Illinois State University
Department of Psychology
Dr. Michael Stevens
DEG 461; 438-5700; mjsteven@ilstu.edu
Office Hours: MF 8-9, TR 2-3

INTERNATIONAL PSYCHOLOGY (PSY 326)
DEG 208, MWF 9-9:50 AM
www.psychology.ilstu.edu/mjsteven/PSY326.html

COURSE OVERVIEW

This course entails reading, discussing, and writing about a variety of contemporary topics in the relatively new specialty of international psychology.  You will examine mainstream as well as alternative theoretical, methodological, and applied approaches that are relevant to the study and practice of international psychology.  The topics selected offer a broad and deep understanding of this field, specifically, an appreciation of psychology’s relevance to the understanding and solution of global problems, as well as of how psychology itself is affected by events and cultures around the world.

COURSE GOALS

International Psychology will provide you with opportunities to develop and demonstrate competencies in the following areas:

1. Knowledge of the history, current foci, and future directions of a new and rapidly growing specialty in the discipline;
2. Ability to evaluate critically the appropriateness and consequences of mainstream psychological theory, research, and practices to global events and phenomena;
3. Familiarity with alternative models, methods, and interventions that have their roots in cultural, economic, historical, political, religious, and social contexts and their relevance to global events and phenomena;
4. Sensitivity to how global events and phenomena impact the psychosocial and sociocultural realities of diverse populations;
5. Understanding the education and training requirements for a career in international psychology; and
6. Use of the Internet to learn about the global activities of psychological and policy-making organizations (e.g., the application of psychology to unconventional settings) and how to communicate and collaborate globally.

COURSE POLICIES

This syllabus is your contract for the course.  Consult it frequently.  If you anticipate problems, see me as soon as possible.  Assume that, in the absence of other information, we will adhere to the schedule below.  I value punctuality.  If you come to class late, please enter quickly and quietly.  If you must leave early, please follow the same instructions in reverse.  Although I will not take attendance, I expect you to attend all classes.  If you miss a class, it is your responsibility to obtain notes from a classmate.  Emergencies and unavoidable conflicts must be documented (e.g., a physician's note) or resolved (e.g., travel by student-athletes).

I value conscientiousness; therefore, excessive absences or lateness, whether legitimate or not, are unacceptable and will lower your grade for the course.  Likewise, it is not appropriate to leave class early due to obligations that begin after class; class will end promptly at 9:50 AM. 


I may grant extensions of the due dates for any of the projects or exams; however, a reduction of one full letter grade will accompany each extension.

I do not offer make-up exams unless there is a bona fide emergency (e.g., serious illness); job conflicts, family vacations, oversleeping, and feeling indisposed do not qualify as emergencies.  In the event of a genuine emergency, it is your responsibility to provide me with legitimate documentation of the emergency as soon as possible (e.g., a physician's note).  Make-up exams for students who have real emergencies may differ from exams administered in class.  If you have a lengthy illness or personal crisis and are unable to complete the course, you may need to drop the course or take an incomplete if you are eligible to do so.  Unavoidable conflicts must be resolved well before the exam so that you can take the exam early in the Psychology Resource Center (DEG 17).  Specific arrangements should be negotiated with me at least one week before the date of the scheduled exam.

According to the Student Judicial Office, plagiarism "is the unacknowledged appropriation of another's work, words, or ideas in any themes, outlines, papers, reports, or computer programs."  Plagiarism includes copying sentences from sources without paraphrasing them.  Paraphrasing, on the other hand, is when you summarize someone else's work in your own words.  For further information on the distinction between plagiarism and paraphrasing, consult the Publication Manual (APA, 2001), which is available in the reference section of Milner Library.  I will evaluate the review paper that you submit with the Essay Verification Engine, a software program designed to detect plagiarism.  If it becomes apparent that you have plagiarized, I will give you an F for the course and initiate a referral to the Student Judicial Office where the matter will be further adjudicated.  Likewise, cheating on exams will result in a course grade of F and referral to the Student Judicial Office.  In addition, exams are not intended for distribution to the University community; taking an exam is stealing.

READINGS

The readings for this course are required and can be purchased in the form of a spiral-bound book at PIP Printing in the Bone Student Center with presentation of a ticket.  The readings consist of 15 contemporary journal articles and book chapters which address a broad spectrum of topics related to international psychology (see Topical Outline below).

Topical Outline, Including Required and Optional Readings:

1/18 - WEEK 1: THE MISSION AND SCOPE OF INTERNATIONAL PSYCHOLOGY

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

1/20 – NO CLASS

1/23, 1/25, 1/27 - WEEK 2: WESTERN PSYCHOLOGY AND ITS LIMITATIONS

 Required:
Gergen, K. J. (2001). Psychological science in a postmodern context. American Psychologist, 56, 803-813.

 Optional:
Adair, J. G. (2002). How international is psychology? International Journal of Psychology, 37, 160-170.
Billig, M. (1994). Repopulating the depopulated pages of social psychology. Theory and Psychology, 4, 307-335.
Draguns, J. G. (2001). Toward a truly international psychology: Beyond English only. American Psychologist, 56, 1019-1030.

1/30, 2/1 - WEEK 3: ALTERNATIVE MODELS AND METHODS

Required:
Prilleltensky, I., & Fox, D. (1997). Introducing critical psychology: Values, assumptions, and the status quo. In D. Fox & I. Prilleltensky (Eds.), Critical psychology: An introduction (pp. 3-20). London: Sage.

Optional:
Mpofu, E. (2002). Psychology in sub-Saharan Africa: Challenges, prospects, and promises. International Journal of Psychology, 37, 179-186.
Stead, G. B., & Harrington, T. F. (2000). A process perspective of international research collaboration. Career Development Quarterly, 48, 323-331.
Takooshian, H., Mrinal, N. R., Mrinal, U. S. (2001). Research methods for studies in the field. In L. L. Adler & U. P. Gielen (Eds.), Cross-cultural topics in psychology (2nd ed., pp. 29-46). Westport, CT: Praeger/Greenwood.

2/3 - GUEST SPEAKER

2/6, 2/8, 2/10 - WEEK 4: THE INDIGENIZATION OF PSYCHOLOGY

Required:
Adair, J. G. (1999). Indigenization of psychology: The concept and its practical implementation. Applied Psychology: An International Review, 48, 403-418.

Optional:
Díaz-Loving, R. (1999). The indigenization of psychology: Birth of a new science or rekindling of an old one? Applied Psychology: An International Review, 48, 433-449.
Kim, U., Park, Y-S., & Park, D. (2000). The challenge of cross-cultural psychology: The role of the indigenous psychologies. Journal of Cross-Cultural Psychology, 31, 63-75.
Sinha, D. (1997). Indigenizing psychology. In J. Berry, Y. H. Poortinga, & J. Pandey (Eds.), Handbook of cross-cultural psychology: Volume 1. Theory and method (2nd ed., pp. 129-169). Boston: Allyn and Bacon.

2/13, 2/15, 2/17 - WEEK 5: PSYCHOLOGY IN OTHER COUNTRIES

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

Optional:
Ahmed, R. (2004). Psychology in Egypt. In M. J. Stevens & D. Wedding (Eds.), Handbook of international psychology (pp. 387-404). New York: Brunner-Routledge.
Lundberg, I. (2001). Zeitgeist, Ortgeist, and personalities in the development of Scandinavian psychology. International Journal of Psychology, 36, 356-362.
Nsamenang, A. B. (1995). Factors influencing the development of psychology in sub-Saharan Africa. International Journal of Psychology, 30, 729-739.
Sánchez Sosa, J. J., & Valderrama-Iturbe, P. (2001). Psychology in Latin America: Historical reflections and perspectives. In J. B. Overmier & J. A. Overmier (Eds.), Psychology: IUPsyS global resource [CD-ROM] (3rd ed.). Hove, UK: Psychology Press.

2/20, 2/22, 2/24 - WEEK 6: INTERGROUP CONFLICT AND PEACE-BUILDING
WRITTEN SUMMARY #1 due on 2/24 at 9:00 AM

Required:
Eidelson, R. J., & Eidelson, J. I. (2003). Dangerous ideas: Five beliefs that propel groups toward conflict. American Psychologist, 58, 182-192.

Optional:
Dixon, J., Durrheim, K., & Tredoux, C. (2005). Beyond the optional contact strategy: A reality check for the contact hypothesis. American Psychologist, 60, 697-711.
Montiel, C. J., & Wessells, M. (2001). Democratization, psychology, and the construction of cultures of peace. Peace and Conflict: Journal of Peace Psychology, 7, 119-129.
Schwebel, M. (1999). Looking forward/looking backward: Prevention of violent conflict. Peace and Conflict: Journal of Peace Psychology, 5, 297-302.

2/27, 3/1, 3/3 - WEEK 7: SOCIETAL TRANSFORMATION AND NATIONAL DEVELOPMENT

Required:
Stevens, M. J. (2002). The interplay of psychology and societal transformation. International Journal of Group Tensions, 31, 5-30.

Optional:
Maton, K. I. (2000). Making a difference, The social ecology of social transformation. American Journal of Community Psychology, 28, 25-57.
Moghaddam, F. M., Bianchi, C., Daniels, K., Apter, M. J., & Harré, R.  (1999). Psychology and national development. Psychology and Developing Societies, 11, 119-141.
Sullivan, J. L., & Transue, J. E. (1999). The psychological underpinnings of democracy: A selective review of research on political tolerance, interpersonal trust, and social capital. Annual Review of Psychology, 50, 625-650.

3/6, 3/8 - WEEK 8: THE NATURAL ENVIRONMENT

Required:
Vlek, C. (2000). Essential psychology for environmental policy making. International Journal of Psychology, 35, 153-167.

Optional:
Chapman, R. (1999). No room at the inn, or why population problems are not all economic. Population and Environment: A Journal of Interdisciplinary Studies, 21, 81-97.
Howard, G. S. (2000). Adapting human lifestyles for the 21st century. American Psychologist, 55, 509-515.
Kottak, C. P., & Costa, A. C. (1993). Ecological awareness, environmental action, and international conservation strategy. Human Organization, 52, 335-343.

3/10 – MIDTERM at 9:00 AM

3/20, 3/22, 3/24 - WEEK 9: PHYSICAL AND MENTAL HEALTH WORLDWIDE
WRITTEN SUMMARY #2 due on 3/24 at 9:00 AM

Required:
Krippner, S. C. (2002). Conflicting perspective on shamans and shamanism: Points and counterpoints. American Psychologist, 57, 962-977.

Optional:
Tangenberg, K. M. (2003). Gender, geography, culture, and health: Emerging interdisciplinary approaches to global HIV/AIDS services. Journal of Social Work Research and Evaluation, 4, 37-48.
White, K. P. (2000). Psychology and complementary and alternative medicine. Professional Psychology: Research and Practice, 31, 671-681.
Williams, L., Labonte, R., & O'Brien, M. (2003). Empowering social action through narratives of identity and culture. Health Promotion International, 18, 33-40.

3/27, 3/29, 3/31 - WEEK 10: SPECIAL TOPICS - GLOBALIZATION

Required:
Nikelly, A. G. (2000). Globalization and community feelings: Are they compatible? Journal of Individual Psychology, 56, 435-447.

Optional:
Alexander, B. K. (2000). The globalization of addiction. Addiction Research, 8, 501-526.
Bhugra, D., & Mastrogianni, A. (2004). Globalization and mental disorders: Overview with relation to depression. British Journal of Psychiatry, 184, 10-20.
Lee, A. M., & Lee, S. (1996). Disordered eating and its psychosocial correlates among Chinese adolescent females in Hong Kong. International Journal of Eating Disorders, 20, 177-183.

4/3, 4/5, 4/7 - WEEK 11: SPECIAL TOPICS - TERRORISM

Required:
Stevens, M. J. (2005). What is terrorism and can psychology do anything to prevent it? Behavioral Sciences and the Law, 23, 507-526.

Optional:
Bourne, L. E., Jr., Healy, A. F., & Beer, F. A. (2003). Military conflict and terrorism: General psychology informs international relations. Review of General Psychology, 7, 189-202.
Mogghadam (2005). The staircase to terrorism: A psychological exploration. American Psychologist, 60, 161-169.
Staub, E. (2002). Preventing terrorism: Raising “inclusively” caring children in the complex world of the twenty-first century. In C. E. Stout (Ed.), The psychology of terrorism: Vol. 4. Programs and practices in response and prevention (pp. 119-129). Westport, CT: Greenwood.

4/10, 4/12, 4/14 - WEEK 12: SPECIAL POPULATIONS - WOMEN

Required:
Murphy, E. M. (2003). Being born female is dangerous for your health. American Psychologist, 58, 205-210.

Optional:

Culbertson, F. M. (1997). Depression and gender: An international review. American Psychologist, 52, 25-31.
El-Gibaly, O., Ibrahim, B., Mensch, B. S., & Clark, W. H. (2002). The decline of female circumcision in Egypt: Evidence and interpretation. Social Science and Medicine, 54, 205-220.
Walker, L. E. (1999). Psychology and domestic violence around the world. American Psychologist, 54, 21-29.

4/17, 4/19, 4/21 - WEEK 13: SPECIAL POPULATIONS – CHILDREN, ADOLESCENTS, AND THE ELDERLY
WRITTEN SUMMARY #3 due on 4/21 at 9:00 AM

Required:
Gielen, U. P., & Chumachenko, O. (2004). All the world’s children: The impact of global demographic trends and economic disparities. In U. P. Gielen & J. Roopnarine (Eds.), Childhood and adolescence: Cross-cultural perspectives and applications (pp. 81-109). Westport, CT: Praeger.

Optional:
Frydenberg, E., Lewis, R., Kennedy, G., Ardila, R., Frindte, W., & Hannoun, R. (2003). Coping with concerns: An exploratory comparison of Australian, Colombian, German, and Palestinian adolescents. Journal of Youth and Adolescence, 32, 59-66.
Nair, E. (2000). Health and aging: A perspective from the far east. Journal of Adult Development, 7, 121-126.
Shaw, J. A. (2003). Children exposed to war/terrorism. Clinical Child and Family Psychology Review, 6, 237-246.

4/24, 4/26, 4/28 - WEEK 14: SPECIAL POPULATIONS – REFUGEES, MIGRANTS, AND THE POOR

Required:
Richmond, A. H. (2002). Globalization: Implications for immigrants and refugees. Ethnic and Racial Studies, 25, 707-727.

Optional:
Bourhis, R. Y., Moiese, L. C., Perreault, S., & Senecal, S. (1997). Towards an interactive acculturation model: A social psychological approach. International Journal of Psychology, 32, 369-386.
Gushulak, B. D., & MacPherson, D. W. (2000). Health issues associated with the smuggling and trafficking of migrants. Journal of Immigrant Health, 2, 67-78.
Wallman, S. (2001). Global threats, local options, personal risk: Dimension of migrant sex work in Europe. Health, Risk and Society, 3, 75-87.

5/1, 5/3, 5/5 - WEEK 15: EDUCATION / TRAINING AND PROFESSIONAL PRACTICE
GROUP PROJECT due 5/5 at 9:00 AM

Required:
Marsella, A. J. (1998). Toward a “global-community psychology”: Meeting the needs of a changing world. American Psychologist, 53, 1282-1291.

Optional:
Francis, R. D. (2002). The need for a professional ethic: International perspectives. Educational and Child Psychology, 19, 7-15.
Hall, J. E., & Lunt, I. (2005). Global mobility for psychologists: The role of psychology organizations in the United States, Canada, Europe, and other regions. American Psychologist, 60, 712-726.
Marsella., A. J., & Pedersen, P. (2004). Internationalizing the counseling psychology curriculum: Toward new values, competencies, and directions. Counseling Psychology Quarterly 17, 413-423.

5/10 – FINAL at 7:50 AM

TASKS/ASSIGNMENTS, INCLUDING PERFORMANCE EVALUATION METHODS

There are four diverse tasks and assignments that provide the basis for determining your overall grade for this course.  There is also an opportunity to earn extra credit.  These tasks and assignments include: five in-class reactions, three written summaries, a group project, and two examinations.  

1.  In-class reactions:

Five times during the semester there will be an unannounced written reaction to a topic that has been the focus of class.  In-class reactions will involve the clarification, development, or defense of a particular point of view.  The purposes of these reactions are to help you process course material and help me gauge how well you understand a particular topic or issue.  Sample topics may include some of the following: “How is American psychology limited in its capacity to explain global problems?”  “What are the psychosocial and sociocultural benefits and costs of globalization?”  “If most psychologists worldwide practice with a bachelor’s or master’s degree, why does the American Psychological Association insist that psychologists have a doctorate?”  Each in-class reaction should be about 1 page long and turned in at the end of class.  In-class reactions will receive a numerical grade from 0-10.  An accurate, clear, organized, and thoughtful reaction will receive 10 points.  If your reaction makes little sense or consists of a scattered amalgam of ideas, you will receive 0 points.  You can earn up to a total of 50 points through these in-class reactions.  You must be present to receive credit for an in-class reaction.

2.  Written Summaries:

Three times during the semester, turn in a five-page summary of one of the optional readings listed above.  Each summary must be from a different set of optional readings.  Optional readings may be checked out of the Psychology Resource Center (DEG 17) so that you can make your own copies; you may not check out a reading overnight or for an extended period of time (i.e., more than 60 minutes).  Failure to return a reading on time will result in restricted access to the Psychology Resource Center and an F for the course.  Summaries must be typed, double-spaced, and follow the fifth edition of the Publication Manual (APA, 2001).  Approximately two-thirds of the summary should capture the central points of the reading in an impartial fashion; the remainder should include psychologically probing reactions (i.e., support and criticism) to theoretical, methodological, and practical material.  In addition, it is important to link key elements of the optional reading to the material in the reading required for the week.  Summaries must be turned in according to the following schedule: Summary #1 on February 24th, Summary #2 on March 24th, and Summary #3 on April 21st.  A numerical grade from 0-50 will be assigned based on the accuracy, organization, style, thoroughness, and thoughtfulness of the summary.  An accurate, organized, clear, complete, and thoughtful summary will receive 45-50 points.  If your summary is adequately done, you will earn 35-44 points.  If your summary makes little sense or consists of a scattered amalgam of quotes, you will receive less than 35 points.  You can earn a maximum of 150 points through the summaries.

3.  Group Project:

Small groups of randomly assigned students (3-5) will collaborate on an Internet project.  The project entails locating the web site of a scientific or professional psychological association that is global (e.g., International Association of Applied Psychology, International Union of Psychological Science), regional (e.g., European Federation of Psychologists’ Associations, Interamerican Society of Psychology), or national (e.g., American Psychological Association, Romanian Psychologists’ Association) or an global policy-making organization (e.g., United Nations, World Health Organization).  The goal of the project is to produce a 10-page report, which should have two parts: (1) a description of how the psychological association or policy-making organization is addressing global issues or problems that have a psychological dimension, and (2) recommendations for how that association or organization can improve the impact and scope of its global mission and activities.  Reports should also include Internet links and references.  Reports must be typed, double-spaced, follow the fifth edition of the Publication Manual (APA, 2001), and turned in on the last day of class.  Each group member is to share equally in planning, implementing, and preparing the report.  A numerical grade of 0-100 will be assigned to the group based on the accuracy, organization, style, thoroughness, and thoughtfulness of the report.

4.  Examinations:

You are responsible for reading and reviewing all material to be covered on each exam.  You are also responsible for remembering when exams are scheduled.  There are no formal study guides for this course.

Midterm – March 10th at 9:00 AM
The midterm will be closed-book and consist of 50 multiple choice questions worth 100 possible points.  The midterm will cover readings, lectures, media presentations, and classroom activities from the first through the eighth week of the course.  Sample questions will be provided to familiarize you with the content and format of the exam.  Questions will cover definitions of terms, test your understanding of important concepts, synthesize ideas from within and between required readings, and include practical applications of material.

Final – May 10th at 7:50 AM
The final will be a non-cumulative, closed-book exam structured along the same lines as the midterm and worth 100 possible points.  The final will cover readings, lectures, media presentations, and classroom activities from the ninth through the fifteenth week of the course.  Sample questions will be provided.  Questions will cover definitions of terms, test your understanding of important concepts, synthesize ideas from within and between required readings, and include practical applications of material.

5.  Extra Credit:

The maximum number of extra-credit points is 10, equaling 2% of the total possible points for the course.  Extra credit may be earned by attending the International Studies Seminar Series, sponsored by the International Studies Program.  The International Studies Seminar Series takes place on Wednesdays from 12-1 PM at Stevenson 401; it is open to the public and includes a free lunch.  Alternatively, you may attend the Global Review weekly forum, organized by the Global Review Student Association.  Each week, a different speaker or discussion panel presents perspectives on a current international or global issue.  The forum is typically held on Thursday nights from 7-9 PM in the basement of the Atkin-Colby residence hall.  Please consult the University calendar for topics, times, and location.  Turn in a one-page, typed, double-spaced summary of each seminar attended.  Two-thirds of the summary should capture the main points of the seminar, whereas the remainder should include thoughtful reactions, including how the topic relates to material covered in the course.  Summaries must be submitted at or before the last day of class.  Each summary will receive 2 points.

6.   Grading:

Grades will be determined on a strict percentage system based on five in-class reactions, three written summaries, the group project, the midterm exam, the final exam, and extra credit:
      
450-500 points or 90-100%                           = A
400- 449 points or 80-89%                            = B
350-399 points or 70-79%                             = C
300-349 points or 60-69%                             = D
Fewer than 299 points or less than 60%      = F

I am not inclined to negotiate grades just because a student believes he or she deserves a better grade.  Grades are based on academic performance, not perceived need.  Although I will not hold a "post-mortem" on the midterm, please feel free to discuss your exam results with me.  Before doing so, however, I expect you first to make an independent effort to discover the source of lost points; after that, I would be most willing to meet with you.  You will receive feedback on the in-class reactions and written summaries designed to clarify my expectations and to assist you in improving your performance.

MISCELLANEOUS MATTERS

If you need to arrange a reasonable accommodation for a documented disability, contact Disability Concerns at FEL 350, 438-5833 (voice), 438-8620 (TDD).  If you find that you have problems taking notes and exams or if you suffer from test and public-speaking anxiety, the University Center for Learning Assistance (UCLA) and Student Counseling Services (SCS), respectively, can assist you.  The UCLA is located in STV 113 (438-7100) and the SCS is located in the SSB 320 (438-3655).

I reserve the right to correct any unintentional mistakes found in this document.  In my attempt to be as fair as possible, any modifications I may make will be made in your favor, rather than penalize you.