggles of disempowered groups. Next, we describe the mission and activities of scientific and professional organizations that represent international psychology and the interface between international psychology and policy-making entities, specifically, the United Nations and World Health Organization. We then address the future of international psychology, particularly trends toward greater unity and curriculum development. We conclude by linking our overview of international psychology to the objectives and foci of the Handbook of International Psychology.

American Psychologist, 1978

In the past, American psychology has neglected the training of international students from developing and/or third-world nations. The present article argues that "internationalizing" psychology training programs is imperative if the field is to avoid becoming the study of "Western human behavior." Examples from the first author's training experience are used to illustrate major problems confronting potential students from developing countries. Ideas and strategies for implementing a transcultural training program in psychology are presented and discussed.

English): Increasingly, the United States is becoming internationalized as a result of sophisticated communication technologies that put us in touch with countries known previously to only a few, through economic development and multinational investment, and by the immigration of people who are sometimes fleeing hostile homelands. US citizens, like others abroad, will need to be responsive to the demands of a multiethnic, multiracial, and multinational society. The challenges of this changing world can and will range from such dilemmas as ethical decisions of who can and will have access to expensive technology that saves and prolongs life; to the development of conflict management strategies for peaceful coexistence with neighbors whose behaviors, beliefs, and values are strongly shaped by their religious, cultural, and ethnic backgrounds and socioeconomic circumstances. With the inauguration of this section, US psychology is invited to consider its contribution to meeting the needs of a changing society. Abstract Increasingly, the United States is becoming internationalized as a result of sophisticated communication technologies that put us in touch with countries known previously to only a few, through economic development and multinational investment, and by the immigration of people who are sometimes fleeing hostile homelands. U.S. citizens, like others abroad, will need to be responsive to the demands of a multiethnic, multiracial, and multinational society. The challenges of this changing world can and will range from such dilemmas as ethical decisions of who can and will have access to expensive technology that saves and prolongs life; to the development of conflict management strategies for peaceful coexistence with neighbors whose behaviors, beliefs, and values are strongly shaped by their religious, cultural, and ethnic backgrounds and socioeconomic circumstances. With the inauguration of this section, U.S. psychology is invited to consider its contribution to meeting the needs of a changing society.

In M. J. Stevens & D. Wedding (Eds.), Handbook of international psychology (pp. 481-500). New York: Brunner-Routledge., 2004

In this chapter, we attempt a synthesis of the 27 national psychologies, drawn from the nine regions of the world that are presented in the Handbook of International Psychology. We begin by examining several general trends in psychology around the world. Some of these trends were first identified in previous volumes on international psychology (see Gilgen & Gilgen, 1987; Sexton & Hogan, 1992), and we have tried to accent the historical links between The Handbook and earlier works. Of course, some trends have changed since the publication of prior books on international psychology, and others have emerged only recently. Specifically, we highlight the continued growth of the discipline and profession of psychology, the proliferation of scientific and applied specialization, regional revitalization, the expansion of psychology in developing countries, the feminization of psychology, and the emergence of new paradigms that accentuate contextual realities and challenges (e.g., multiculturalism, indigenization). We end by considering what American psychology can gain from an understanding of psychology as constituted in different countries and regions of the world. We believe that this part of our synthesis is especially important to readers who have been exposed mainly to the abstract, mechanistic, and quantitative vision of American psychology, a Weltanschauung with limited applicability in a world that faces enormously complex and contextually embedded challenges.

Trends in Psychology, 2023

This is an ideal time to gather a special issue focused on the processes, content, and outcomes of internationalization in psychology. Although psychology has aspired to be an internationally engaged, globally relevant discipline since its inception, explicit attempts to define, promote, and justify internationalization have gained traction in recent years (e.g., . The goals of Internationalization in scientific research in psychology are to support a knowledge base that is a mosaic of multiple perspectives and data points to represent the breadth and diversity of experience. Psychology's traditional scientific corpus, based almost exclusively on a small slice of the world's human population (or a small range of animal species), assumed a cloak of broad generalizability that is now challenged in many areas of study . Ideally, an increasingly international knowledge base would contribute to a psychological science that is robust enough to develop general principles of behavior yet nuanced enough to be applicable and relevant across wide variations in cultural structures, needs, and assumptions. Accomplishing these goals requires a shift in the organizing framework of psychology that has described psychological science for at least the past 70 years-a framework that has placed some countries at the center of scientific production and others at the periphery. The needed shift is a framework that encourages globally relevant input, inclusion, and mechanisms to promote an active global lens. To do this involves establishing multiple partnerships and collaborations with researchers across countries and cultures in conducting psychological research projects, sharing resources and knowledge, and promoting cross-cultural understanding and exchange . These are tall requirements, but they seem more within reach now than at any other time in the past. The COVID-19 pandemic had catastrophic effects on the * Claudia Zúñiga

Global mental health, 2023

In recent years, the reality of global migration has brought the lack of understanding of mental health needs across different cultures into sharp focus. Psychology programs are not up to date on global issues and are often experienced as inadequate in preparing graduates to meet the challenges of society today. The field of education and training in psychology has hardly evolved since the last two decades. On the other hand, the mental health needs arising locally and globally require a knowledge base and a set of skills future psychologists need to have in order to be able to work and grow professionally. In addition, most psychologists in the western world are bound, at some point in their career, to be in contact with immigrants or refugees, to offer them services and be a source of support for such a vulnerable population. Also, the field of psychology is witnessing more movement among psychologists than ever before, whereby many professionals move to another country, to work, volunteer, gain or provide training, consult and much more. This requires a certain level of preparation, which psychologists need to be aware of and ready to engage in before and after they move. Mental Health in their programs. It discusses essential aspects and skills that psychologists need to learn to be prepared to work globally with various populations, and to expand their skills beyond service providing to more management and policy work. Topics such as human rights and social justice, advocacy, health management and policy making are addressed as important competencies to be gained during the education and training of future psychologists.