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Nelson Mandela’s Legacy, the United Nations and the APA— Parallel and Intersecting Lines
By Juneau Gary and Neal S. Rubin, APA Representatives at the UN
Department of Public Information, Column Co-Editors
During my lifetime I have dedicated myself to this struggle of the African
people. I have fought against white domination, and I have fought against
black domination. I have cherished the ideal of a democratic and free society
in which all persons live together in harmony and with equal opportunities.
It is an ideal which I hope to live for and achieve. But if needs be, it is an
ideal for which I am prepared to die. Nelson Mandela at the opening of his defense case in the Rivonia Trial, Pretoria, South Africa, 1964.
As the world mourned the loss and celebrated the
enduring legacy of Nelson Mandela (1918-2013),
the leadership of the United Nations (UN)
universally portrayed him as a champion of peace
and reconciliation. As a beloved figure of
inspiration and liberation, Mandela’s vision for
humanity embodied the fundamental principles of
the UN as written in its Universal Declaration of
Human Rights (UN, 1948) and Charter (UN, 1945).
Mandela’s struggles not only uplifted the people of
his country from the scourge of racism and
discrimination. but more broadly, he fought for the
dignity of all humankind. In this way, his journey
to freedom served as a challenge to and a beacon for
the realization of the aims of the UN.
In his eulogy to Mandela, Ban Ki-moon, UN
Secretary General, stated, ―Nelson Mandela was a
singular figure on the global stage, a man of quiet dignity and towering achievement, a
giant for justice and a down to earth human inspiration… In the decades-long fight
against apartheid, the United Nations stood side-by-side with Nelson Mandela and all
those in South Africa who faced unrelenting racism and discrimination… Let us continue
each day to be inspired by his lifelong example and his call to never cease working for a
better and just world.‖ (UN, 2013). In addition to these remarks, the UN body marked
Mandela’s passing through moments of silence at both the Security Council and General
Assembly, and by flying the UN flag at half-staff (United Nations, 2013b).
(Continued on page 2)
CONTENTS
COVER: Psychology at the UN: UN Matters: Nelson Mandela’s Legacy, the United Nations and the APA— Parallel and Intersecting Lines
Reflections: All Psychologies are Indigenous Psychologies ................ 5
2014 APA International Awards Announced ........................... 8
APA Sponsors 2nd Professional Visit to Cuba ……………................. 9
Selected Review from PsycCRITIQUES ................................. 12
Announcements ........................ 14
Volume 24, Number 4, December 2013
For an online version, visit: www.apa.org/international/pi
NEWS AND UPDATES FROM THE AMERICAN PSYCHOLOGICAL ASSOCIATION OFFICE OF INTERNATIONAL AFFAIRS | June 2013
APA Office of International Affairs
UN MATTERS
A regular column dis-
cussing developments at
the United Nations
Psychology
International is a publication of
the APA Office of International Affairs.
Merry Bullock, PhD, Senior Director Sally Leverty,
International Affairs Assistant
Psychology International ◦ December 2013
How Did the UN Respond to South Africans’ Liberation
Struggle Against Apartheid?
From the UN’s inception in 1946, apartheid in the Union
of South Africa was an issue of concern, raised initially
because India challenged the discrimination of Indians
under the apartheid system (United Nations, 2013c). The
UN General Assembly passed Resolution 395(V) in 1950, its
first resolution against apartheid (UN, 1950). For the next
40 years, a consistent series of actions, conferences, and
formal resolutions were initiated. These initiatives reflected
the collaborative efforts of the UN, its Member States, and
its non-governmental organizations (NGOs) as partners in a
cascading global consciousness opposing and eventually
dismantling the apartheid system. For instance, (1) the
Security Council adopted Resolution 134 in 1960, criticizing
the government for the Sharpeville Massacre, in which
police killed 69 peaceful protestors; (2) the Security Council
passed an arms embargo (Resolution 181) and the General
Assembly enacted oil sanctions (Resolution 1899) in 1963;
(3) the General Assembly requested all Member States to
suspend cultural, educational, sporting and other exchanges
in 1968; and (4) the Security Council condemned the new
racist constitution (Resolution 554) in 1984.
Following these and other historical initiatives to
undermine support for apartheid, Mandela, then President
of South Africa, addressed the UN General Assembly in
1994 stating, ―We stand here today to salute the United
Nations Organization and its Member states, both singly
and collectively, for joining forces with the masses of our
people in a common struggle that has brought about our
emancipation and pushed back the frontiers of racism.‖ (U.
N., 2013d).
Later, the UN established ―Nelson Mandela
International Day.‖ It has been commemorated on his
birthday, July 18, since 2009 (UN, 2009). On this date,
citizens of the world are asked to devote 67 minutes of their
time to public service activities in the interest of promoting
social justice, fighting for human rights, or helping
vulnerable people. These initiatives honor the 67 years of
service that Madiba (his clan name, as he is affectionately
called) devoted to freedom, justice and democracy. The
Nelson Mandela Foundation (http://
www.nelsonmandela.org/) offers suggestions for service.
APA Responds to Apartheid and Racism
Psychologists might ask, ―What have we done individually
and collectively to fight apartheid and to challenge the
racism that remains pervasive? In 2001, APA approved the
―Resolution Against Racism and in Support of the Goals of
the 2001 UN World Conference Against Racism, Racial
Discrimination, Xenophobia, and Related
Intolerance‖ (APA, 2001). Founded on the principles of the
Universal Declaration of Human Rights and the UN’s
―International Convention on the Elimination of All Forms
of Racial Discrimination‖ ( U.N., 1965) this statement
supports the struggle against all forms of racism. Moreover,
it documents the deleterious effects of xenophobia across the
globe, using findings from psychological science to
articulate the impact of racism on human development
across the life cycle. This Resolution represents the
contributions of individual psychologists, several APA
divisions, the Public Interest Directorate, and APA’s
Committee on Ethnic Minority Affairs.
In many ways the APA Resolution is a culmination of a
range of initiatives and research. For example, the APA
Committee on International Relations in Psychology
(CIRP) has a history of addressing ethical and human rights
issues including taking stands against apartheid (David &
Wood, n.d.) and promoting an ethic of human respect and
dignity throughout the world. In conjunction with taking
positions resisting apartheid in South Africa, CIRP (1)
engaged in supporting educational opportunities and
psychosocial intervention services for victims of apartheid;
(2) arranged for tuition waivers for Black South African
graduate students attending American psychology
programs; (3) coordinated an inter-agency program by
placing six students in graduate psychology programs; and
(4) in South Africa, funded a community based mental
health program in Soweto at a Family Centre, to develop a
network of valuable services that addressed the crushing
effects of the stresses of life in an apartheid regime. These
initiatives culminated in the crafting of a Memorandum of
Understanding (MOU) in 1998 between the APA
(represented by CEO Ray Fowler ) and the Psychological
Society of South Africa (PsySSA) (represented by Saths
Cooper, a former anti-apartheid activist who, along with
Mandela, spent several years incarcerated on the infamous
Robben Island) (APA, 1998).
The Challenge Before Us: Can Psychologists Realize
Mandela’s Vision?
The systematic and legalized repression of apartheid led to
unwarranted arrests, brutality, detainment,
―disappearances,‖ torture, indiscriminant murder, mass
killings and an atmosphere of fear and intimidation
throughout the townships. State-orchestrated violence
swept up not only activists, but innocent citizens as well
(Goboda-Madikizela, 2003). As Goboda-Madikizela, a
psychologist, wrote, the horror of life in circumstances in
which perpetual murder and mayhem were perpetrated by
army and police officials is virtually unimaginable, and the
devastation of individual, family, and community lives is
(Continued from page 1)
(Continued on page 3)
Psychology International ◦ December 2013
www.apa.org/international/pi 3
beyond comprehension. A thirst for revenge must have
been intensely palpable.
But revenge did not occur. Apartheid and the transition
to current government occurred within the rule of law. Yet,
the challenge posed by the realization of Mandela’s vision
for peace and equality for humankind in the 21st Century
may be more nuanced than initially meets the eye. What
was unique to freedom and democracy in South Africa
involved not only a political liberation, but also embodied a
spiritual ethic that fascinated the world community. The
newly united nation, led by Mandela and the African
National Congress (ANC), integrated elements of a cultural
fabric valuing peace through the process of reconciliation.
And it is the capacity of forgiveness by Black South Africans
that may have saved the nation from civil war.
How, then, was not only peace, but reconciliation
achieved? There is no simple answer to this question. One
focus of the Congress for a Democratic South Africa
(CODESA) was recognizing the need for all citizens to face
past crimes against humanity while concurrently facilitating
social cohesion and respect for the peaceful resolution of
past conflicts. Thus, the new leadership initiated the Truth
and Reconciliation Commission (TRC). Founded on the
cultural and spiritual value of telling the truth in order to
achieve forgiveness, the TRC established venues throughout
the country in which perpetrators of government violence
came face-to-face with victims and their families. The model
was that, in this human encounter of good and evil, the evil
of the perpetrator would be laid bare before the community,
and the dignity of the victim would prevail. The TRC
served a healing function for individuals, families, and
communities in the new non-racially segregated South
Africa. Goboda-Madikizela, who also served on the TRC,
has commented on the paradox of how a behavior usually
associated with weakness (i.e., forgiveness), can become a
source of power and dignity for the victim: Forgiveness does
not deny the experience of humiliation, but rather rises
above the evil of the perpetrator. She describes the victims’
triumph as though symbolically saying, ―I cannot and will
not return the evil you inflicted on me‖ (Goboda-
Madikizela, 2003, p. 117).
The South African representation of Mandela’s vision
for peace and reconciliation embodies a unique cultural and
spiritual fabric. As psychologists, we recognize that these
values may not be a good fit in every cultural context.
Nonetheless, the challenge remains before us to progress
toward what Mandela and the UN advocate: the value of
human rights, equality, and the inherent dignity of all. Navi
Pillay, UN High Commissioner for Human Rights and
Archbishop Desmond Tutu, Nobel Laureate, addressed the
International Congress of Psychology (ICP) in Cape Town,
South Africa in 2012. Pillay (2012), a former defense
attorney who represented anti-apartheid activists
incarcerated on Robben Island, remarked,
Historically the field of psychology has overlooked the
importance of human rights and justice…It is the
responsibility of all of us to ensure that difference is celebrated
as an enriching value and a great contribution to humanity.
Let us be united in our efforts against intolerance…we can
uplift not only the victims of human rights violations but
humanity as a whole.
Thus, our challenge is to search within ourselves, as
psychologists, and feel empowered to commit to initiatives,
large or small, individually or collectively, that perpetuate
Mandela’s vision. Collectively, we might join initiatives
sponsored by the Society for the Study of Peace, Conflict,
and Violence (Division 48) and International Psychology
(Division 52). For instance, they promote international and
US-based opportunities in academic and research settings as
well as in clinical and service agencies. Individually,
psychologists might partner with or volunteer for
organizations to write grants or facilitate training sessions
that focus on instilling human rights and equality
worldwide. In a previous column (Gary & Rubin, 2012), we
highlighted the importance of psychologists’ participation in
volunteer projects, locally and globally, that perpetuate
Mandela’s vision.
References
American Psychological Association. (2001). Resolution against racism and in support of the goals of the 2001 UN World Conference
on Racism, Racial Discrimination, Xenophobia and Related
Intolerance. Retrieved from http://www.apa.org/about/
policy/racism.aspx
American Psychological Association. (1998). Memorandum of understanding between the American Psychological Association and
the Psychological Society of South Africa. Retrieved from http://
www.apa.org/international/outreach/understanding-
memorandum/mou-pssa.pdf
David, H., & Wood, M. (n.d.). History of the Committee on
International Relations in Psychology: International relations
committee links APA to world psychologists. Retrieved from
http://www.apa.org/international/governance/cirp/
history.aspx
Gary, J., & Rubin, N. (2012). How might psychologists commemorate
United Nations’ International Volunteer Day? Retrieved from
http://www.apa.org/international/pi/2012/03/un-
matters.aspx
Goboda-Madikizela, P. (2003). A human being died that night. New
York: Houghton Mifflin.
(Continued from page 2)
Psychology International ◦ December 2013
Pillay, N. (2012). Keynote address by Ms. Navi Pillay, United
Nations High Commissioner for Human Rights at the 30th
International Congress of Psychology. Retrieved from
http://www.ohchr.org/en/NewsEvents/Pages/
DisplayNews.aspx?NewsID=12417&LangID=E
UN General Assembly, International Convention on the
Elimination of All Forms of Racial Discrimination, 21
December 1965, United Nations, Treaty Series, vol.
660, p. 195. Retrieved from: https://treaties.un.org/
doc/Publication/UNTS/Volume%20660/volume-660-
I-9464-English.pdf
United Nations. (1945). Charter of the United Nations. New
York, NY: UN Department of Public Information.
Retrieved from http://www.un.org/en/documents/
charter/index.shtml
United Nations. (1948). Universal declaration of human rights.
New York, NY: UN Department of Public
Information. Retrieved from http://www.un.org/en/
documents/udhr
United Nations. (1950). General Assembly Resolution 395(V).
Retrieved from http://www.un.org/en/ga/search/
view_doc.asp?symbol=A/RES/395(V)
&Lang=E&Area=RESOLUTION
United Nations. (2009). General Assembly Resolution A/
RES/64/13. Retrieved from http://www.un.org/en/
events/mandeladay/
United Nations. (2013a). Secretary-General SG/SM/15524/
AFR/2758. Retrieved from http://www.un.org/
News/Press/docs/2013/sgsm15524.doc.htm
United Nations. (2013b). UN honours Nelson Mandela as a
champion of peace. Retrieved from http://
www.un.org/apps/news/story.asp?
NewsID=46675&Cr=mandela&Cr=
United Nations. (2013c). The United Nations: Partner in the
struggle against apartheid. Retrieved from http://
www.un.org/en/events/mandeladay/apartheid.shtml
About the Co-authors
Juneau Gary, PsyD (APA main representative to DPI) is a
Professor in the Department of Counselor Education at Kean
University in New Jersey. Neal S. Rubin, PhD, ABPP (APA
representative to DPI) is a Professor at the Illinois School of
Professional Psychology of Argosy University in Chicago. Both are
APA NGO Representatives to the United Nations Department of
Public Information and are co-editors of this column.
APA issues Press Release concerning boycotts of Israeli
academic institutions:
Psychology International ◦ December 2013
www.apa.org/international/pi 5
All Psychologies are Indigenous
While the term ―indigenous‖ is often used to refer to
―native‖ people and cultures, post-modern ideological and
socio-political uses of the term have resulted in a growing
opinion among psychologists that all psychologies are
―indigenous‖ to the cultures in which they arise and are
sustained. This position challenges the current dominance
and privileged stance of Western (i.e., Eurocentric/North
American) psychology as a universal set of assumptions,
methods, and applications. This challenge is gathering
increased support within the Western world and across the
globe as the fundamental issue of ―accuracy,‖ rather than
―scientism,‖ becomes the arbiter of psychology as a
discipline for inquiry.
I must note here that those who disagree with the term
―indigenous,‖ as broadly applied to ―national‖ rather than
―native‖ contextual meanings unique to place and time,
may be protecting political interests by choosing to deny
histories of abuses of ―native‖ cultures. This is occurring in
Australia, Canada, Taiwan, UK, and the USA. Thus, the
way we define the term shapes our opinions.
Sources of Increased Interest in ―Indigenous Psychology‖
The knowledge, wisdom, and realities supporting the
position of ―indigenous psychologies‖ have three basic
sources:
(1) The growth and appreciation of post-modern thought
that considers all knowledge to be socio-political in its
nature. This position acknowledges the reality that
knowledge emerges and is sustained by socio-political
forces, including the privileged positions of certain
individuals considered leaders, and the distribution of
economic and political power. Within this framework,
psychology is a construction, subject to the forces, events,
and people in its context.
(2) The rise of nationalism and national identities resisting
an imposition of Western values, ways-of-life, and
colonization of mind and behavior. This has been aptly
demonstrated in the work of Ignacio Martin-Baro and his
contributions regarding ―liberation‖ psychology (see Martin-
Baro, 1994; Watkins & Shulman, 2008). The roots of this
arise justifiably among non-Western nations seeking to
escape the legacy of European and North American
domination, and also among ethno-cultural minority groups
within Western nations who found their way of life de-
valued, stigmatized, and oppressed by the dominant powers.
This is now apparent from the wide number of ethnic
minority ―psychologies‖ being advanced in Europe and
North America, and the recognition that ancient cultural
traditions and civilizations (e.g., from India, China, Arabic
lands) have long had complex theories of human behavior
that include rich traditions of life, healing, and social
progress.
(3)The increased understanding and appreciation of the role
of ―culture‖ as a determinant of human behavior. Once
―culture‖ achieved popularity and legitimacy as a behavioral
determinant, it was only a matter of time before Western
psychology, especially as represented by European and
North American psychology associations, was challenged
for its primacy. As ―culture‖ entered the behavior equation,
it was clear that any claim of universality was only an
assumption, rooted in ethnocentricity and fueled by
technological, economic, and military power.
―Culture‖ Specialization Disciplines
Within Western psychology itself, a number of specialty
areas have emerged in response to the important role of
culture as a determinant of human behavior, including: (1)
cross-cultural psychology, (2) cultural psychology, (3)
multicultural psychology, (4) minority psychology, (5)
racial/class psychologies [e.g., Black Latino, Native
American, Asian], (6) psychological anthropology, and,
most recently, (7) ―indigenous psychology.‖
Although each of these specialties has its own supporters,
their shared or common concern has been the importance of
understanding the ―cultural‖ context of human behavior,
and relevant theories, methods, and applications.
Contestations within and among these specialties has
encouraged distinct knowledge bases, methods, and
practices resulting in a vast array of handbooks,
encyclopedias, journals, and other forms of communication.
Decontextualization
Concern for ethnocentric biases in Western psychology and
their pernicious consequences is not new. Fathali
Moghaddam (1987), an Iranian-American psychologist,
Girishmar Misra (1996), an Asian-Indian psychologist, and
others have written of the risks of accepting Western
psychology as universal.
Misra, within the context of India’s vast historical store of
(Continued on page 6)
Reflections
All Psychologies are Indigenous Psychologies: Reflections on Psychology in a Global Era
Anthony J. Marsella, Ph.D.
Emeritus Professor, University of Hawaii
Psychology International ◦ December 2013
diverse philosophies and religions, recognized that Western
psychological dominance was largely a socio-political
phenomenon, rather than a valid accounting of the varied
views of human behavior that existed across the world. In a
now ―classic‖ paper, Misra, with great eloquence, force, and
credibility, stated:
The current Western thinking of the science of psychology in it
prototypical form, despite being local and indigenous, assumes a
global relevance and is treated as a universal mode of generating
knowledge. Its dominant voice subscribes to a decontextualized
vision with an extraordinary emphasis on individualism,
mechanism, and objectivity. This peculiarly Western mode of
thinking is fabricated, projected, and institutionalized through
representation technologies and scientific rituals and transported
on a large scale to the non-Western societies under political-
economic domination. As a result, Western psychology tends to
maintain an independent stance at cost of ignoring other
substantive possibilities from disparate cultural traditions.
Mapping reality through Western constructs has offered a pseudo
-understanding of the people of alien cultures and has had
debilitating effects in terms of misconstruing the special realities
of other people and exoticizing or disregarding psychologies that
are non-Western. Consequently, when people from other cultures
are exposed to Western psychology, they find their identities
placed in question and their conceptual repertoires rendered
obsolete (Misra, 1996, 497-498).
For me, the key phrase in Misra’s comments is the term
―decontextualized‖ vision. In advancing this term, Misra
and others emphasized the importance of context in the
construction of reality, specifically the ―cultural‖
construction of Western psychology. And here I must add
the brilliant insights of Tod Sloan (1996, p. 39), an
American critical psychologist, who noted that Western
psychologies – as is the case for all psychologies – carry an
implicit world view – an ideology stance -- which reflects
and embodies their cultural context and their values and
priorities. Culture is context!
Culture – Concept and Nuances
There are many definitions of culture. Because culture is
central to this commentary, I offer the following definition
because it captures the depth and implications of culture as
a force in all of our lives. Culture, for me, can be defined as:
Shared learned meanings and behaviors transmitted across
generations within social activity contexts for purposes of
promoting individual/societal adaptation, adjustment, growth,
and development. Culture has both external (i.e., artifacts, roles,
activity contexts, institutions) and internal (i.e., values, beliefs,
attitudes, activity contexts, patterns of consciousness, personality
styles, epistemology) representations. The shared meanings and
behaviors are subject to continuous change and modification in
response to changing internal and external circumstances.
Cultures can arise and function in brief and immediate temporal
settings (e.g., culture of faculty meetings) and also long-term
settings (e.g., ethno-cultural ways of life).
The essential part of this definition for me is that cultures
construct our realities. Our psychologies are shaped and
formed in cultural contexts. Cultures represent ―templates‖
through which we order the world about us. This occurs, in
my opinion, because there is a human ―effort after making
meaning,‖ that is fundamental to human nature: This point
of view can be stated in the following propositions:
There is an inherent human impulse to describe,
understand, and predict the world through the ordering of
stimuli;
The undamaged human brain not only responds to
stimuli, but also organizes, connects, and symbolizes
stimuli, and in the process, generates patterns of explicit
and implicit meanings that help promote survival,
adaptation, and adjustment;
The process and product of this activity are, to a large
extent, culturally contextualized, generated, and shaped
through linguistic, behavioral, and interpersonal practices
that are part of the cultural socialization process.
The storage of stimuli as accumulated life experience, in
both representational and symbolic forms in the brain,
and in external forms (e.g., books), generates a shared
cognitive and affective process that helps create cultural
continuity across time (i.e., past, present, and future) for
both the person and the group. To a large extent,
individual and collective identities are forged through this
process.
Through socialization, individual and group preferences
and priorities are rewarded or punished, thus promoting
and/or modifying the cultural constructions of reality
(i.e., ontogenies, epistemologies, praxologies,
cosmologies, ethoses, values, and behavior patterns).
Therefore, ―reality‖ is culturally constructed. Different
cultural contexts create different realities.
Thus, culture is an essential determinant of human
behavior. A danger or risk of avoiding this view is
―ethnocentricity,‖ especially when combined with
hegemonic power and privileging. Perhaps it is time to
accept the view that all psychologies are ―indigenous‖ to the
cultural contexts in which they evolve and develop.
Eurocentric/North American scientific and professional
psychology is a function of events, forces, and people that
shaped it, and made it what is to today, including its
implicit assumption as being a universal psychology. It is
not! It is a cultural construction!
Ten Assumptions of Western (Eurocentric/North
American) Psychology
In a previous paper (Marsella, 2009) I identified ten basic
assumptions of Western psychology, questioning its
universal applicability in a world of cultural diversity. They
are:
Individuality – The individual is the focus of behavior.
Determinants of behavior reside in the individual’s brain/
mind, and interventions must be at this level rather than
the broader societal context.
Reductionism – Small, tangible units of study that yield
(Continued on page 7)
Psychology International ◦ December 2013
www.apa.org/international/pi 7
well to controlled experimentation are favored.
Experiment-based Empiricism – An emphasis on
experiments with controls and experiment group
comparisons and uses of ANOVA analyses that often
account for 5-10% of variance. Lab studies are often
favored over field studies.
Scientism – The belief that methods of the physical
sciences can be applied similarly to social and behavioral
phenomena, which results in spurious methods and
conclusions that are inappropriate to the subject under
study or that avoid studying certain subjects.
Quantification/Measurement – ―Whatever exists at all ….
can be measured,‖ said Edward Thorndike (Thorndike,
1918). Unless something under study can be quantified,
it is not acceptable for study. This, of course, leads to
operationalism as the standard for assessing concepts.
Materialism - Favors variables for study that have a
tangible existence rather than higher order constructs -- I
can see it and touch it under a microscope.
Male Dominance – Years of male dominance favors
particular topics, methods, and populations for study –
remember ―involutional melancholia,‖ the psychiatric
disease assigned to middle-aged women.
“Objectivity” – Assumption that we can identify and
understand immutable aspects of reality in a detached
way, unbiased by human senses and knowledge.
Nomothetic Laws – Search for generalized principles and
―laws‖ that apply to widespread and diverse situations
and populations because of an identification and
admiration for the physical sciences.
Rationality – Presumes a linear, cause-effect, logical,
material understanding of phenomena and prizes this
approach in offering and accepting arguments and data
generation.
Each of these characteristics are associated with two very
obvious forces: (1) The broad historical contexts of Western
culture (e.g., Period of Enlightenment), replete with their
unique historical figures, events, and forces; and (2) the
culture context of Western psychology that emerged from
within its unique historical events, forces, and figures (e.g.,
logical positivism, behaviorism, generalization from animal
experimentation and limited samples of white college
students) .
Closing Thoughts
The term ―indigenous‖ has many meanings, and this is
acceptable. But we should specify what meaning or
definition we are using. Thus, using the term ―indigenous‖
can be controversial in locations such as Australia or
Taiwan because they may be associated with native
populations that were suppressed. The ―Indigenous
Psychology Listserv,‖ created and administered by Dr.
Louise Sundararajan is a nurturing information site for
those seeking to explore and develop the historical and
contextual foundations of different psychologies.
Asymmetrical balances of economic, political, military,
technical, and organizational powers must not determine
the accuracy of our conclusions. Good science is about
accuracy, not about opinion rooted within hegemony
privileges.
Recently representatives of psychology from different
nations met in Stockholm, Sweden, to discuss the ―science‖
and ―profession‖ of psychology and to develop first steps
toward concensus of what professional psychology is. They
met under the best of intentions -- shared concerns and
issues. But I am concerned that the representatives present
were psychologists who are highly-socialized to Western
and North American psychology because of training within
the West and privileged positions of influence in their own
nations — I hope that any attempt to reach consensus will
take care to assure diversity in perspectives.
It is possible to speak of unity within diversity in
psychology, and not sacrifice the legitimacy of a
psychology’s roots. I spoke of this a decade ago under the
title of global-community psychology or psychology for a
global community (Marsella, 1998).
It all comes down to the value of diversity. Life is
diversity. Life is context. Psychology is a contextual
creation. We must be careful the pursuit of ―order‖ does
not destroy the wonderful chaos of life. We do not need
uniformity or homogenization in psychology. As Octavio
Paz, the Mexican Noble Laureate, stated simply and
profoundly: ―Life is diversity, death is uniformity.‖
Viva la differencia siempre!
References:
Marsella, A.J. (1998). Toward a global-community psychology: Meeting the needs of a changing world. American Psychologist,
53, 1282-1291.
Marsella, A.J. (2009). Some reflections on potential abuses of psychology’s knowledge and practices. Psychological Studies 1, 13-
15: (Journal of the National Academy of Psychology – India).
Martin-Baro, I. (1994). Writings for a liberation psychology.
Cambridge, MA: Harvard University Press.
Moghaddam, F. (1987). Psychology in the three worlds: As
reflected by the crisis in social psychology and the move towards indigenous third world psychology. American Psychologist, 42,
912-920.
Misra, G. (1996). Psychological science in cultural context. American Psychologist, 51, 496-503.
Sloan, T. (1996). Psychological research methods in developing countries. In S. Carr & J. Schumaker (Eds.) Psychology and
the developing world. (pp. 38-45). NY: Praeger.
Thorndike, E. 1918. The nature, purposes, and general methods of
measurements of educational products. Chapter II in G.M.
Whipple (Ed.), The Seventeenth yearbook of the National Society for Study of Education. Part II. The Measurement of Educational
Products. Bloomington, IL: Public School Publishing Co. p.
16.
Watkins, M., & Shulman, H. (2008). Toward psychologies of liberation. NY: Palgrave-MacMillan.
Psychology International ◦ December 2013
APA International Humanitarian Award
MALCOLM MACLACHLAN, PHD
Dr. MacLachlan has been a psychologist for over 25 years
and has shown a sustained commitment to human rights,
humanitarian action, and making global health more
inclusive – particularly of people with disabilities, ethnic
minorities, and those in extreme poverty.
Currently holding appointments at Trinity College Dublin,
Ireland, and the University of Stellenbosch, South Africa,
MacLachlan has received considerable funding to support his
work around the world on applying psychology to global
health, with a special focus on disabilities, and addressing the
rights and potential of vulnerable and marginalized groups.
In Africa he has worked in 14 countries since first being
appointed to a lectureship at the University of Malawi in
1992 (he subsequently became Head of Department).
MacLachlan’s output is prolific – over 20 keynote talks, 230
academic publications and 20 books. He has consulted with
numerous global non-governmental organizations and with
the United Nations and its specialized agencies, including the
World Health Organization (WHO), the International Labor
Organization (ILO), the UN Development Programme
(UNDP), the UN High Commissioner for Refugees
(UNHCR), and UNICEF. He currently holds a leadership
role in two multi-country projects promoting the rights of
people with disabilities (for the ILO in 6 countries and for the
UNDP in 11 countries and
territories).
Especially noteworthy is
MacLachlan’s policy
activity. He has provided
input to the world’s
leading decision makers
such as The Development
Advisory Committee of
the Organisation for
Economic Co-operation
and Development; the
Global Ministerial Forum
on Research for Health;
African Union’s Social
Welfare Ministers; and the UN Commission on Social
Development. MacLachlan’s work has had a significant
policy impact, for example, his program ―EquiFrame‖, a tool
to analyze the extent to which health and welfare policies
address core concepts of human rights and the particular
challenges faced by vulnerable groups, has been used since
2009 to analyze over 70 health and welfare policies. This tool
was used to develop the first ever National Health policy of
Malawi.
MacLachlan is a founding member of the Global
Organisation for Humanitarian Work Psychology and of the
International Society of Critical Health Psychology. He is a
Fellow of the Psychological Society of Ireland and the British
Psychological Society.
APA Award for Distinguished Contributions to
the International Advancement of Psychology
SATHS COOPER, PHD
A clinical psychologist for over 23 years, Dr. Cooper has an
impressive record of public and policy engagement, peer
reviewed papers, and key-note and invited addresses on
ethics, community psychology, and on the historical, social,
political and cultural factors in the development of
international psychology. He is also committed to education
and training in psychology and to establishing a globally
acceptable standard for international accreditation and
credentialing of psychologists.
Saths Cooper was president of
the 2012 International Congress
of Psychology in Cape Town
and was elected president of the
Internat ional Union of
Psychological Science (IUPsyS)
in July 2012, the first from
outside of Western Europe and
North America. Cooper’s
personal history is noteworthy:
he was imprisoned for nine
years because of his opposition
to Apartheid, and following his
release, he was awarded a
Fulbright to pursue a PhD in
clinical/community psychology
at Boston University. He
played a central role in forming the Psychological Society of
South Africa (PsySSA) three months before the country’s first
democratic elections in April 1994, and is widely recognized
as a leader in restoring credibility to South African
psychology after its years of isolation during the Apartheid
era. At PsySSA, he facilitated continental and international
partnerships, creating greater global understandings of the
need to develop psychology in underserved parts of the
world.
Cooper has received numerous awards including the IUPsyS
award for Achievements Against the Odds; he was the first
fellow of PsySSA, is a Fellow of the Indian Academy of
Psychology, and an Honorary Fellow of the British
Psychological Society. See also ―South Africa’s shameful
past and hopeful future‖, APA Monitor, April 2013 (http://
www.apa.org/monitor/2013/04/south-africa.aspx).
APA Announces 2014 International Award Recipients APA has announced the recipients of the 2014 International Awards. The recipient of the APA Award for Distinguished
Contributions to the International Advancement of Psychology is Saths Cooper, PhD, from South Africa. The recipient of the
APA International Humanitarian Award is Malcolm MacLachlan, PhD, from Ireland.
Psychology International ◦ December 2013
www.apa.org/international/pi 9
APA Sponsors Second
Professional Visit to
Cuba
By Merry Bullock, PhD, APA Office
of International Affairs
Fifteen APA members travelled to Cuba this
November 2013 as part of the APA Internation-
al Learning Partner Program. The second visit
in two years, the purpose of the trip was to
learn about the Cuban health system and psy-
chology, and to meet with and continue dia-
logue with Cuban psychology colleagues.
Why is the Cuban system important?
In the 1960’s Cuban health outcomes were
among the highest in Latin America. Begin-
ning in the 1960’s trade sanctions from the US
prohibited commerce in food, medicines and
medical supplies. The effects in Cuba were not immediately apparent, because of aid and raw materials from the Soviet Union
to Cuba. By the mid-1980’s Cuba was producing more than 80% of its own medical supplies from raw materials supplied from
the Soviet Union and health outcomes were comparable to other Caribbean and South American regions.
After the beginning of the 1990’s, however, with the collapse of the Soviet Union, foreign aid faltered with strong effects on
health outcomes in Cuba. Adult caloric intake fell 40%, underweight newborns increased 23%, the number of surgeries de-
creased 30% and overall mortality rate increased 13%. Medication shortages were associated with a sharp increase in TB
deaths, diarrheal diseases, and neuropathy associated with malnutrition. The tightening of the US trade embargo on Cuba,
and US pressure on other national bodies not to trade with Cuba left it with a severe lack of medical supplies.
However, despite these challenges, and despite a generally low economic level (Cuba is classified by the world bank as a low
income country), the current health outcomes in Cuba rival the rest of the world in terms of life expectancy (currently 79.3
years, compared to 78.7 years in the US), infant mortality (4.2 per 1000 in Cuba compared with 5.9/1000 in the US) and phy-
sicians per capita. At the same time health expenditures in Cuba occupy just 7.1% of the GDP at $355 a year, compared with
15% of the GDP in the US and over $6700 a year.
Cuban Health Care—Integrated, Community Based, Primary Care
How has Cuba achieved such exemplary population health outcomes? One answer is
that they have adopted a proactive, primary, integrated health care system, that focuses
on prevention and public education. This system, achieved over the last 50 years, can
serve as an important model in the US as our system begins to consider the importance
of prevention, primary care, and population health as part of the Affordable Care Act. It
is of particular interest to those psychologists who are advocating for integrated primary
care, and who are themselves working within the health care system.
During their visit to Cuba, the APA group learned of the health care system through in-
formational, lectures with ample time for questions and discussion with representatives
from the health ministry, and from psychology associations and educational institutions.
They learned that psychology is well integrated into the health care system—
psychologists train in medical schools and teach in medical schools (psychologists also train in and teach in universities), and
follow a curriculum that prepares them to be part of integrated health teams. The group also learned first-hand of the system
through visits to offices at different levels of the health system from community-based primary care to the health ministry.
The entry point into the health system for Cubans is the local, neighborhood consultorio — an outpatient office staffed by a
doctor and a nurse, with weekly rounds by the rest of an integrated expert team, including psychologists, social workers, reha-
bilitation experts and the like. The consultorio is truly local—each neighborhood has one, with a catchment area of around
1200 residents, one of whom is the consultorio doctor—truly a neighborhood, family physician! Residents come to the consul-
torio for their routine medical needs and for a yearly checkup—including mental health screening. When we asked a consulto-(Continued on page 10)
APA International Learning Partner Program participants in Old Havana
Cuban colleagues in a community clinic
Psychology International ◦ December 2013
rio physician what would happen if someone did not show up for their annual checkup
he answered (with some surprise), ―well, we would just go get them!‖
Consultorios then feed into community health centers that are spread throughout the
city. The group visited one that was in a populous neighborhood and met with the
staff. They were struck both by the range of treatment options available and the lack of
material infrastructure—equipment was spare and rudimentary, and the physical plant
was, like most of the city of Havana we saw, in disrepair. Of the four pillars of the Cu-
ban health system—prevention, education, treatment and rehabilitation, the strongest
emphasis in primary care is on the first two.
The education and training of the health care workforce is aligned with the system—
psychologists are trained together with other health care workers. Like health care ser-
vices, training also focused on prevention and public education. During meetings, the
group was provided with examples of posters and televised public health messages.
They also saw special streets in the city where the street signs provided daily health encouragement and tips.
In addition to visiting ministries, universities and practice and research centers, the group was witness to a ceremony for sign-
ing a Memorandum of Understanding (MOU) between APA and the two major Cuban psychology societies—the Cuban Psy-
chological Society, and the Cuban Health Psychology Society. Through these MOUs, APA and the Cuban societies hope to
encourage exchange at the organizational level as well as individual researcher—practitioner collaborations.
Lessons Learned
The trip to Cuba was transformative in many regards. The group learned how Cuba can provide a model to the US on how an
emphasis on primary care medicine, community health literacy, universal coverage and accessibility can contribute to high
health outcomes, despite financial challenges and medical supply shortages.
The group also learned that in Cuba psychology is highly respected and well integrated into the health care system. Psy-
chologists in the US and other countries where psychology is not an integral part of the health care system have much to learn
about how this was accomplished.
Although health care is universal there are still access and disparity issues—not because of structural barriers, as the group
learned, but because of what we might call resource or racial disparities, but what our Cuban colleagues characterized as
―vulnerable communities‖ - those affected by recent natural disasters, many in rural areas, and others in more socially vulnera-
ble communities. In this context, we also learned about the elaborate, community-based plan Cuba has developed to manage
hurricanes, a plan acclaimed by the World Health Organization.
The APA group was well hosted by Cuban colleagues. In addition to rich lectures and discussions, there was time in shared
lunches to exchange and share stories and personal experiences.
The APA group left Cuba with a resolve to facilitate the next steps in forging a truly collaborative relationship. Discussion is
already underway for planning the next trip for 2014—perhaps in conjunction with a health psychology conference organized
by the Cubans Society for Health Psychology in November, Psychohealth 2014 (see http://www.psicosaludcuba.com/).
(Continued from page 9)
Alberto Cobian Mena, President of the Cuban Health Psychology Society, Suzanne Bennett Johnson, APA, and Lorenzo Ruiz, President of the Cuban Psychological Society, sign a Memo-randum of Understanding.
Gathering at the University of Hava`na—Cuban and American Psychologists
APA Board member Susan McDaniel with a nurse (eft) and family doctor (right) ion a neighborhood Consultorio
Psychology International ◦ December 2013
www.apa.org/international/pi 11
International Book Review: Selected Review from PsycCRITIQUES
The book review reprinted here is courtesy of PsycCRITIQUES editor Danny Wedding. PsycCRITIQUES is an online journal that provides
reviews of books, monographs, films, and other productions in psychology stretching back to 1956. Readers can also access selected reviews and
discuss books important to the science and profession of psychology by visiting the PsycCRITIQUES blog at psyccritiquesblog.apa.org. For more
information see www.apa.org/psyccritiques. If you are interested in reviewing, please contact editor Danny Wedding at [email protected].
Reviewed by Fathali Moghaddam and Victoria Heckenlaible
Over 2,500 voices went into the creation of the International Handbook of Peace and Reconciliation through the authors, editors,
interviewers, and respondents. The voices came together to define peace and the mechanisms of peace such as apology,
reconciliation, and protest on a global and regional level. In terms of the sheer number of international voices involved in a
single publication, this is an impressive effort.
A constructive feature of the book is that it does not settle with a Western perspective or generalized global perspective but
instead covers specific populations across the globe. Regions from Western Europe; to the United Kingdom/Anglo nations; to
Russia, Serbia, Slovenia, and Greece; to the Middle East; to Africa; to Latin America; to South and Southeast Asia and East
Asia are given space to express their community’s opinions on peace, the concept’s feasibility, and how to achieve it. Clearly,
support for peace and human rights has become a majority norm around the world (Finkel & Moghaddam, 2005).
The editors have some success in leveraging a diverse range of authors to capture regional perspectives. Each continent is
represented by at least two established local academics. Although the breadth of representations is admirable, and something
to be emulated, North American academics still dominate the list of contributors, with 66 percent of the authors being based
in American institutions. This leaves room for improvement; non-American academics could be better represented in future
handbooks. Thus, although this handbook takes up the challenge of presenting a global view on peace and conflict, the editors
run into the usual problem found in most academic fields: the domination of U.S. institutions and scholars. But this usual
challenge takes on a heightened importance when the topic of research is peace and conflict resolution.
Often in discussions of what promotes and constitutes peace, communities hold differing standards, which emphasizes the
need for diverse opinions. For example, the rest of the world often accuses the United States of applying double standards,
such as waging war against ―anti-American‖ dictators while maintaining peaceful and even supportive relations with ―pro-
American‖ dictators. This double-standard policy has resulted, for example, in the invasion of Iraq in 2003 but also in strong
support for, and peaceful relations with, the Saudi dictatorship. This double standard is implicit in discussions about peace
and conflict in the global context (Moghaddam, 2010), including in this handbook.
(Continued on page 12)
2,500 Voices Defining Peace and
Reconciliation
A Review of
International Handbook of Peace and
Reconciliation
by Kathleen Malley-Morrison, Andrea Mercurio, and Gabriel
PsycCRITIQUES CONTEMPORARY PSYCHOLOGY: APA REVIEW OF BOOKS American Psychological Association
Psychology International ◦ December 2013
A strength of the Handbook is the layout and systematic approach. Each section—Definitions of Peace and Reconciliation,
Perspectives on Protest, Apology and Reconciliation, and Perspectives on Achieving Peace—begins with a field survey of
definitions and methodology. The articles then go in sequence by regional categories, with a wrap-up of conclusions compared
along a wide variety of demographic lines.
However, a shortcoming also arises out of the project’s basic design. Because the structure and definition sources tend to be
repetitive, the literature reviews and base concepts tend to lack variety and the inclusion of additional concepts. Although this
may limit the complexity of the presented information and be redundant for those already familiar with foundational peace
principles, the layout positions the book as exactly what the book’s title implies, a handbook.
The handbook nature gives the book a unique cross-regional comparative component, as the studies have similar
methodologies and theoretical basis. Thus, female perspectives on reconciliation processes in Africa can be directly compared
with female perspectives on reconciliation processes in Latin America. The feasibility of direct comparisons allows academics,
students, professionals, and others who pick up this book to listen in on the global peace pulse.
When the reader listens to the pulse, insights on how people process conflict—a situation that affects a population’s
definitions, reactions, and goals for generations—emerge. The majority of authors link the historical context of each region to
the survey findings, often making attempts to generalize. For example, the reader finds such claims as people living in areas of
the world that experienced direct conflict during World War II (including Europe, Russia, and the Balkans) tend to view peace
as the absence of bombing and bloodshed. In this way, the Handbook situates peace and peace processes within social
structures, political happenings, and international relations.
This Handbook can be viewed as a constructive outcome of globalization processes; increasing interconnectedness has
enabled the production of such a global work. On the other hand, globalization also has destructive outcomes, such as identity
threats, radicalization, and terrorism (Moghaddam 2008). Thus, the peace processes that represent the focus of this Handbook
represent one side of the globalization coin.
Overall, the International Handbook of Peace and Reconciliation is a worthwhile read for a variety of audiences, from the first-
year student beginning to explore our field’s foundational concepts to experts looking for solid statistics concerning how peace
is perceived, understood, and strived for across the globe.
References
Finkel, N. J., & Moghaddam, F. M. (Eds.). (2005). The psychology of rights and duties: Empirical contributions and normative
commentaries. Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/10872-000
Moghaddam, F. M. (2008). How globalization spurs terrorism: The lopsided benefits of ―one world‖ and why that fuels violence.
Westport, CT: Praeger.
Moghaddam, F. M. (2010). The new global insecurity: How terrorism, environmental collapse, economic inequalities, and resource
shortages are changing our world. Westport, CT: Praeger.
Source: PsycCRITIQUES - International Handbook of Peace and Reconciliation http://psycnet.apa.org/
critiques/58/47/6.html 12/4/2013
(Continued from page 11)
International Conference List: http://www.apa.org/international/
Psychology International ◦ December 2013
www.apa.org/international/pi 13
Call for Applications: APF Henry P. David Grants for Research and
International Travel
The American Psychological Foundation's Henry P. David Grants for Research and International Travel in Human Repro-
ductive Behavior and Population Studies (http://www.apa.org/apf/funding/david.aspx) support young professionals with a
demonstrated interest in behavioral aspects of human reproductive behavior or an area related to population concerns. Appli-
cants must be graduate students conducting dissertation research or early career researchers with no more than seven years
postgraduate experience. The fund sponsors two grants:
The Research Grant provides up to $1,500 for support of ongoing research in behavioral aspects of population studies or hu-
man reproductive behavior.
The Travel Grant provides up to $1,500 to support travel related to research on human reproductive behavior and population
studies or attendance at an international or regional congress.
Applicants may apply for one or both grants. The deadline for applications is Feb. 15, 2014.
Call for Applications: APF Frances M. Culbertson Travel Grant
The American Psychological Foundation is accepting applications for the Frances M. Culbertson Travel Grant (http://
www.apa.org/apf/funding/culbertson.aspx). This grant supports women from developing countries (as defined by The World
Bank) who are in the early stages of their careers by providing travel funds to attend international or regional conferences in
psychology. The grant provides reimbursement for registration and travel expenses up to $1,500. Recipients of the grant also
receive a two-year affiliate membership in the American Psychological Association. Preference is given for attendance at the
International Council of Psychologists' Annual Conference, the International Congress of Applied Psychology and the Inter-
national Congress of Psychology. Participation in the conference program is not required. The deadline for applications is
Feb. 15, 2014.
Call for Applications: French School of Public Health Master of Public Health
The École des hautes études en santé publique (EHESP) French School of Public Health offers international degrees in public
health. It is seeking applications for the Master of Public Health (MPH), a multidisciplinary master course, taught in English
by international lecturers from universities and research organizations in the United States, United Kingdom, and France. The
goal of the EHESP Master of Public Health (MPH) is to train young professionals to identify the health problems of a popula-
tion, analyze the resources needed to preserve and improve population health, and progressively become a new generation of
decision makers in health. Courses are taught at the school’s campus in Paris.
Applications for 2014-2015 are open until February 28th, 2014. For further information, please visit http://mph.ehesp.fr/the-
course/ or contact: [email protected]
ANNOUNCEMENTS
2nd Caribbean Regional Conference of
Psychology
November 11-14, 2014
Paramaribo, Suriname
Web: WWW.CRCP2014.ORG
Theme: Caribbean Psychology: Unmasking the
Past and Claiming Our Future
Psychology International ◦ December 2013
Call for Applications: APA Science
Directorate Advanced Training Insti-tute
The APA Science Directorate is offering an Advanced Train-
ing Institute (ATI) focused on Research Methods with Di-
verse Racial and Ethnic Groups in summer 2014. This ATI
will be hosted by the Consortium for Multicultural Psycholo-
gy Research at Michigan State University in East Lansing,
Michigan, from June 2-6, 2014. The course will be tailored to
faculty, post-docs, and graduate students who aim to conduct
research with racial and ethnic groups and are interested in
learning about the latest methodological approaches and
challenges. There are no prerequisites, but participants
should come to the course with an idea for a specific research
project.
A limited amount of financial assistance is available and will
defray only a portion of overall travel and lodging costs. Ap-
plicants will be notified about financial assistance decisions
after they have been accepted for the ATI and prior to the
registration deadline.
The completed form must be received by the APA Science
Directorate by March 31, 2014. For a full description of the
ATI and application process see: http://www.apa.org/
science/resources/ati/res-diversity.aspx
To learn more about other Advanced Training Institutes of-
fered by APA, please follow this link: http://www.apa.org/
science/resources/ati/index.aspx
Call for Abstracts: 9th International Conference on Child and Adolescent
Psychopathology
Organizers of the 9th International Conference on Child and
Adolescent Psychopathology invite abstract submissions for
oral and poster presentations for its conference to be held on
July 14-15, 2014, in London. The conference themes are:
• Assessment, prevention, and treatment of child and ado-
lescent psychopathology
• General issues (risk and protective factors, use of mental
health services, different approaches to mental health
services delivery)
• Cross cultural issues in child and adolescent psycho-
pathology
There are three submission deadlines:
January 31, 2014: Notification of acceptance by February 7,
2014.
March 31, 2014: Notification of acceptance by April 7, 014.
May 31, 2014: Notification of by June 7, 2014.
For more information, visit http://www.roehampton.ac.uk/
Research-Centres/Centre-for-Applied-Research-and-
Assessment-in-Child-and-Adolescent-Wellbeing/Child-and-
Adolescent-Psychopathology-Conference/
Call for Applications: International
Scientific Meeting Support Award
The APA Office of International Affairs is accepting applica-
tions for the International Scientific Meeting Support Award
(http://www.apa.org/about/awards/sci-mtg.aspx), funding
scientific meetings that foster the exchange of knowledge
among psychologists across the world. This fund typically
provides grants of $500-$1000 in support of international sci-
entific meetings. Funds may be used for the following activi-
ties associated with meetings: scientific meeting organizing
expenses; scholarships for travel and/or registration for tar-
geted groups; support for special events associated with the
meeting; social or cultural events associated with the meet-
ing; or planning activities in years leading up to the confer-
ence.
Organizations of psychology are eligible to apply, and will be
prioritized by organizations that: have collaborative relation-
ships with APA; are holding socially significant and relevant
events; are in transitional and developing countries; have
U.S. members; have events attended by U.S. citizens; cele-
brate events attended by 500 or more people; or are holding
new or single occasion events that are socially relevant. The
deadline for applications is March 1, 2014.
Call for Applications: APA Division In-ternational Activities Grant (DIAG)
Program
APA's Committee on International Relations in Psychology
(CIRP) is accepting proposals for its Division International
Activities Grant (DIAG) Program (http://www.apa.org/
about/awards/international-diag.aspx). Consistent with its
strategic priorities, CIRP will provide support for division
initiated programs aimed at fostering internationalization and
international members outreach. The expectation is that the-
se grants will serve as seed funding for the development of
sustained international initiatives. Proposals must be submit-
ted by at least one division of APA and may be submitted
jointly by two or more divisions. The project must be com-
pleted within 12 months of receipt of funding. The proposed
budget should not exceed $500 for a one-year period. The
deadline for submissions is March 1, 2014.
Call for Applications: Small Grants for Program Development of National
Psychology Associations
The APA Office of International Affairs is accepting applica-
tions for its Small Grants for Program Development of Na-
tional Psychology Associations (http://www.apa.org/about/
awards/cirp-small-grants.aspx). The goal of this award is to
contribute to the development of psychology around the
globe by providing funds to support the growth and develop-
ment of national psychology associations to either: (1) sup-
port or partially support an educational or training program
organized under the auspices of the national psychology or-
ganization; or (2) support directly the growth or development
of the national psychology organization. Typical awards
Psychology International ◦ December 2013
www.apa.org/international/pi 15
range from $500 to $1,500. The deadline for applications is March 1, 2014.
Call for Applications: Fulbright NEXUS
Regional Scholar Program
The 2014 Fulbright Regional Network for Applied Research
(NEXUS) Program will bring together a network of junior
scholars, professionals and mid-career applied researchers
from the United States, Brazil, and other Western Hemi-
sphere nations for a series of three seminar meetings and a
Fulbright exchange experience. The program will provide a
platform for scholars to engage in collaborative thinking,
analysis, problem-solving and multi-disciplinary research in
one of five areas:
◦Social and Behavioral Adaptation to Climate Change;
◦Renewable Energy, including Micro-Grid Innovations;
◦Measuring Climate Change and its Impact (Metrics and
Standards);
◦Climate Change and Biodiversity;
◦Climate Change and Food and Water Security
Meetings will be held in Brasilia and in Washington, D.C.
Fulbright NEXUS Scholars will receive funding in the
amount of USD$35,000 for the duration of the program. This
allowance is intended to support travel to all program meet-
ings, travel and maintenance for the exchange visit, research
materials and assistance for grantees only. Accommodations
and meals for program seminar meetings will be covered sep-
arately. The deadline to apply is April 1, 2014. For more
information, visit http://www.cies.org/NEXUS/
Call for Applications: APA Travel
Grants for U.S. Psychologists to At-tend International Conferences
APA's Travel Grants for U.S. Psychologists to Attend Inter-
national Conferences will provide funding for conference
registration fees at international conferences held outside the
United States and Canada. APA and APAGS members are
eligible to apply. Application deadlines are March 1, July 1,
and November 1, 2014. Visit http://www.apa.org/about/
awards/international-conference-grant.aspx for more infor-
mation and the application form.
For More Announcements: see http://www.apa.org/international/resources/networks/
announcements.aspx