Psychology International - American Psychological Association

NEWS AND UPDATES FROM THE AMERICAN PSYCHOLOGICAL ASSOCIATION OFFICE OF INTERNATIONAL AFFAIRS March 2012

Psychology International Volume 23, Number 1, March 2012 For an online version, visit: www.apa.org/international/pi

C ON TEN T S

Psychology in Egypt: Challenges and Hopes By Wael M.Y. Mohamed, MD, PhD, Menoufiya University, Egypt

COVER: Psychology in Egypt

In this article, Dr. Mohamed provides an overview of the history and development of psychology in Egypt and discusses some of the current challenges and potentials regarding the state of psychology as a discipline. Because Egypt was the gate through which modern psychology spread into the region, the general strengths and weaknesses of Egyptian psychology are often seen throughout other countries in the Middle East.

Meet CIRP 2012.................... 4

Senior Director’s Column: Access to the World of Psychology……………..……….... 5 APA-USNC Travel and Mentoring Program.............. 6

New Zealand Journal of Psychology Special Issue..... 7 Psychology in Action: Psychologist Prescriptive Authority in Europe............... 8 Global Health: Jefferson Science Fellow..... 9 Global Mental Health: Niches and Networks…...…….....…… 10

Psychology at the UN: UN Matters.......................... 13 Update on 52: APA’s International Division.......... 15

INTRODUCTION The modern discipline of psychology began in the 19th century. In the pre-modern Islamic context, the term ‗psychology‘ referred to the study of human mind and behavior, while the term ‗mind‘ referred to human intellect and consciousness. Thus, medieval Islamic psychology did not deal with the mind only (Ashy, 1999). Early Arab and Muslim scholars wrote extensively about human psychology. They used the term Nafs (self or soul) to indicate individual personality and the term fitrah (nature) as an indication for human nature. Nafs is a broad term that includes the qalb (heart), the ruh (spirit), the aql (intellect) and irada (will). Early Muslim scholars had a certain philosophy in their writing that encompassed all areas of human enquiry, i.e. the knowledge of all things, both divine and human (Ashy, 1999). Therefore, Islamic psychology, or Ilm-al Nafsiat (psychological sciences), referred to the study of Nafs and was related to psychology, psychiatry, and neurosciences (Deuraseh and Abu Talib, 2005). Al-ilaj al-nafsy (psychological therapy) in Islamic medicine was simply defined as the study of mental illness and is equal to psychotherapy, as it deals with curing/ treatment of ideas, soul and vegetative mind. The psychiatric physician was referred to as altabib al-ruhani or tabib al-qalb (spiritual physician) (Deuraseh and Abu Talib, 2005). Moreover, the Islamic and Arabic psychological era included the establishment of the first mental hospitals, the development of the first clinical approach to mental illness, and a unique experimental approach to the study of the mind (Khaleefa, 1999; Paladin, 1998). DEVELOPMENT OF PSYCHOLOGY IN EGYPT

Recently Published.............. 16 Selected Review from PsycCRITIQUES.................... 17

ANNOUNCEMENTS ........... 19

As stated by German experimentalist Hermann Ebbinghaus, there is no doubt that psychology has a long past but only a short history. Looking back, the first psychological experiment was performed by an Egyptian King during the seventh century B.C. (Hunt, 1993, p.1). The experiment hypothesized that, if Egyptian children were isolated during infancy without any means of language communication, they would spontaneously speak the original language of civilization: Egyptian. This experiment underscored the idea that thoughts and language come from the mind. Western psychology was introduced in Egypt in the early decades of the twentieth century. From Egypt, psychology was introduced into and practiced by all Arab countries. Many Arab scholars contributed to the history of the discipline. Some famous names include Al-Farabi,

PSYCHOLOGY INTERNATIONAL * March 2012 Ibn-Sina (Avicenna), Ibn-Roshd, Ibn-al-Heitham and IbnKhaldoun (for more details, see Mohamed, 2008). Modern psychology flourished in Egypt after the establishment of the first formal university in 1908 (The Egyptian University) (Rizk, 1998). Later on, a mission was organized of sending national graduate students abroad to obtain scientific degrees and thus qualify as future faculty members (Reid, 1990, p. 63). This program is still operating efficiently. I received a four-year graduate scholarship through it to get my Ph.D. from Pennsylvania State University in the U.S.

A photograph of Cairo University taken in 1945 (formerly known as Egyptian University and later Fouad University) The first psychological lecture addressed the psychology of women in 1911 (Cairo University, 1983, p. 59). During this time period, psychology was taught by French teachers, but, beginning in 1940 and thereafter, this responsibility was handed over to Egyptian psychologists. The best known Egyptian teacher was ―Y. Mourad,‖ who had obtained his degree from France (―docteur des letters‖ in experimental psychology) under the supervision of H. Piéron and H. Délacroix (Soueif MI and Ahmed RA, 2001). In 1945, the Egyptian Journal of Psychology was established in parallel with the founding of the Association of Integrative Psychology. The Egyptian Journal of Psychology had a short life-span, from 1945 until 1953, when it was terminated due to financial issues. Concomitantly, there was a tremendous increase in the number of qualified psychologists (with Ph.D.) as soon as two additional universities were established; Alexandria University and Ain-Shams University. Later on, in 1956, a law was passed, defining the legal status of psychotherapists, and in 1959-1960 a postgraduate diploma in applied psychology was started at Cairo University (Soueif MI and Ahmed RA, 2001). CHALLENGES Egypt was the gateway of modern psychology to other Arab countries. As a consequence, most of the Arab world shares the same strengths and weaknesses as the psychological discipline does in Egypt. This to a great extent stems from sharing similar socio-cultural factors, e.g. language, history, religion, political environment, etc. In this section I highlight the main characteristics of psychology in Egypt, pointing to some of the challenges:

EMAIL: [email protected]

TECHNICAL & PROFESSIONAL CHALLENGES 1) Egyptian Universities face economic hardships, like other sectors of Egyptian society. This affects academic output, psychology included, e.g. heavy bureaucracy, budget, and administrative issues, low ratio of student/instructors. 2) The psychology departments in Egypt are part of Faculties of Arts rather than standing as a separate discipline. Therefore, psychology finds itself between literary studies and the scientific disciplines. This in turn affects the impression of the field and poses serious limitations to its development. Also, in some Universities, psychology is usually practiced as part of neurology. Over the years there has been a conflict between two groups of psychologists: the first being composed of medical faculty members; and the second including the faculty members of the graduate schools. Such conflict yields a characteristic version of psychology with a split identity and a disfigured public image. 3) Most research publications in psychology are published either in Journals of Social Studies or Egyptian Journals of psychology. Much of this literature, in my opinion, is repetitive, fragmented and non-cumulative, and does not provide normative data about local populations to be used for comparisons. Often, Egyptian researchers use exported normative data from Western countries to compare their samples. Thus, there may be a lack of reliability or validity of conclusions for Egyptian samples. 4) Many of the Western tools of investigation, especially paper and pencil tests, have been translated to Arabic. However, computer-based tests are still uncommon, as we (Egyptian psychologists) do not have the resources to develop an Arabic interface for such tests. Moreover, normative data for those tests are based on the Western samples, e.g. White, AfricanAmerican, etc., which do not necessarily fit the Egyptian or Arab populations, owing to multiple socio-cultural factors. 5) Experimental psychology (animal psychology) does not receive much attention in the psychological institutes. Thus, there is a huge gap between preclinical and clinical psychology. 6) The translation of Western textbooks poses an important obstacle for the development of psychology in Egypt. Numerous Western textbooks have been translated into Arabic since the 1950s. Moreover, there are only two psychological associations in Egypt with limited memberships, activities and influence in the field (Ahmed, 1992). 7) Many subspecialties in psychology do not exist in Egypt. One such example is political psychology, which is not recognized in Egypt because its theoretical framework is not well formulated (Jakovljevic, 2011). Development of these subspecialties are important because, in the case of political psychology, it provides an understanding of human nature, emotion, and behavior in politics (Sapiro, 2001). Such an understanding is especially important in Egypt, where the political atmosphere is such that Egyptians were forbidden to discuss the life of their most recent president. After the revolution, psychologists in Egypt hope to examine political behaviors (i.e. hubris syndrome) and present them to public.

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PSYCHOLOGY INTERNATIONAL * March 2012 SOCIO-CULTURAL CHALLENGES 1) The job market for psychology graduates in Egypt is reasonably good, with positions in the Ministry of Health, Ministry of Education, or Ministry of Industry. However, these positions are often not well defined. 2) There are common myths and misconceptions about the public image of psychology, including, but not limited to the following:  A belief that mental illness is a sign of weakness in the faith;  A belief that people in need of psychiatric care should be locked away in special institutions, as mentally-ill people are often considered to be dangerous to society;  A belief that people with mental disorders must work lowlevel jobs, because they are not competent for important or responsible jobs; and,  A belief that mental disease is mainly due to Jinn (demon) whispers or Jinn possession, so they need a spiritual kind of treatment and not medical treatment, e.g. in the case of epilepsy. HOPES/FUTURE Despite several challenges, at present, Egyptian psychologists are estimated to make up about 70% of the total Arab psychologist population. Moreover, psychological research in Egypt constitutes about 70% of the total Arabic output (Ahmed and Gielen, 1998). We (as Egyptian psychologists) hope to get involved in collaborations with colleagues overseas and in projects funded, in order to establish a normative database for various psychological tests tuned to our own people. Also, we hope to have professional meetings of psychological societies like the National Academy of Neuropsychology in our area, to help us in developing psychology in our part of the world.

published in selected central areas in psychology. For instance, social and personality psychology accounts for 30% of the published research, 2.4% of psycho-physiological investigations, and almost no work in the field of animal psychology (Soueif and Ahmed, 2001). There are many challenges that face the development of modern psychology in Egypt, including funding to support research activities of psychologists, lack of an effective flow of communication among Egyptian psychologists, and blurred problematic academic identity. Certainly, development of this empirical branch of science within Egypt will not be easy to accomplish, but it has to be done. Ψ ABOUT THE AUTHOR Dr. Mohamed received his MD from Menoufiya University in Egypt and worked as a lecturer of psychopharmacology before receiving a scholarship to pursue a PhD in Neuroscience at Pennsylvania State University. He was awarded his PhD in December 2011. He can be reached by email at [email protected].

Dr. Wael Mohamed

REFERENCES Ahmed, R.A., Gielen, U.P. (1998). Psychology in the Arab world. In R.A. Ahmed, & U.P. Gielen (Eds.), Psychology in the Arab Countries (pp. 3-48). Menoufia: Menoufia University Press. Ahmed, R.A. (1992). Psychology in the Arab countries. In U.P. Gielen, L.L. Adler, & N.A. Milgram (Eds.), Psychology in International Perspective: 50 Years of the International Council of Psychologists (pp. 127150). Amsterdam: Swets & Zeitlinger. Ashy, M.A. (1999). Health and illness from an Islamic perspective. Journal of Religion and Health, 38, 241-257. Cairo University 75th Anniversary (1983). A historical registry. Cairo: Cairo University Press. Deuraseh, N., & Abu Talib M. (2005). Mental health in Islamic medical tradition. The International Medical Journal, 4, 76-79. Hunt, M. (1993). The story of psychology (1st ed). New York, NY: Anchor Books. Jakovljevic, M. (2011). Hubris syndrome and a new perspective on political psychiatry: Need to protect prosocial behavior, public benefits and safety of our civilization. Psychiatria Danubina, 23, 136-138. Khaleefa, O. (1999). Who is the founder of psychophysics and experimental psychology? American Journal of Islamic Social Sciences, 16, 2. Mohamed, W.M.Y. (2008). History of Neuroscience: Arab and Muslim contributions to modern neuroscience. IBRO History of Neuroscience. [http://www.ibro.info/Pub/Pub_Main_Display.asp? LC_Docs_ID=3433]. Paladin, A.V. (1998) Ethics and neurology in the Islamic world: Continuity and change. Ital J Neurol Sci., 19, 255-258.

SUMMARY AND CONCLUSION There is no doubt that psychological conceptions were presented to Egyptian learners long ago. The psychological literatures and researches conducted in Arabic since the early 1940s have grown extensively with a parallel growth in the number of psychology students attending universities and institutions all over the Arab world, especially Egypt. Egyptian psychologists


Reid, D.M. (1990). Cairo University and the making of modern Egypt. Cairo: The AUC Press. Rizk, Y.L. (1998). The Egyptian University. Al-Ahram, 12 November, 1998. (Egyptian newspaper) (in Arabic). Sapiro, V. (2001). Introduction to Political Psychology. [http:// www.polisci.wisc.edu/users/sapiro/ps267.htm]. Soueif M.I., & Ahmed, R.A. (2001). Psychology in the Arab world: Past, present and future. International Journal of Group Tensions, 30, 211-240.

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PSYCHOLOGY INTERNATIONAL * March 2012

Introducing the 2012 APA Committee on International Relations in Psychology! APA‘s Committee on International Relations in Psychology (CIRP) aims to foster interactions between psychologists in the U.S. and their colleagues abroad, while promoting an international perspective of psychology within programs, policies, and educational settings. CIRP is also responsible for naming the annual recipient of the APA Award for Distinguished Contributions to the International Advancement of Psychology and the International Humanitarian Award. After another successful year, the 2012 Committee is again gearing up for its annual spring consolidated meeting. Puncky Heppner and Tina Richardson will take over leadership of the committee for 2012, and we all welcome CIRP newcomers Jean Lau Chin, Virginia Kwan, and Bonnie Nastasi as they begin their term. Here are the members of CIRP 2012:

Puncky Paul Heppner, PhD, Co-Chair Dr. Heppner is Curators’ Professor and Director of the Center for Cultural Competence at the University of Missouri-Columbia. He has been involved in a wide array of multicultural and international activities (e.g. research, cross-cultural teaching, mentoring). He has also been a prolific researcher, and the recipient of numerous research, teaching, mentoring, and service awards, including APA’s Award for Distinguished Contributions to the International Advancement of Psychology. ―I am not only very honored to serve as Co-Chair of CIRP, but also absolutely delighted to share this role with Dr. Tina Richardson who has such a deep array of cultural skills. The CIRP Committee is an extremely talented and visionary group of psychologists, and I have been extremely impressed not only by their exceptionally broad array of cross-cultural knowledge and skills, but by their dedication to strengthen psychology at home and abroad. Moreover, I have been extremely impressed with the Office of International Affairs Director Merry Bullock for her vision, systematic and strategic planning, and dedication to the globalization of psychology.‖

Tina Q. Richardson, PhD, Co-Chair Dr. Richardson is a Professor and Associate Dean of the School of Education at Drexel University. She is also a Fellow at the Center for Collaborative Online and International Learning (COIL), an American Council on Education Fellow, and a recipient of multiple Fulbright-Hays Awards. Her teaching and scholarship focuses on assessing learning outcomes associated with international experiences and multicultural competence. ― I feel extremely privileged to have the opportunity to serve as CoChair of CIRP and contribute to the bi-directional exchange of psychology internationally. I take very seriously the opportunity to work with my Co-Chair, Dr. Puncky Heppner, and the Director of OIA, Merry Bullock, as well the CIRP members who have an unwavering commitment to promote psychology as a science. I am excited about helping to implement the CIRP strategic plan and support proactive initiatives to enhance international collaborations that promote and develop psychology globally.‖


Barbara M. Byrne, PhD University of Ottawa Focus: statistics; statistical methodology of structural equation modeling; cross-cultural research and testing practices; construct validation issues related to the measurement and structure of self-concept, burnout, and depression

Jean Lau Chin, EdD Adelphi University, Gordon F. Derner Institute of Advanced Psychological Studies Focus: clinical psychology; diversity and cultural competence; Asian American health and mental health; leadership styles; psychotherapy straining and clinical practice

Virginia Kwan, PhD Arizona State University Focus: social & personality psychology; socialperception processes; diversity and multicultural identity dynamics; cultural priming; judgment & decision making

Chandra MN Mehrotra, PhD College of St. Scholastica Focus: gerontology; aging and diversity; statistics, research methodology, psychological measurement, and program evaluation

Bonnie K. Nastasi, PhD Tulane University Focus: school psychology; culturally appropriate health promotion and health risk prevention programming for child, adolescent, and adult populations

Susan V. Opotow, PhD John Jay College of Criminal Justice Focus: social and organizational psychology; aggression, conflict, and peace; morality and ethics; organizational behavior; intergroup relations; applied social psychology

Chris E. Stout, PsyD Center for Global Initiatives Focus: clinical psychology; global psychology and healthcare, complex systems, and overcoming mediocrity

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SENIOR DIRECTOR’S COLUMN Access to the World of Psychology By Merry Bullock, PhD, Senior Director, APA Office of International Affairs As psychology works to build a global discipline that embraces and understands perspectives on behavior from multiple cultures, histories, and peoples, mobility and accessibility become important currencies. Although similar, these two terms refer to different aspects of international interchange. Mobility refers to the ease with which we can engage in multiple professional roles across borders and requires understanding and agreement on educational systems, professional training, regulations, titles, and the like. Accessibility in this context refers to the ease with which we can engage in activities important to the discipline – be it finding and reading the literature, attending meetings and conferences, finding training, and the like. This column is the first of two on these important aspects and focuses on access. What would a world of perfect access look like? It would be a world in which opportunities for professional activities, collaborations, and exchange were not limited by geography or resources. It would include flexible ways to find and read the literature relevant to psychology – scientific studies, policy papers, briefs, brochures, and reports. It would also include ways for psychologists from around the world to meet—at conferences, congresses, small working meetings—and to collaborate in research design, implementation, and analysis. It would also include ways to overcome language barriers so that literature is available regardless of the writer‘s native language. How close are we to this world? Although psychologists around the world read the literature, attend meetings, share data, and find ways to meet and collaborate, access across the globe is far from uniform. Specific barriers to access include

distance, finances, and language. To move beyond these barriers, we, as a discipline, might think of embracing broad access as one of our goals. APA does this already through its databases, which provide access to abstracts from nearly 2,500 journals with English language abstracts. Redalyc, an IberoAmerican consortium provides databases covering more than 60 Spanish language journals. Other examples include the virtual libraries of psychology developed in Latin America. Psychologists are increasingly contributing to data archives, making data available to others for re-analysis or metaanalysis. APA and other publishers also participate in programs to provide psychologist in developing countries with access to these databases (HINARI, under the auspices of WHO). In addition, APA and other organizations provide grants to enable international colleagues to attend scientific meetings. Organizations are developing plans for making conventions virtual, increasing access through webinars or streaming video. Other organizations increase access by providing resource information (e.g., Psychology Resources Around the World—http://bit.ly/pratw) or capacity building activities (such as those by IUPsyS, IAAP, and IACCP). As a discipline, psychology is not doing so well with language. Ninety-plus percent of the literature is still in English, and English speakers have little access to the thriving publications of other countries, which are largely not in English. And few psychology programs require a second language proficiency for graduation. Probably the greatest barrier to discipline-wide access is resources. In many countries, libraries are under-stocked, and internet access is expensive or unavailable. In others there are few resources to support conference attendance or exchange. We as a discipline need to develop strategies for finding funding to support access broadly, and we need to convince our funders that supporting a broad international agenda will also benefit researchers at home. What are your barriers to access? Please help begin a dialogue by sending your thoughts to [email protected] with ―Access‖ in the subject line. We promise an open door for comments! Ψ

SAVE THE DATE! Fifth Annual Psychology Day at the United Nations Thursday, April 19, 2012 12:30 PM—4:30 PM Theme: Human Rights for Vulnerable People: Psychological Contributions and the United Nations Perspective

Panels:  Mental Health and Sustainable Development  Refuge and Psychosocial Wellbeing  Poverty Eradication in the Lives of Women and Children Email: [email protected] Web: http://unpsychologyday.org - Register by April 12th!


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2012 APA-USNC Mentoring Program at the International Congress of Psychology (ICP2012) The APA-USNC International Mentoring Program is jointly sponsored by the APA Office of International Affairs and the U.S. National Committee for Psychological Science, and funded by the National Science Foundation. The goal of this program is to support U.S. psychologists and psychology students in attending the 30th International Congress of Psychology (ICP 2012) in Cape Town, South Africa, July 22-27, 2012. The program pairs psychology students and early-career psychologists with mid– and senior-level psychologists who have experience in international research and collaborations. As mentors and mentees, these psychologists will explore networking, international contacts, and collaborations. The 2012 program awardees are listed below: MENTORS:

EARLY-CAREER PSYCHOLOGISTS:

GRADUATE STUDENTS:

 Michael Beran, PhD (Georgia State University)

 Dana Basnight-Brown, PhD (University of Albany, SUNY)

 Wendy Baccus (George Mason University)

 Arpana Inman, PhD (Lehigh University)

 Vivian Dzokoto, PhD (Virginia Commonwealth University)

 Bonnie Brett (University of Maryland)

 Bruce Overmier, PhD (University of Minnesota)

 Kelly Liao, PhD (University of Missouri-St. Louis)

 Max E. Butterfield (Texas Christian University)

 Nan Sussman, PhD (College of Staten Island, CUNY)

 Bonnie M. Perdue, PhD (Georgia State)

 Eva Dundas (Carnegie Mellon University)

 Janet Swim, PhD (Pennsylvania State University)

 Carlos Santos, PhD (Arizona State University)

 Juliana Schroeder (University of Chicago)

 Patrick Tolan, PhD (University of Virginia)

 Michael F. Steger, PhD (College of Natural Sciences, Colorado)

 Jonathan Stange (Temple University)

 Jeffrey Zacks, PhD (Washington University)

 Rebecca White, PhD (University of Chicago)  Gui Xue, PhD (UCLA)

The United Nations Holds its Annual Commission on the Status of Women The 56th Session of the Commission on the Status of Women (CSW) took place at the United Nations Headquarters in New York from February 27 to March 9, 2012. The primary theme of this year‘s session was the empowerment of rural women and their role in poverty and hunger eradication, development, and current challenges. The Psychology Coalition at the UN (APA, IAAP, ICP, IUPsyS, and SPSSI) sponsored a parallel event titled ―Transforming Communities through Psychosocial Empowerment of Poor Rural Women and Girls.‖ The speakers discussed outreach to rural women in Peru and India; using psychosocial interventions to empower girls to return to school; and transforming rural communities through environmental initiatives. The CSW is a functional commission of the UN Economic and Social Council, held annually since 1946. During the 10-day Commission, Member State representatives gather at the UN Headquarters to evaluate progress on gender equality, identify challenges, set global standards, and formulate concrete policies to promote gender equality and women‘s empowerment worldwide. For more details on this year‘s CSW, please visit www.un.org/womenwatch/daw/csw/56sess.htm. Ψ

From left: Jennifer Weber, Maame YelbertObeng, Rucha Chitnis, Kurt Salzinger, Liliana Mayo, Deanna Chitayat

Paraellel event speakers: Rucha Chitnis, Liliana Mayo, Maame Yelbert-Obeng, Judy Kuriansky, Usha Nayar, Deanna Chitayat (Chair), Christina Kirkman (Moderator), Mary Berry


From left: Maame Yelbert-Obeng, Rucha Chitnis, Liliana Mayo

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A Special Issue of the New Zealand Journal of Psychology Focuses on Disasters and the Canterbury Earthquakes The New Zealand Psychological Society (NZPsS) has released a Special Issue of the New Zealand Journal of Psychology that presents research and a range of professional experiences related to the changing condition of the Canterbury‘s population in the aftermath of its 2010 and 2011 earthquakes. The Special Issue may be of interest to a wide audience as it brings together information on preparation for, survival of, and recovery from the ongoing disaster affecting a tenth of New Zealand‘s population and a quarter of its economy. Pictures and commentaries help bring out the reality of what is being reported in each area. Other disaster settings offer lessons and methods. Data and analysis look at aspects of difficult decisions, such as how to communicate the little that is known, and of encouraging what can be done in future. A Foreword and Editorial give more information on the purpose and scope of this collection of peer-reviewed science, professional experience, and impressions from the field in a wide range of psychological matters: the responses of communities to the experience their members have been having; care for those who cope sometimes and not other times; identifying those who need special care; provisions made in education, health and the services to maintain capability for as long as it takes, keeping organisations going in the long, dark aftermath. We draw your attention to three papers: (1) In ―How Communities in Christchurch Have Been Coping with Their Earthquake,‖ Libby Gawith of Christchurch focuses on the things Christchurch residents had to cope with on February 22, 2011, and how they were coping by the end of 2011. The changes and strains are reported frankly and with constructive suggestions for recovery from future disasters. This is a compilation of how ordinary people in the community coped, how things have changed, and what they have done to keep their communities functioning as the year has passed. (2) In ―New Zealanders’ Judgments of Earthquake Risk Before and After the Canterbury Earthquake,‖ John McClure and colleagues

report on perceptions of risk and willingness to prepare for disasters in Christchurch, Wellington, and Palmerston North. Research shows that experience with disasters makes a difference in the willingness to prepare for them. They also report a change in people‘s views of the likelihood and risk of major earthquakes, which varied with their connection to people affected by the Canterbury shaking. Making preparations appears to reduce distress during disasters, so there is some evidence to support learning through the experience of others. Publicizing the benefits of preparedness does not seem to have the same impact in motivating readiness. (3) In ―The Communication of Uncertain Scientific Advice During Natural Hazard Events,‖ Emma Doyle and colleagues report research into the public understanding of different phrasings of the probability of an event. How probability is expressed can influence understanding, affecting the choices people make and the actions they take. Interpretations may differ between scientists and non-scientists, and there seems a tendency in some people to believe an adverse event happened towards the end of a period of likelihood, rather than at random across the period. These interpretation biases have implications for how technical material should be reported, so that people can act in accordance with the risk. This journal is distributed digitally. You can obtain a PDF copy from the web portal at www.psychology.org.nz. There are a limited number of bound copies available. Ψ ABOUT THE SOCIETY The New Zealand Psychological Society (NZPsS) is the largest professional association for psychologists in New Zealand. It has over 1000 members and aims to improve individual and community wellbeing by representing, promoting, and advancing the scientific discipline and practice of psychology. See www.psychology.org.nz for more information about the Society. ACKNOWLEDGEMENTS The Society has had considerable assistance from the University of Canterbury, Massey University, and their Joint Centre for Disaster Research (with GNS). Geoff Trotter, Tony Brunt and Ross Becker, photographers of Christchurch, have allowed us to use their images to help people understand the changes underway for Canterbury. SPECIAL ISSUE EDITORS: Frank O‘Connor, President, New Zealand Psychological Professor Ian M. Evans, Massey University, Wellington

International Presidents Initiative at the 2012 APA Convention! APA‘s 2012 President Suzanne Bennett Johnson has invited the presidents of national psychology associations outside the U.S. to attend the 2012 APA Convention in Orlando, Florida on August 2-5. This initiative will include a Symposium where the presidents discuss psychology‘s role in health, psychology as a major, and opportunities for international collaboration. The presidents (more than 25, to date) will receive special recognition at the Convention‘s opening ceremony and participate in APA‘s special Convention events.


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PSYCHOLOGY IN ACTION Psychologist Prescriptive Authority Movement in Europe By Elaine S. LeVine, PhD, ABMP, New Mexico State University The movement to allow psychologists with appropriate post-doctoral training to prescribe psychotropic medications for their patients is based on three heuristic propositions: 1) properly trained psychologists with prescriptive authority can increase access to care for many underserved populations; 2) the combination of psychotherapy plus psychotropic intervention, when appropriate, is more efficacious than either approach alone; and 3) one provider, skilled in psychodiagnostic and psychotherapeutic techniques, as well as psychopharmacology provides a practical and less expensive means of intervention for patients. Over a hundred psychologists in branches of the military and in New Mexico and Louisiana have been prescribing for over ten years and there have been no complaints of prescribing malpractice by regulatory boards. Moreover, a body of case study evidence of prescribing psychologists‘ efficacy as consultants about medication and active prescribers is accruing (see LeVine, 2011; McGrath and Moore, 2010).

Students from the psychopharmacology program during a Gross Anatomy of the Brain lecture

Presently, three programs have received designation from the American Psychological Association as having met the educational guidelines for training prescribing psychologists as adopted by the American Psychological Council in August, 2010. These programs are housed at Alliant University in California, Fairleigh Dickenson University in New Jersey, and New Mexico State University in New Mexico. All of these programs have drawn students primarily from the United States, but because they employ distance education formats, they have also included psychologist/students from around the world.

Students dissecting a sheep brain

The New Mexico State University Interdisciplinary Master‘s Degree in Psychopharmacology (offered in conjunction with the Southwest Institute for the Advancement of Psychotherapy) is unique in having provided classes to a cohort of Dutch psychologists. The nature of this program was described in an earlier issue of Psychology International (www.apa.org/ international/pi/2008/12/netherlands.aspx). Thus far, 18 psychologists studied psychopharmacology through online coursework, live chats, and eight live modules that were presented in Amsterdam. The students‘ training culminated in a two week executive track practicum in New Mexico, in which the Dutch psychologists shadowed various prescribing psychologists throughout New Mexico and participated in an international forum on ethnic diversity issues from an international perspective, sponsored by the Counseling and Educational Psychology Department at New Mexico State University. Many of the Dutch psychologists obtaining this training are the core activists attempting to pass a prescriptive authority law for psychologists in the Netherlands. In addition, even before obtaining the authority to prescribe, the Dutch psychologists are using the skills in psychopharmacology as consultants in many venues. For example, one Dutch psychologist who works in a primary care setting is now making the recommendations about psychotropic medications within the clinic. Several Dutch graduates are now teaching courses on psychopharmacology.

New Mexico State University (the SIAP/NMSU), in conjunction with the Netherlands Institute of Psychology (NIP), is initiating a new iteration of classes to begin in September of 2012. Like the previous program, many of these classes will be taught online, and some will be offered live in Utrecht, Netherlands. We anticipate the program will be very effective and interesting, as this iteration will be able to draw on the skills of the Dutch psychologists already trained in psychopharmacology, as well as some medical personnel from the Netherlands who have become supportive of the movement. Because a central purpose of this program is to provide quality care with increased access to underserved populations throughout the world, a certain number of applicants for this iteration will be accepted from countries outside of the Netherlands. The prescriptive authority movement has been driven by very lofty aspirations among psychologists to provide higher quality care and greater access to care for underserved populations. It is very exciting to witness the evolution of this movement from its core as a demonstration project in the U.S. Department of Defense twenty years ago, to its present international efforts. For more information on the program, please visit the New Mexico State University website at education.nmsu.edu/cep/siap/index.html; or contact Elaine LeVine at [email protected] or Huib van Dis at [email protected]. Ψ


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GLOBAL HEALTH A Jefferson Science Fellow in Global Health By Robert L Balster, PhD, Virginia Commonwealth University

Dr. Robert Balster

Robert Balster is a professor of pharmacology and toxicology at Virginia Commonwealth University (VCU) and founding director of the Institute for Drug and Alcohol Studies. He was awarded a 2011-2012 Jefferson Science Fellowship, which selects tenured American academics from the fields of science, technology, and engineering to provide the scientific expertise needed to impact international policy decisions.

In early December 2010 I had a message on my university office phone from my Vice President for Research asking me to call him back, emphasizing that I wasn‘t in any trouble. It turns out that VCU wanted to nominate me for a U.S. State Department Jefferson Science Fellowship, with application material due in mid-January. This Fellowship program is directed at senior faculty with strong science backgrounds who are willing to spend a year in Washington assigned to one of the State Department‘s bureaus or agencies and advise on science policy. The program is administered by the National Academy of Sciences (sites.nationalacademies.org/ PGA/Jefferson/index.htm) and has been favorably reviewed by the Carnegie Corporation (2010). The program was begun in 2004 and is organized under the Office of the Science Advisor for the Secretary of State. Nearly all previous Fellows had come from fields such as chemistry, physics, engineering, environmental sciences, nuclear energy and the like. Almost no psychologists. Nonetheless, I was encouraged by my university to apply, and I received strong support from the Science Directorate at APA, which provided one of the required supporting letters for me. This fellowship opportunity came at a propitious time in my career as I was already getting more involved in international science and training. I had just finished a 12-year term as editor of an international journal; I was the principal investigator on a State Department supported Humphrey Fellowship Program which brought cohorts of mid-career professionals to VCU for a year of training and scientific/cultural exchange; and I had co-founded an international online graduate program in addiction studies jointly offered by King‘s College London, the University of Adelaide, and VCU. Plus, I had participated in several NIH-supported research and training grants for international scientists to work in my laboratories.


CURRENT ACTIVITIES It is now February 2012, and I have been in Washington since last August along with 12 other Fellows. After arrival and orientation I was given a very wide range of options at the State Department where I could do my fellowship. During the interviews I discovered that most of these units had little experience with scientific psychology. Also, I learned quickly that they were interested in me because I had general science skills that could be applied to a wide range of policy topics, not because of my research experience in the area of substance abuse or because I am a behavioral scientist. It made me appreciate once again the solid training that psychologists have in scientific ways of thinking and appreciation for evidence-based practices and policies. I was placed in the Administrator‘s office at the U.S. Agency for International Development (USAID) Global Health Bureau. USAID is a component of the State Department and focuses on the provision of foreign assistance in several areas, including health. I am attached to what is known as the Global Health Initiative Launch Team. This team reports to Amie Batson, the Deputy Assistant Administrator for Global Health, and I was quickly taken under the wing of Elizabeth Higgs, an infectious disease expert on loan to USAID from the NIH. A driving philosophy behind the work of the Global Health Bureau is President Obama‘s Global Health Initiative (GHI, www.ghi.gov). There are several principles articulated in the GHI, including goals such as increasing country involvement and ownership in its health problems, strengthening country systems for health delivery and research, and discovering and implementing solutions that work. The major focus of my work has been to assist USAID in helping developing countries implement more of the solutions that work. As scientists, we know that ―doing more of what works‖ is a call for evidence-based practice and policy, but infusing a culture of research and evaluation has significant challenges. One of the ways I have been helping has been to work with a small team to facilitate interactions between USAID and the National Institutes of Health (NIH), given NIH‘s investment in health research and evidence-based practices. More can be done to link NIH research to the health needs of other countries. Synergizing USAID and NIH makes sense because USAID has extensive on-the-ground experience with helping countries address their health problems. My extensive experience in the NIH grant world has helped me make a contribution to this initiative here at USAID. Another important issue is defining what constitutes ―evidence‖ for evidence-based practice and policy in developing countries. Since most research knowledge comes from work that has been done in higher resource countries, we need to ask how the knowledge generated by this work can be applied globally. There can be many challenges in advancing evidence-based practices inside the U.S., let alone in settings where the evidence base is leaner. One strategy

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PSYCHOLOGY INTERNATIONAL * March 2012 USAID has employed to facilitate the use of research and evaluation has been through the use of Global Health Evidence Summits. I have been working as a technical advisor for four of these. The first one was on ―Children Living Outside of Family Care‖ (www.hvcassistance.org/ summit.cfm) where leaders in research and practice were convened to review evidence and make recommendations. It was great to see psychologists well represented among this group of scientists. Three more Evidence summits are being planned, including one on ―Sustainable Population Behavior Change for Health Improvement in Lower and Middle Income Countries‖ that is just in the early stages of planning. So far, it has been a challenging and rewarding year as a Jefferson Science Fellow. I have learned a lot about areas in global health that I had not worked on before. I have learned that my training and experience as a psychologist have value in addressing a myriad of global health problems. I am learning a lot about the functioning of a large governmental agency and have developed deep respect for the difficult but critically important work that is being done by USAID staff. I am proud to be a small part of it. Ψ

Global Mental Health: Finding Your Niches and Networks © By Kelly O’Donnell, PsyD

Climb traveler, or stiffen slowly on the plain. ~ Irish proverb Kelly O’Donnell is a consulting psychologist based in Europe. He is an APA International Affiliate, the CEO of Member Care Associates, Inc., and Coordinator of the Mental Health and Psychosocial Working Group of the Genevabased NGO Forum for Health (www.ngo-forum -health.ch). Kelly’s publications include over fifty articles in the member care field focusing on the wellbeing and effectiveness of mission/ Dr. Kelly O’Donnell aid workers and their organizations. His two most recent books are Doing Member Care Well: Perspectives and Practices from Around the World (2002) and Global Member Care: The Pearls and Perils of Good Practice (2011). This article is the second in a series exploring the domain of global mental health (GMH). The first article, ―A Resource Map for Connecting and Contributing,‖ lists 10 core materials for understanding GMH and presents practical suggestions for GMH involvement (Psychology International, July 2011). This current article takes a similar approach, offering additional materials (written and multimedia links) that reflect important aspects of GMH. The materials are organized into 10 overlapping ―niche-net‖ areas that can be quickly reviewed. The goal is for colleagues in the health fields to relevantly participate in GMH by identifying and considering opportunities in various GMH niches and networks. I define GMH as an international, interdisciplinary, and multi -sectoral domain which promotes human wellbeing, the right


to health, and equity in health for all. It encourages healthy behaviors and lifestyles; is committed to preventing and treating mental, neurological, and substance use conditions (MNS); and seeks to improve policies and programs, professional practices and research, advocacy and awareness, and social and environmental factors that affect health and wellbeing. Psychology, as a vast field of practice and practitioners serving humanity, plays a central role in the GMH domain. NICHE-WORKING AND NETWORKING IN GMH Trying to make inroads into GMH can be a challenging and lonely experience. This domain is behemoth, and it is easy to get lost or discouraged in the effort to meaningfully connect and contribute. In addition, not every colleague, organization, or graduate program is oriented towards global issues and global applications of mental health. In spite of our increasingly globalized world, there are many challenges that keep us focused on our own immediate, nearby ―worlds.‖ Making a living, paying off school loans, raising a family, keeping abreast with one‘s own field, or meeting the demands of a rigorous academic program can seriously affect living our lives as ―global citizens.‖ Let me quickly balance the above comments with a far more influential, positive factor in light of having lived and worked internationally for 25 years as a consulting psychologist. During this time I have seen the increasing desire of mental health professionals and students around the world to be more meaningfully involved in international issues. Regardless of challenges, they want to use their training, passions, and resources to help make a positive difference in the quality of life for people. To support these growing aspirations, I recently set out on a collaborative project called GMH-Map to further orient people to GMH through publications, presentations, and web-based resources¹. The materials listed in this article are an example. Have a look at the 10 au courant areas below to see what interests you. Do so with others! They can help us go further into our GMH ―niche-working and networking.‖ Niche-Net 1: Human Rights. Here are quotes from two foundational instruments that describe the rights of all humans and those with disabilities, including mental conditions. The first is from the Universal Declaration of Human Rights (UNDHR, 1948, currently in over 380 languages). The second is from the Convention on the Rights of Persons with Disabilities (CRPD, 2006, currently in six languages). “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.” (UDHR, Article 1). “The purpose of the present Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. Persons with disabilities include those who have long-term physical, mental, intellectual or

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PSYCHOLOGY INTERNATIONAL * March 2012 sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (CRPD, Article 1). Going further: See the website, United Nations Office of the High Commissioner for Human Rights as well as the QualityRights project by the World Health Organization (WHO—e.g. two-page fact sheet). Niche-Net 2: GMH Overview. WHO has produced several educational videos which overview GMH facts and issues. Mental Health (2011) is a seven-minute video presenting general GMH information along with examples of mental health improvements in Jordan. Going further: Watch the six-minute video interview about GMH in 2011 by the Global Health Institute at Duke University. It is an interview with Vikram Patel who highlights the serious issues in GMH, shares strategies for reducing mental health gaps, and argues for the global prioritization of mental health. Niche-Net 3: Updates. The Movement for Global Mental Health (MGMH) is a premier network connecting the diversity of GMH colleagues. It was launched in 2008 and currently has nearly 100 institutional members and over 1800 individual members. The MGMH compiles regular newsletters with updates and information and offers various resources on its web site. Have a look through the listed news items to get a feel for what is happening in GMH. Going further: Stay in touch via the newsletter-updates from the WHO‘s mhGAP Programme and the news stories from the World Federation for Mental Health. Niche-Net 4: GMH Research. Two recent publications that reflect cutting edges of research are the Grand Challenges in Global Mental Health (Nature, 7 July 2011) and the Lancet’s second series on GMH (17 October 2011). The ―Grand Challenges‖ article is four-pages and worth a careful read, noting especially the chart which identifies 25 research priorities for GMH (e.g., integrating mental health into primary health care, reducing cost and improving supply of effective medications, providing community-based care, improving children‘s access to care in low-middle income countries, and strengthening mental health training for all health personnel). The Lancet’s special GMH issue has six articles summarizing research on mental health and poverty, child and adolescent mental health, mental health in humanitarian settings, scaling-up mental health services, human resources for mental health, and human rights. Going further: Read the Executive Summary of the WHO Mental Health Atlas 2011 (pp. 10-11) on how mental health resources internationally continue to be ―insufficient, inequitably distributed, and inefficiently utilized.‖ There is also a seven minute podcast interview/transcript about the findings. Niche-Net 5: Humanitarian and Developmental Assistance. Prioritizing Mental Health in Development Aid Programs (2010) by the Global Initiative on Psychiatry is a six


-page overview for ―improving psychosocial and mental health care in transitional and developing countries.‖ Going further: Read the Development and Maturation of Humanitarian Psychology article in the American Psychologist, November 2007 (link is for abstract only). See also The Sphere Project: Humanitarian Charter and Minimum Standards in Humanitarian Response (2011) that includes mental health assistance in emergency-humanitarian settings (pp. 333-336). Niche-Net 6: Training. The Centre for Global Mental Health (CGMH) in London is launching a Masters of Science course in GMH, the first of its kind, in association with the London School of Hygiene and Tropical Medicine and the Institute of Psychiatry. In addition, a special GMH module can be incorporated into a person‘s current masters program, and there are opportunities for doctoral research related to GMH. See also the summary on Internationalizing Psychology Education (Monitor on Psychology, July 2008). Going further: Review the Training and Education and the Capacity Building Atlas sections on the MGMH website. More examples of training include the international mental health courses at the University of Melbourne‘s Centre for International Mental Health and GMH-related presentations at conferences such as the Annual APA Convention and the International Congress of Psychology. Niche-Net 7: GMH Advocacy. Two good examples among many recent advocacy efforts are the Cape Town Declaration (2011, one page) by the Pan African Network of People with Psychosocial Disabilities and the Joint Statement on Mental Health and the Scope of Noncommunicable Diseases (2011, two pages) prepared by the NGO Forum for Health (Geneva) and the NGO Committee on Mental Health (New York) for the United Nations General Assembly‘s High-level Meeting on Noncommunicable Diseases (19-20 September 2011). Going further: To get a better sense of the global issues and power structures that influence human health, see the summary and materials from the 2010 workshop on Democratizing Global Health Governance, organized by Global Health Watch and other international organizations. Niche-Net 8: Personal Stories. Patient Voices is a special part of the Health section in the online New York Times with audio and photos or people discussing their experiences with chronic diseases and mental health conditions. Listen to the short personal accounts. Going further: Have a look at the stories from around the world in the Mental Health-Global Faces section of the NGO Forum for Health website. Niche-Net 9: Resources for Practitioners and Consumers. Psychological First Aid: Guide for Field Workers (2011) is an international effort to provide helpful principles to help people support those affected by distressing events. Reading through the table of contents will give you a good idea of the approaches used and looking over the three case scenarios at the end provides a good sense of how psychological first aid

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PSYCHOLOGY INTERNATIONAL * March 2012 can be applied in natural disasters, violence, displacement, and accidents. See also the Universal Declaration of Ethical Principles for Psychologists consisting of four broad principles and values related to each principle. The four principles are: respect for the dignity of persons and peoples; competent caring for the wellbeing of persons and peoples; integrity; and professional and scientific responsibility to society.

populations around the world such as the estimated 450 million people currently struggling with MNS conditions, often exacerbated by stigma and discrimination, poverty and despair, and inadequate resources to help. Through it all, diligently maintain your work-life balance as you stay the course in GMH. Celebrate life in spite of its hardships. Climb, don‘t stiffen on the plain! Ψ

Going further: The National Institute of Mental Health is one of many organizations offering materials on mental health for the general public, including their four-minute video on major depression (symptoms, help, neuroscience research). Other examples based in the USA are Athealth, National Empowerment Center, and National Alliance on Mental Illness. Niche-Net 10: Media Matters. Madness Radio has over 125 archived radio programs online for free. The programs are diverse both in the subject matter and the perspectives shared on mental health. One example: Listen to the personal story and comments by Dr. Daniel Fischer, a psychiatrist who recovered from schizophrenia and has helped to develop the consumer survivor movement (aired 1 August 2011). Going further: To explore the broader context for GMH involvement, watch a promotional video for the International Day of Peace on the homepage for APA‘s Division of Peace Psychology as well as the United Nations Year in Review from the United Nations News and Media Department. STAYING THE COURSE IN GMH I want to encourage all of us in the various health fields to take the time to explore the GMH domain. A great way to do this is by reviewing the materials in this short article to identify niches—relevant areas of focus—and networks—supportive groups of colleagues—for going further into GMH. GMH involvement is not always easy. Persevere as you seek to connect and contribute, knowing that GMH involvement is part of a lifelong journey that many mental health professionals around the world are undertaking together. Seek to integrate GMH materials into: training curriculum, coursework, and research at academic institutions 2; topical themes, presentations, and interest groups at conferences; your areas of professional practice; and above all, as part of a lifestyle that reflects commitments to equality, justice, and wellbeing for all. Ultimately GMH is not about our own fulfilment but about the fulfilment of others. It is about resolutely rallying on behalf of vulnerable people and

NOTES: 1. This article is part of a collaborative project to research, organize, and share important GMH resources. The project includes articles, presentations at conferences and courses, and a website (GMH-Map: sites.google.com/site/gmhmap). The principle article for the project is currently submitted for publication and is to be posted on the website. It extensively highlights materials from the last two decades of GMH developments via a ―resource map,‖ organizing the materials into six categories: organizations, conferences/events, publications, training, human rights, and the humanitarian sector. 2. Many people with GMH interests are clustered at schools/ departments of public health, international health, or medicine at particular universities (e.g., U.S. examples: Johns Hopkins University, Bloomberg School of Public Health; Columbia University Mailman School of Public Health; Harvard Social Medicine Department and the School of Public Health; and the Global Health Institute at Duke University). Currently health professionals and graduate students usually need to connect with such academic-relational clusters having a strong global emphasis, especially in mental health, as a key way to pursue more training, research, and future career opportunities in GMH. I strongly believe that the academic-professional psychological community must also intentionally offer GMH training.

World Health Organization (WHO) Resolution on “Global burden of mental disorders and the need for a comprehensive, coordinated response from health and social sectors at the country level” - January 20, 2012 The Executive Board of the World Health Organization (WHO) recently approved a historic resolution to be presented at the May 2012 WHO World Health Assembly. The resolution urges member states to develop policies and strategies to address the promotion of mental health, prevention of mental disorders, and early identification, care, support, treatment, and recovery. It also asks governments to promote human rights, tackle stigma, address poverty and homelessness, tackle major modifiable risks, create opportunities for generating income, and provide housing, education and healthcare service. According to WHO, mental disorders account for 13% of the global burden of diseases. To view the full Resolution, please visit apps.who.int/gb/ebwha/pdf_files/EB130/B130_R8-en.pdf.


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PSYCHOLOGY INTERNATIONAL * March 2012 (A regular column discussing developments at the United Nations)

UN MATTERS How Might Psychologists Commemorate United Nations’ International Volunteer Day? By Juneau Gary and Neal S. Rubin, Column Co-Editors ―We must harness volunteer spirit in service of [our] planet.‖ This profound statement was made by United Nations (UN) Secretary-General Ban Ki-moon at a UN-sponsored conference in September 2011 (Harness volunteer spirit, 2011). His comments are consistent with the mission of the office of United Nations Volunteers (UNV), a UN organization that promotes peace and development by advocating for global volunteerism. UNV‘s website asserts that ―volunteerism is a powerful means of engaging people in tackling development challenges, and it can transform the pace and nature of development…. UNV embraces volunteerism as universal and inclusive, and recognizes volunteerism in its diversity, as well as the values that sustain it: free will, commitment, engagement and solidarity‖ (UN volunteers, n.d.). In 1985, the UN General Assembly (Resolution A/ RES/40/212) adopted December 5th as its annual International Volunteer Day (IVD). This celebration is designed to (1) heighten awareness about the important contributions of volunteers, (2) promote their safety in dangerous locales, and (3) encourage people to offer their services as volunteers. Researchers in the UN Volunteers Office report that approximately 140 million volunteers operate around the world in 130 countries and would comprise the 9th largest country in the world, if aggregated (Volunteering matters, n.d.; UN volunteers, n.d.). Many UNV projects use a partner-based initiative model, involving government agencies, volunteer organizations, the UN system, the business/private sector, foundations, sporting teams, academic institutions, faith-based organizations, media outlets, non-profit organizations, community groups, and celebrities. UNICEF Goodwill ambassadors such as Angelina Jolie, Danny Glover, Roger Moore, and Serena Williams, lend their celebrity status to highlight various plights in some of the world‘s poorest countries. They travel to refugee camps, hospitals, and orphanages, among other places, and meet with refugee and political asylum families, child soldiers, orphans, and victims of rape, as well as support local rescue worker volunteers.


Psychologist Volunteers: Local and International Projects Psychologists have a long tradition of volunteerism. Our colleagues have extended the impact of psychology beyond the classroom, laboratory, private practice, and clinic through pro bono activities. In this way, psychologists have impacted local, national, and international settings in demonstration of our profession‘s commitment to social responsibility. Our Ethical Principles and Code of Conduct state, ―Psychologists strive to contribute a portion of their professional time for little or no compensation or personal advantage‖ for Principle B (Fidelity and Responsibility) (APA Ethical Principles, 2010). Leaders in the field of international psychology, supported by the ethics of our profession, emphasize that our ethical principles are applicable in all settings. As a result, psychologists have become increasingly involved in responding to emergencies nationally and globally. New guidelines have been crafted outlining ethical principles and expectations for competence in traditional and nontraditional settings. These documents provide additional specificity to APA‘s Ethical Principles. For example, following numerous reports of problems in the field as psychologists engaged in unfamiliar settings and cultures around the world, the Inter-Agency Standing Committee‘s (IASC) Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007) address expectations and ethical conduct for psychologists volunteering in national and international settings. APA supports IASC’s Guidelines and has published guidance for the roles and responsibilities psychologists might perform in national and international settings (APA, 2008). An additional contribution endorsed by international psychology bodies is the Universal Declaration of Ethics Principles for Psychologists (Universal Declaration, 2008), first adopted at the International Congress in Berlin, Germany. This document outlines principles for the ethical expectations of psychologists worldwide with a view to the development of complementary regional and national codes of conduct. International psychologists who volunteer their services are often connected to projects that respond to conditions such as the following: 

Disasters. Projects involving psychologists increase residents‘ resiliency to war/local conflict and weatherrelated disasters through crisis intervention programs, the teaching of coping skills, and train the trainer programs.

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Illiteracy. Projects involving psychologists in primary and secondary schools empower children to break the illiteracy -early child bearing cycle that tends to perpetuate poverty.

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Health care. Projects involving psychologists reduce the psychosocial impact of malnutrition, HIV/AIDS, and other health-related conditions.

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Poverty reduction. Projects involving psychologists improve residents‘ self-esteem and self-sufficiency through initiatives such as economic development and literacy.

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PSYCHOLOGY INTERNATIONAL * March 2012 Therefore, in keeping with psychology‘s expectations of social responsibility, we ask, how might psychologists broaden an awareness of opportunities for international and global volunteerism that has the ―power to change lives, build social cohesion, enhance civic participation, mitigate conflict and contribute to a society‘s well-being‖ (Volunteering Matters, n.d.)? Volunteer activities might be completed state-side or abroad. We offer 12 concrete suggestions: 1) Review UNV‘s website for volunteer openings worldwide. In addition to UNV‘s opportunities, other volunteer organizations seek the volunteer services of psychologists (e.g., Red Cross/Red Crescent, Peace Corps, SalusWorld, Health Volunteers Overseas). 2) Financially support a school in the developing world. A village may need a new school, expansion of an existing school, and/or educational supplies. Advocate for gender equity in its enrollment. 3) Volunteer for and financially support organizations working to stop human trafficking. 4) Financially support UN organizations, such as UNICEF. For instance, proceeds from the sale of gifts and cards support UNICEF‘s global programs, which improve the lives of vulnerable children. 5) If licensed and properly trained, offer pro bono services or a sliding scale fee to refugee families, political asylum families, or victims of trafficking residing in the U.S., in order to facilitate their psychosocial adjustment. Encourage members of your state or county psychological association to do the same. 6) Spend time in a developing country and teach requisite skills to improve students‘ chances of competing in a global economy. 7) In retirement, seek a short term or long term volunteer project abroad. 8) Volunteer to become an online tutor or mentor for at-risk children. The geographic locations of either party are irrelevant in cyberspace. 9) Encourage undergraduate and graduate students to volunteer their skills through structured service programs. 10) Donate and/or coordinate the donation of used psychology textbooks and journals to high schools and institutions of higher education in developing countries. 11) Look at APA‘s Division 52 (International Psychology) newsletter for short term and long term volunteer and employment opportunities abroad, and 12) If you live in the greater New York City area, apply for a position on APA‘s UN Team as a psychologist or as a graduate psychology student-intern (APA at the United Nations, n.d.).


We ask you to embrace the spirit of international volunteerism. Angelique Kidjo is a Grammy Award winner who has been called ―Africa‘s Diva‖ by TIME Magazine. She fled Benin, West Africa due to her political views and today, is a UNICEF Goodwill Ambassador. She speaks from experience when she says, ―People might not remember your name as a volunteer, but they will remember how you have helped them to take the lead in their own life‖ (Volunteering matters, n.d.). Ψ ABOUT THE CO-EDITORS Juneau Gary, Psy.D. (main representative) is Professor in the Department of Counselor Education at Kean University in New Jersey and Neal S. Rubin, PhD., ABPP (representative) is Professor at the Illinois School of Professional Psychology of Argosy University in Chicago. Both are members of the APA UN team of representatives, are associated with the UN Department of Public Information, and are co-editors of this column. REFERENCES American Psychological Association. (n.d.). APA at the United Nations. Retrieved from www.apa.org/ international/united-nations/index.aspx. American Psychological Association. (2008). APA Statement on the Role of Psychologists in International Emergencies. Retrieved from www.apa.org/international/resources/ emergency-statement.aspx. American Psychological Association. (2010). Ethical Principles of Psychologists and Code of Conduct. Retrieved from www.apa.org/ethics/code/index.aspx. Inter-Agency Standing Committee. (2007). Guidelines on Mental Health and Psychosocial Support in Emergency Settings. Retrieved from www.humanitarianinfo.org/iasc/ pageloader.aspx?page=content-productsproducts&bodyid=5&publish=0. International Union of Psychological Science. (2008). Universal Declaration of Ethical Principles for Psychologists. Retrieved from www.am.org/iupsys/resources/ethics/ univdecl2008.html. United Nations. (1985). Resolution A/RES/40/212, General Assembly, Fortieth Session. Retrieved from http://daccessdds-ny.un.org/doc/RESOLUTION/GEN/ NR0/479/19/IMG/NR047919.pdf?OpenElement. United Nations. (n.d.). UN Volunteers. Retrieved from www.un.org/wcm/content/site/sport/home/unplayers/ fundsprogrammesagencies/unv. United Nations. (n.d.). Volunteering Matters. Retrieved from http://volunteeringmatters.unv.org/. United Nations. (2011). We Must Harness Volunteer Spirit in Service of Planet. Retrieved from www.un.org/News/ Press/docs/2011/ngo731.doc.htm.

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The Division of International Psychology: Blending Tradition with Innovation By Neal S. Rubin, PhD, ABPP, Division 52 President This year is the fifteenth anniversary of Division 52, and 2012 promises to be an exciting year. We will celebrate our anniversary by honoring those who have contributed so much to our success. At the same time, we will forge innovations intended to keep us a vibrant, cutting edge division. Our goal is to bring together those who have contributed to our founding and ongoing accomplishments with our dynamic students and early careerists who exhibit such exciting promise for the future of our division. We value the dedication of those who originally brought international psychology to the APA. Ray Fowler, former CEO of APA, was one of the Division‘s founders. Since then, four former APA Presidents—Norman Abeles, Florence Denmark, Frank Farley, and Charles Spielberger—have also served as presidents of Division 52. Led by our Long Range Planning Committee Chairs, Senel Poyrazli and Wade Pickren, we plan to invite all of our former presidents to our hospitality suite this summer where we will host a strategic planning meeting with them. Not only will our current leadership benefit from the wisdom of such an impressive group, but these former presidents will also serve as role models for our students, members and international affiliates. Our Heritage Mentoring Project has similar aims. In this initiative senior division, members, students and early careerists work together to publish biographies of the luminaries in our field. These articles have begun to appear in the International Psychology Bulletin (IPB). Our concept is that the student or early careerist will serve as primary author, and the senior member will serve as a co-author and mentor in the research and publication process. We are optimistic that the experience will be mutually satisfying and will promote engagement and connections among our members. We also hope that the experience will provide momentum for the career trajectories of our members who are launching their careers. Of course, the intention is also to provide wider appreciation for the subjects of these biographies—international psychology scholars who have too often received scant intention in the USA. Chalmer Thompson is doing a fabulous job coordinating this project. Watch for this continuing series in the IPB. Additional innovations intended to integrate members are reflected in recent structural changes in Division 52. Students and early careerists are now each represented by a voting member on our Board of Directors, and one of our ECP‘s, Ayse Ciftci, serves on our Executive Committee. We are currently reorganizing our committees with an expectation that students and early careerists will be represented on each committee. A particularly exciting development is that we will be giving our inaugural Outstanding International Psychology Early Career Award along with our yearly Student Research Awards in Orlando this summer. Overall, our more experienced members are creating new opportunities for our younger members to find meaningful engagement in the division. We are also reaching out to new colleagues around the nation and the world. This year we will be launching our new division journal, International Perspectives in Psychology: Research, Practice, Consultation. The editor, Judith Gibbons, has assembled an impressive editorial board representing psychologists throughout the globe and welcomes submissions from international authors, including those whose work does not ordinarily appear in APA journals. Division 52 will be sponsoring and actively participating in international psychology programs at regional meetings of the Eastern Psychological Association (Pittsburgh, March 2012, coordinated by Harold Takooshian) and the Western Psychological Association (San Francisco, April 2012, coordinated by Lynette Bikos). Our midwinter board ROMEO meeting will be held in Las Vegas (February 2012) in conjunction with the Society for Cross Cultural Research The Committee on International Affairs in Psychology is (SCCR), the Society for Anthropological Science (SASCI), developing a database of international psychology the American Anthropological Association‘s Children and experts. The ROMEO database (Roster of APA Childhood Interest Group (AAACIG), and APA Division Members with Expertise Outside the U.S.) lists 48 (Peace Psychology). Last, the Division will be well th psychologists with expertise in substantive areas and represented at the 30 International Congress of Psychology expertise working outside the U.S. To nominate or self(ICP) in Cape Town, South Africa (July 2012). As you can see, Division 52 will be a fertile place for engagement and nominate for this resource, please see www.apa.org/ innovation in 2012 and will continue to bring vibrant international/governance/cirp/experts. international perspectives to the science of psychology. Ψ


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RECENTLY PUBLISHED Foundations of Chinese Psychology: Confucian Social Relations By Kwang-Kuo Hwang ―Professor Hwang, a Taiwanese-born psychologists, trained in graduate school at the University of Hawaii in social and cultural psychology, began to explore the thoughts and writings of the ancient venerated Chinese sage, Confucius (551 BCE—479 BCE), with special attention to the role of Confucian ideas in shaping Chinese psychology across the ages. Professor Hwang‘s studies revealed the profound impact of Confucian thought for understanding Chinese psychology and behavior, even within the brief period of Communist and Maoist political domination. In a series of publications that now have important historical implications for psychology, Professor Hwang documented the relationship between Chinese psychology and behavior and Confucian thought, especially the critical role of relationism. Professor Hwang noted that Confucian thought places heavy emphasis on morality, context, and the nature of interpersonal relations. This recognition became the foundation for much of Professor Hwang‘s subsequent writings—writings that now find their first collected presentation in the West through this compendium of his thought.‖ ~ from the Foreword by Anthony Marsella, PhD, and Wade Pickren, PhD

Internationalizing the Psychology Curriculum in the United States Edited by Frederick T.L. Leong, Wade E. Pickren, Mark M. Leach, & Anthony J. Marsella ―Not long ago, psychology held that its Western-based tenets were universal truths applicable throughout the world. From this early naïve assumption, the discipline has evolved to realize the need for cross-cultural competence in both practice and research. Today, commitment to professional ethics and scientific advancement is driving the adaptation of theories, models, and therapies to create a more inclusive psychology for the age of globalization. Internationalizing the Psychology Curriculum in the United States responds to this challenge by setting out clear guidelines for educating and training new generations of culturally attuned practitioners and scholars. Addressing graduate course needs in a wide range of specialties, contributors explore the impact of sociopolitical and other local forces on the individual, and how this in turn can be used in more culturally sensitive and authentic practice. The book includes an overview of the evolution of psychology from ethnocentric bias to international worldview, and makes content-rich recommendations for modifying course design and objectives.‖ ~ excerpt from the Springer website

War Trauma and Its Aftermath: An International Perspective on the Balkan and Gulf Wars By Laurence Armand French & Lidija Nikolic-Novakovic ―War trauma has long been associated with post-traumatic stress disorder (PTSD), a term coined in 1980 to explain the post-war impact of Vietnam veterans. The Gulf and Balkan wars added new dimensions to the traditional PTSD definition, due largely to the changing dynamics of these wars. With these wars came unprecedented use of reserve and National Guard personnel in U.S. forces along with the largest contingent of female military personnel to date. Rapid deployment, sexual assaults, and suicides surfaced as paramount untreated problems within coalition force. Rapes, torture, suicides, and a high prevalence of untreated civilian victims of the Balkan wars added to the new dimensions of the traumatic stress continuum. Suicide bombers and roadside bombings added to the definition of combat stress, as military personnel in Iraq and Afghanistan were forced to be constantly vigilant for these attacks—regardless of whether they served in combat areas.‖ ~Laurence Armand French is a sociologist, criminologist, and psychologist. He has worked with traumatic stress clients for over forty years. Previously, he served in the U.S. Marine Corps from 1959-65. Lidija Nikolic-Novakovic speaks both English and Serbian fluently. She lived in Vojvodina with her family during the NATO air attacks from March to June of 1999.‖ Ψ


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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].

The Perils of Polyglottism A review of How Many Languages Do We Need? The Economics of Linguistic Diversity By Victor Ginsburgh and Shlomo Weber Princeton, NJ: Princeton University Press, 2011. 232 pp. ISBN 978-0-691-13689-9. $35.00

Reviewed by Harry A. Whitaker Ludwig Zamenhof, the polyglot creator of Esperanto, evidently believed that strong cultural and linguistic identities, what we would call nationalism, were a source of both personal and social unhappiness. Victor Ginsburgh and Shlomo Weber, authors of How Many Languages Do We Need? The Economics of Linguistic Diversity, argue that the corollaries to such identities are multiple languages and cultures interacting in the global economy, to the economic detriment of all. The evidence supports their claim. Within a country, Ginsburgh and Weber argue, ―extensive use of various languages and excessive multilingualism restrict the ability of citizens to communicate with each other and dilute the sense of national unity and identity‖ (p. 26). Familiar examples are cited—India, Ghana, Nigeria—to which one might consider adding the United States. One solution is to impose an official language or languages on a multicultural society, raising the political and economic issue—standardization versus disenfranchisement. The authors ask whether linguistic standardization, for example, the imposition of one or a few languages on a linguistically diverse population, leads to stability; the more permissive nonstandardization clearly leads to linguistic and cultural diversity but may lead to economic disenfranchisement. Considering the late 20th-century history of Quebec or the more recent history of Sri Lanka might give one pause ere supporting monolingual standardization; however, taking account of all the economic factors discussed in How Many Languages Do We Need? one would likely come down on the side of standardization, as do Ginsburgh and Weber. Is it the case that linguistic rights (freedom to function in one‘s native language and participate in one‘s native culture) counterbalance economic prosperity such that the more a government supports such human rights, the less economic prosperity will ensue? The answer seems to be yes, if one accepts the data and arguments in How Many Languages Do We Need? Although this book focuses on economic outcomes, Ginsburgh and Weber do take economic theory to a personal level in the discussion of the costs of learning a second (or third) language. The basic economic principle is this: Benefits to an individual increase in proportion to the number of other individuals with whom he or she can talk (share a language). Such benefits are weighed against costs; for example, how hard it is to learn the other language. Other factors play a role, for example, my willingness to learn your language declines proportionately to your willingness to learn mine. Distance is a key concept, both geographically, which influences emigration and immigration, and linguistically, which influences ease of second language acquisition (learnability) according to shared language structures. Clearly, extrinsic motivation plays a larger role in How Many Languages Do We Need? than does intrinsic motivation, seen in particular when different languages come in contact. Creole languages are mentioned early in How Many Languages Do We Need?, but a more extended discussion is warranted.


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PSYCHOLOGY INTERNATIONAL * March 2012 If the members of one economic group are unable to communicate with the members of another economic group and there is an impetus to trade, there may be deleterious economic consequences. We have known for a very long time that one of the strategies used by societies to deal with this situation is the evolution of a pidgin language, which later may evolve into a creole language, which in turn may become a standard language. In the context of pidginization and creolization, learnability is not the key factor because the structures of all languages involved in such social contact are simplified, reducing the costs of learning a pidgin or creole language for each individual. Globally, linguistic diversity is remarkable, notwithstanding the quasi lingua franca status of English. The Ethnologue: Languages of the World website (www.ethnologue.com) provides a table of the distribution of languages by area of origin as of the year 2009 (www.ethnologue.com/ethno_docs/distribution.asp?by=area), which I summarize here. 1.Africa: 2,110 languages, 30.5 percent of all languages; 2.Americas: 993 languages, 14.4 percent of all languages; 3.Asia: 2,322 languages, 33.6 percent of all languages; 4.Europe: 234 languages, 3.4 percent of all languages; 5.Pacific: 1,250 languages, 18.1 percent of all languages. Several interesting discussions supplement the primary focus of How Many Languages Do We Need? For example, the number of books translated into or from a particular language give some indication of the dominance of that language in multilingual communities. It may surprise some readers to learn that, as dominant as English is in the European Union (EU), proportionately to the population more books are translated from Norwegian, Danish, Swedish, and French than from English. On the lighter side, as an example of a traditional EU-wide social–commercial function, the EuroVision song contest is evidently conducted primarily in English with some French. A recent winner of the contest hailed from Ukraine. Although the analysis at population levels is persuasive, more details in particular cases would likely have increased interest in the major themes. For example, consider the situation in Canada. French is not simply the majority language of Quebec and the second, minority language of the rest of Canada. There are two major dialectal versions of French in Quebec, standard and joual, each of which differs dramatically in intelligibility to other native speakers of French, for example, people from Haiti, Morocco, Algeria, or France. An analysis of the economic consequences to speakers of joual in Québec would likely contribute interesting data to Ginsburgh and Weber‘s thesis. After World War II, measuring diversity became popular in many fields, including psychology. From the mid-1950s, Joseph Greenberg‘s research on linguistic diversity became well known and furnished some of the data for this book. Some of the facts are interesting in and of themselves, regardless of the economic consequences. For example, Papua New Guinea records 830 different languages, whereas it is stated that North Korea is monolingual. I have doubts about the latter claim, considering the reasonable expectation that there was Chinese immigration during and after the Korean War. Linguistic and economic diversity issues in the EU are the focus of much of How Many Languages Do We Need? The EU is clearly diverse: There are currently 27 countries in which 234 languages are spoken; on the other hand, there are 23 officially recognized languages. Applying their economic equations—balancing costs against disenfranchisement—led Ginsburgh and Weber to solve the linguistic diversity issues of the EU with a six-language solution: English, French, German, Italian, Spanish, and Polish. One may wonder why Polish is part of the solution. As explained by Ginsburgh and Weber, it is a combination of calculating the costs of the 23 language solutions currently extant in the EU against varying degrees of linguistic disenfranchisement for a nested core of two to 11 proposed language solutions. Should Turkey be added to the EU, as is currently under discussion, it is likely that a different language solution would make economic sense; the tools for arriving at that solution are available in this very interesting book. Ψ July 22-27, 2012 Cape Town, South Africa www.icp2012.com


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ANNOUNCEMENTS CALL FOR APPLICATIONS: 2012-2013 United Nations Graduate Student Interns APA is now accepting applications for psychology graduate student interns to work with APA‘s NGO at the United Nations. Interns work as volunteers with the APA UN team to help implement the Team‘s mission of promoting psychology as a science and profession that is relevant to the UN‘s global agenda. Applicants must be available at least each Thursday during the period of September 2012—June 2013 and live in or close to New York City to attend meetings at UN headquarters. For more information and how to apply, please visit www.apa.org/international/united-nations/student-intern.pdf. Deadline for applications is April 1, 2012.

APA Convention Travel Supplements for International Attendees The APA Office of International Affairs invites applications for the APA Convention Travel Supplement for International Psychologists and Psychology Students (www.apa.org/about/awards/convention-international-travel.aspx). The Grant will provide up to $400 for registration or travel expenses. Eligible applicants are psychologists and psychology students living outside the U.S. and Canada. Preference will be given to those applicants who: are from a low-income country; have submitted a conference presentation; are an APA International Affiliate, Member, or APAGS member; have not attended the APA Convention in the last two years. Deadline for the program is June 1, 2012.

APA Convention Travel Awards for Early Career Professionals The Committee on Early Career Psychologists (ECPs) is pleased to announce the travel award program for early career members from all areas of psychology to attend the 2012 APA Convention in Orlando, Florida, August 2-5. Twenty award recipients will receive $750 to be applied toward their 2012 APA convention expenses. All early career APA members (within seven years receipt of their doctorate) are encouraged to apply. Preference will be given to first-time attendees, those whose primary work is in basic psychological science, or those who will be presenting. International attendees are eligible for this award. For more information, visit www.apa.org/about/awards/early-career-convention.aspx. Deadline for submission is March 23, 2012 at midnight (EST).

Editor, IUPsyS Journal: International Journal of Psychology The International Union of Psychological Science (IUPsyS) announced a search for a new Editor of the International Journal of Psychology (IJP) for a 4-year term (2014-2017) with options for renewal. IUPsyS seeks a mid-career or senior scholar to further develop the IJP. The Editor will work with an editorial team and editorial board, and will receive a stipend and funding for editorial support and office operations. The prospective Editor will have prior journal editorial experience, a publication record in recognized journals, an interest in international psychology, excellent mastery of English, and a network of established international connections. Deadline for application is April 15, 2012. Please send (a) a letter expressing your vision, interest and qualifications, (b) a CV, and (c) four suggested references who can comment on editorial activities to Dr. Nick Hammond, Executive Officer and IUPsyS Secretariat at [email protected]. For questions, please contact Dr. Bruce Overmier at [email protected].

Global Health Programs in Summer 2012 The Summer Institute in Global Health comprises a four-week experience where interdisciplinary groups of students are provided exposure to the impact of globalization on physical and mental health. Participants explore these issues first through didactic seminars held on the Bronx campus of Yeshiva University and then during a two-week trip to Hyderabad. For more information, see einstein.yu.edu/centers/public-health-sciences/summerinstitute.aspx. Deadline for application is April 1, 2012. The Global Health Certificate Program focuses on social and behavioral determinants of health with an emphasis on health inequities and the challenge of addressing health issues in resource poor settings. For more information, see einstein.yu.edu/ centers/public-health-sciences/global_health_certificate.aspx?id=30366. Deadline for application is April 1, 2012.


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Fellowship Opportunity: U.S. Embassy Policy Specialist Program The U.S. Embassy Specialist Program provides funding for U.S. scholars and professionals to travel to Eurasia and serve U.S. Embassies or USAID Missions as policy specialists on a research topic proposed by the Embassy/Mission. 2012-13 applicants may apply for placements in the following countries: Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyz Republic, Russia, Tajikistan, Turkmenistan, Ukraine. Application materials can be found at www.irex.org/application/usembassy-policy-specialist-program-eps-application. Deadline for application is March 14, 2012.

CALL FOR SUBMISSIONS: International Journal of Arts and Humanities The International Journal of Arts and Humanities (IJAH) is currently accepting manuscripts for publication. IJAH publishes solicited and unsolicited articles in English, in all areas pertaining to psychology and counseling, policy studies, history and culture, media and communication, African studies and development, Asian studies and development, language and culture, the Middle East, the European Union, and more. Information is available at www.onlineresearchjournals.org/IJAH . Prospective authors should send manuscript(s) to [email protected], [email protected], or [email protected]. IJAH is also seeking qualified reviewers as members of the editorial board. Interested reviewers and editors should send their detailed CVs to one of the above email addresses.

International Journal of Education Research The International Journal of Education Research (IJER) is currently accepting manuscripts for publication. IJER publishes solicited and unsolicited articles in English, in all areas of education, educational administration, psychology and counseling, policy studies, vocational studies, technical education, and more. Information is available at www.onlineresearchjournals.org/IJER. Prospective authors should send manuscript(s) to [email protected], [email protected], or [email protected]. Interested reviewers and editors should send their detailed CVs to one of the above email addresses.

USEFUL RESOURCES: Psychological First Aid: Guide for Field Workers The World Health Organization (WHO) published a 2011 guide about psychological first aid—the provision of humane and practical support to those who are suffering serious crisis events. This guide covers both social and psychological support and provides information on supportive things to say and do for distressed people, how to approach a new situation safely for yourself and others, and how to avoid causing harm by your actions. The information was developed for use in low and middle income countries, and the information will need to be adapted to the local context and culture. For the full guide, please visit http://whqlibdoc.who.int/publications/2011/9789241548205_eng.pdf.

Mental Health Atlas 2011 The World Health Organization (WHO) Mental Health Atlas 2011 represents the latest estimate of global mental health resources available to prevent and treat mental disorders and help protect the human rights of people living with these conditions. It presents data from 184 WHO Member States, covering 98% of the world‘s population. Facts and figures presented in the Atlas indicate that resources for mental health remain inadequate and in many countries resources are extremely scarce. These results reinforce the need to scale up resources and care for mental health within countries. To download the full Mental Health Atlas, please visit www.who.int/mental_health/publications/mental_health_atlas_2011/en/index.html. Ψ

Psychology International is a publication of the APA Office of International Affairs. Please visit www.apa.org/international or email the office at [email protected] Merry Bullock, PhD, Senior Director Sally Leverty, International Affairs Assistant Dana Townsend, Communications Manager EMAIL: [email protected]

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