1. Created by Dr. Joanne Hsu Global Psychology and Five Minds for the Future Global Psychology and Five Minds for the Future Presented by Chiehwen (Joanne) Lai Hsu, Ph.D. Psi Beta – HCC Chapter Spring 2009 Initiation Ceremony April 23, 2009

2. Created by Dr. Joanne Hsu Globalization of Psychology U. S. traditional psychology has been considered “the mainstream psychology” in the world since the end of WWII (1945). U. S. traditional psychology has been considered “the mainstream psychology” in the world since the end of WWII (1945). In the past two decades, the process of globalization (economic, political, social, and technology development) has “flattened” and “shrunk” the world, and has created many new challenges and opportunities at a global scale (Friedman, 2006). In the past two decades, the process of globalization (economic, political, social, and technology development) has “flattened” and “shrunk” the world, and has created many new challenges and opportunities at a global scale (Friedman, 2006).

3. Created by Dr. Joanne Hsu Globalization of Psychology Since 1990, there is a tremendous worldwide growth in psychology, especially in regions outside U.S. (e.g., Europe, Asia, South America, etc.) and the trend continues (Hogan & Vaccaro, 2007; Stevens & Wedding, 2004). Since 1990, there is a tremendous worldwide growth in psychology, especially in regions outside U.S. (e.g., Europe, Asia, South America, etc.) and the trend continues (Hogan & Vaccaro, 2007; Stevens & Wedding, 2004). Despite the dominant global influence of the U.S. traditional mainstream psychology, it has limited usefulness in addressing the global problems and various regional issues around the world (Arnett, 2008). Despite the dominant global influence of the U.S. traditional mainstream psychology, it has limited usefulness in addressing the global problems and various regional issues around the world (Arnett, 2008).

4. Created by Dr. Joanne Hsu Globalization of Psychology Various alternative psychologies emerging around the world reflect the paradigmatic adjustments in psychology and a need for a new global or international perspective in psychology (Moghaddam, Erneling, Montero, & Lee, 2007). Various alternative psychologies emerging around the world reflect the paradigmatic adjustments in psychology and a need for a new global or international perspective in psychology (Moghaddam, Erneling, Montero, & Lee, 2007). Psychology education and training therefore needs to be “internationalized” to reflect the growing research literature around the world, to address global issues and concerns, and to build global competence in new generations of psychologists (Marsella, 2007). Psychology education and training therefore needs to be “internationalized” to reflect the growing research literature around the world, to address global issues and concerns, and to build global competence in new generations of psychologists (Marsella, 2007).

5. Created by Dr. Joanne Hsu Geography of Thought : How and Why Asians and Westerns Think Differently Richard E. Nisbett (2003), in his book “Geography of Thought”, summarized and presented empirical evidence to show how contemporary Eastern Asians (e.g., Chinese, Japanese, Koreans) and European Americans have different thinking patterns and worldviews. Richard E. Nisbett (2003), in his book “Geography of Thought”, summarized and presented empirical evidence to show how contemporary Eastern Asians (e.g., Chinese, Japanese, Koreans) and European Americans have different thinking patterns and worldviews. He argued that these differences can be traced back to the Ancient philosophical traditions. He argued that these differences can be traced back to the Ancient philosophical traditions.

6. Created by Dr. Joanne Hsu Geography of Thought : How and Why Asians and Westerns Think Differently Ancient Greek Tradition Ancient Chinese Tradition Sense of personal agency (One is in charge of one’s life and free to act as one chooses. Each individual is unique with distinctive attributes and goals.) Sense of collective agency (One is a part of a large, complex, and hierarchical social group. Social harmony is utmost important, achievable by following Confucian ethics.) Great intellectual curiosity (speculated about the nature of the world, constructed models by categorizing objects and events and generating rules about them for systematic description and explanation) Concerned about practicality (focused on practical inventions and technologies. discouraged abstract speculation, theorizing, and scientific investigation. Trying to follow “the way” to be in harmony with the nature, according to Taoism.) Focus on the object in isolation (analytical, attributes, simplistic) Perceive object in the context (holistic, relationships)

7. Created by Dr. Joanne Hsu Geography of Thought : How and Why Asians and Westerns Think Differently American and Japanese subjects made about an equal number of references to the focal fish, but the Japanese made more than 60 percent more references to background elements (e.g., water, rocks, frog, etc.) - Research conducted by Masuda & Nisbett (2001) as reported in Nisbett (2003)

8. Created by Dr. Joanne Hsu Geography of Thought : How and Why Asians and Westerns Think Differently Ancient Greek Tradition Ancient Chinese Tradition The world is fundamentally static and unchanging The world is constantly changing and is full of contradictions (Yin alternates with yang according to Taoism.) Engaging in debate and verbal contention to discover truth Avoiding arguments and disagreements to maintain social harmony Invented Logic (Using the principle of noncontradiction; Either/or thinking, decontextual) Developed dialectic thinking (accepting contradictions, depending on context; both/and thinking, contextual)

9. Created by Dr. Joanne Hsu Geography of Thought : How and Why Asians and Westerns Think Differently Which of the following two groups of proverbs most appeals to you? Which of the following two groups of proverbs most appeals to you? (A) Half a loaf is better than none. One against all is certain to fall. One against all is certain to fall. “For example” is no proof. “For example” is no proof. (B) Too humble is half-proud. Beware of your friends, not your enemies. Beware of your friends, not your enemies. A man is stronger than iron and weaker than a fly. A man is stronger than iron and weaker than a fly. **Chinese students at Beijing University had a preference for group B (proverbs with contradictions) and American students at University of Michigan) preferred Group A (proverbs without contradictions). **Chinese students at Beijing University had a preference for group B (proverbs with contradictions) and American students at University of Michigan) preferred Group A (proverbs without contradictions).

10. Created by Dr. Joanne Hsu Geography of Thought : How and Why Asians and Westerns Think Differently “….the reasoning style represented by Westerners would be “yang”, because of its forceful, linear, and persistent style, which is optimal for scientific exploration. On the other hand, the dialectical reasoning represented by Chinese would be “yin”, because of its tolerant, holistic and flexible style, which is optimal for negotiating in complex social interactions. Therefore, the ideal state or ultimate strength of human thinking should be a combination of both yin and yang, a synthesis of many different ways of thinking.” (Peng, Spencer-Rodgers, & Nian, 2006, p. 259)

11. Created by Dr. Joanne Hsu Traditional Mainstream U.S. Psychology Following the Greek Tradition Adopting quantitative research methodology Adopting quantitative research methodology Based on positivist assumption (i.e., legitimate knowledge can only be obtained through direct experience and verification and draws on natural science research methods, especially experimental method.) Based on positivist assumption (i.e., legitimate knowledge can only be obtained through direct experience and verification and draws on natural science research methods, especially experimental method.) Reductionism (i.e., studying the smallest components of an organism) Reductionism (i.e., studying the smallest components of an organism) Concerned with causality, prediction, and control Concerned with causality, prediction, and control

12. Created by Dr. Joanne Hsu Traditional Mainstream U.S. Psychology Following the Greek Tradition Decontextualized (presumed culture-free conceptual framework) and presumed universality (seeking universal truth) Decontextualized (presumed culture-free conceptual framework) and presumed universality (seeking universal truth) Excluding the subjective aspects of human functioning (i.e., consciousness, agency, meaning, and goals) Excluding the subjective aspects of human functioning (i.e., consciousness, agency, meaning, and goals) Assuming researcher objectivity (i.e., unbiased or neutral researcher) and denial of the impact of the researcher’s values on the research project. Assuming researcher objectivity (i.e., unbiased or neutral researcher) and denial of the impact of the researcher’s values on the research project.

13. Created by Dr. Joanne Hsu Alternative Psychologies Adopting qualitative as well as quantitative research methodology Adopting qualitative as well as quantitative research methodology Turning away from positivist assumption Turning away from positivist assumption Emphasizing normative (consisting of norms, rules, values, etc. in society) rather than causal explanation of human behavior Emphasizing normative (consisting of norms, rules, values, etc. in society) rather than causal explanation of human behavior

14. Created by Dr. Joanne Hsu Alternative Psychologies Are contextually sensitive (multiculturalism and indigenization) – People interact within cultural context Are contextually sensitive (multiculturalism and indigenization) – People interact within cultural context Are not value-neutral (e.g., promoting social justice and peace). The researcher’s critical self-reflections of his/her own viewpoints and biases that may affect the research process is valued. Are not value-neutral (e.g., promoting social justice and peace). The researcher’s critical self-reflections of his/her own viewpoints and biases that may affect the research process is valued.

15. Created by Dr. Joanne Hsu Alternative Psychologies : Liberation Psychology Developed in Latin-America Developed in Latin-America Goal: to fight against oppression and poverty Goal: to fight against oppression and poverty Psychologists explicitly aim to end injustices by collaborating with and through empowerment of people suffering from exclusion and inequality (using participatory action research methods) Psychologists explicitly aim to end injustices by collaborating with and through empowerment of people suffering from exclusion and inequality (using participatory action research methods) Liberation psychology links people’s conditions to discourse practices (dialogue and discussion) in that it encourages: Liberation psychology links people’s conditions to discourse practices (dialogue and discussion) in that it encourages: 1. Problematization 2. Conscientization 3. De-ideologization (Maghaddam, Erneling, Montero, & Lee, 2007) (Maghaddam, Erneling, Montero, & Lee, 2007)

16. Created by Dr. Joanne Hsu Alternative Psychologies : Liberation Psychology 1. Problematization: the process through which critical examination revealed seemingly acceptable situation as problematic, triggering transformational reflection and action. the process through which critical examination revealed seemingly acceptable situation as problematic, triggering transformational reflection and action. 2. Conscientization: the mobilizing and liberating means by which a person becomes aware of his /her social relatedness and his/her capacity for critical thought and change. the mobilizing and liberating means by which a person becomes aware of his /her social relatedness and his/her capacity for critical thought and change. 3. De-ideologization: breaking down discourse that serves to disguise and distort social injustices breaking down discourse that serves to disguise and distort social injustices (Maghaddam, Erneling, Montero, & Lee, 2007) (Maghaddam, Erneling, Montero, & Lee, 2007)

17. Created by Dr. Joanne Hsu Alternative Psychologies : Liberation Psychology < Example: < Example: In slum neighborhoods in Caracas, Venezuela, researchers performed need assessments with 346 residents. Through discussions with residents, it was revealed that the problems, such as unreliable running water and free- flowing sewage, had become an acceptable norm. The discussions set off a process of conscientization, whereby what was once considered acceptable is de-ideologized. “Conscientization is attained by problematizing and de- ideologizing the status quo.” In slum neighborhoods in Caracas, Venezuela, researchers performed need assessments with 346 residents. Through discussions with residents, it was revealed that the problems, such as unreliable running water and free- flowing sewage, had become an acceptable norm. The discussions set off a process of conscientization, whereby what was once considered acceptable is de-ideologized. “Conscientization is attained by problematizing and de- ideologizing the status quo.” (Maghaddam, Erneling, Montero, & Lee, 2007) (Maghaddam, Erneling, Montero, & Lee, 2007)

18. Created by Dr. Joanne Hsu Alternative Psychologies: Liberation Psychology Liberation psychology emanates from several core elements of Latin American history: the struggle of indigenous peoples, economic and political oppression, and violent social upheaval. Liberation psychology remains vital in some Latin American countries (e.g., Guatemala and Peru) that have suffered more recent and severe economic, political, and social oppression. However, it is no longer as vital for Argentina, Brazil, Colombia and Mexico. These countries have shifted from authoritarian regimes and command economies to pluralistic, market-based democracies. As a result, respect for human rights and civil rights has increased.

19. Created by Dr. Joanne Hsu Alternative Psychologies : Indigenous Psychology Is “the scientific study of human behavior or mind that is native, that is not transported from other regions and that is designed for its people” (Kim & Berry, 1993, P. 2) Is “the scientific study of human behavior or mind that is native, that is not transported from other regions and that is designed for its people” (Kim & Berry, 1993, P. 2) Examines knowledge, skills, and beliefs people have about themselves, how they relate to others, and how they function in their ecological, historical, philosophical, religious and cultural context. Examines knowledge, skills, and beliefs people have about themselves, how they relate to others, and how they function in their ecological, historical, philosophical, religious and cultural context. (Kim & Park 2007; Kim, Yang, & Hwang, 2006) (Kim & Park 2007; Kim, Yang, & Hwang, 2006)

20. Created by Dr. Joanne Hsu Alternative Psychologies : Indigenous Psychology Is not limited to the study of native peoples, ethnic groups, or people living in distant lands. It encompasses all cultural, native, and ethnic groups, including developing and developed countries. Is not limited to the study of native peoples, ethnic groups, or people living in distant lands. It encompasses all cultural, native, and ethnic groups, including developing and developed countries. Embraces the use of various methodologies (qualitative and quantitative) and advocates for finding the appropriate methods for the phenomenon under study. Research topics and stimuli must be meaningful and contextualized. Embraces the use of various methodologies (qualitative and quantitative) and advocates for finding the appropriate methods for the phenomenon under study. Research topics and stimuli must be meaningful and contextualized. (Kim & Park 2007; Kim, Yang, & Hwang, 2006) (Kim & Park 2007; Kim, Yang, & Hwang, 2006)

21. Created by Dr. Joanne Hsu Global psychology is a relatively new and evolving specialty within psychology, aiming to advance psychological science, improve the psychological practice, and apply psychology to significant global concerns through communication and collaboration among psychologists and psychology students from diverse countries and cultures around the world. Global psychology is a relatively new and evolving specialty within psychology, aiming to advance psychological science, improve the psychological practice, and apply psychology to significant global concerns through communication and collaboration among psychologists and psychology students from diverse countries and cultures around the world. (Stevens, 2007) (Stevens, 2007) What is global psychology?

22. Created by Dr. Joanne Hsu Global Psychology : Scope & Application Global psychology encompasses the application of psychological science and practice to address a range of issues confronting the world Global psychology encompasses the application of psychological science and practice to address a range of issues confronting the world

23. Created by Dr. Joanne Hsu Global Issues and Problems Effects of globalization Effects of globalization Poverty & overpopulation Poverty & overpopulation Environmental degradation (e.g., pollution, global warming) Environmental degradation (e.g., pollution, global warming) Intergroup conflict (e.g., terrorism, wars and civil conflicts) Intergroup conflict (e.g., terrorism, wars and civil conflicts) Worldwide health issues (e.g., HIV/AIDS, mental illness) Worldwide health issues (e.g., HIV/AIDS, mental illness) Struggles of disempowered groups (women and children) Struggles of disempowered groups (women and children) Migration, refugees & human trafficking Migration, refugees & human trafficking

24. Created by Dr. Joanne Hsu Global Psychology : Approach to the Global Issues Global issues and problems are: Global issues and problems are: multidetermined multidetermined multilayered multilayered embedded in economics, history, politics, psychology, religion, and culture. embedded in economics, history, politics, psychology, religion, and culture. To address these issues, globally oriented psychologists recognize the necessity of using and developing alternative (as opposed to traditional mainstream reductionistic psychology), multidisciplinary theories, research strategies, and interventions. To address these issues, globally oriented psychologists recognize the necessity of using and developing alternative (as opposed to traditional mainstream reductionistic psychology), multidisciplinary theories, research strategies, and interventions.

25. Created by Dr. Joanne Hsu Addressing the Global Issues Macro-Level Interventions Most of the serious global issues and problems occur at macro-social levels involving large numbers of people from local communities, nations, ethnically diverse regions, and even the world. Most of the serious global issues and problems occur at macro-social levels involving large numbers of people from local communities, nations, ethnically diverse regions, and even the world. To have more impact, psychology has the potential to address these challenges at the macro level, not just through the traditional individual and small-group interventions, but through macro-level approaches associated with social policies and social influence processes. To have more impact, psychology has the potential to address these challenges at the macro level, not just through the traditional individual and small-group interventions, but through macro-level approaches associated with social policies and social influence processes. This approach requires multi-disciplinary collaboration (with social work, political sciences, biology, etc.) This approach requires multi-disciplinary collaboration (with social work, political sciences, biology, etc.) (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

26. Created by Dr. Joanne Hsu Macro-Level Interventions: School Desegregation in the United States A group of distinguished psychologists wrote an influential brief, based on psychological research, that served as expert testimony in the case of Brown v. Board of Education (1954). The U. S. Supreme Court ruled to mandate the desegregation of education. A group of distinguished psychologists wrote an influential brief, based on psychological research, that served as expert testimony in the case of Brown v. Board of Education (1954). The U. S. Supreme Court ruled to mandate the desegregation of education. The best-known study in the research cited was the Clark and Clark (1947) study showing that Black children preferred White dolls, revealing a sense of inferiority due to segregation of education. (Wessells & Dawes, 2007) The best-known study in the research cited was the Clark and Clark (1947) study showing that Black children preferred White dolls, revealing a sense of inferiority due to segregation of education. (Wessells & Dawes, 2007)

27. Created by Dr. Joanne Hsu Macro-Level Interventions: Institutionalization of Orphans in Angola, Africa In Angola, many children have been orphaned due to a multi-decade war. In Angola, many children have been orphaned due to a multi-decade war. As a way to protect these children, Angola government placed the orphans in institutions, the conditions of which were poor. As a way to protect these children, Angola government placed the orphans in institutions, the conditions of which were poor. Extensive psychological research has shown that such institutional environments deprived children of healthy development. Extensive psychological research has shown that such institutional environments deprived children of healthy development. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

28. Created by Dr. Joanne Hsu Macro-Level Interventions: Institutionalization of Orphans in Angola, Africa To address this problems, various nongovernmental organizations (NGOs), such as the Christian Children Fund and Save the Children/UK, lobbied key members of the Angola government to advocate for alternative care. They pointed out that orphans would fare better in carefully selected homes of extended family members or foster families. To address this problems, various nongovernmental organizations (NGOs), such as the Christian Children Fund and Save the Children/UK, lobbied key members of the Angola government to advocate for alternative care. They pointed out that orphans would fare better in carefully selected homes of extended family members or foster families. As a result, the Angola government changed its policy and invested more in processes of tracing and uniting orphans with extended family members. As a result, the Angola government changed its policy and invested more in processes of tracing and uniting orphans with extended family members. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

29. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing HIV/AIDS Psychologists have contributed to the development of macro-level programs designed to support orphans (whose parents died from AIDS) and to prevent the spread of HIV/AIDS. Psychologists have contributed to the development of macro-level programs designed to support orphans (whose parents died from AIDS) and to prevent the spread of HIV/AIDS. One example is the COPE program implemented by Save the Children/U.S. in Malawi, Africa. The program used a mixture of bottom-up and top-down processes aimed at creating a multi-level safety net. One example is the COPE program implemented by Save the Children/U.S. in Malawi, Africa. The program used a mixture of bottom-up and top-down processes aimed at creating a multi-level safety net. The bottom-up process entailed community-sensitization dialogues among village members, who then established committees at the village level. The bottom-up process entailed community-sensitization dialogues among village members, who then established committees at the village level. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

30. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing HIV/AIDS The program trained committee members on the effects of HIV/AIDS, holistic support for the affected children, children’s rights, appropriate living arrangements for orphans, and strategies for raising awareness about HIV/AIDS and its prevention. The program trained committee members on the effects of HIV/AIDS, holistic support for the affected children, children’s rights, appropriate living arrangements for orphans, and strategies for raising awareness about HIV/AIDS and its prevention. At the grassroots levels, village committees organized community-based child-care centers, supervised recreational activities, and organized community gardens, home visits for terminally ill people, and peer counseling for youth. At the grassroots levels, village committees organized community-based child-care centers, supervised recreational activities, and organized community gardens, home visits for terminally ill people, and peer counseling for youth. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

31. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing HIV/AIDS Village community also organized health screening, income-generating activities, and prevention activities for youth. Village community also organized health screening, income-generating activities, and prevention activities for youth. At the district level, committee networked with wider initiatives and linked with government agencies in order to institutionalize the system and ensure the responsiveness of the government to the issues. At the district level, committee networked with wider initiatives and linked with government agencies in order to institutionalize the system and ensure the responsiveness of the government to the issues. In its first six years, the program assisted over 10,000 orphans and over 2,500 home-care patients. In its first six years, the program assisted over 10,000 orphans and over 2,500 home-care patients. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

32. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing HIV/AIDS Community members showed greater awareness of the causes of the epidemic, the problems orphans face, and appropriate means of supporting orphans. Community members showed greater awareness of the causes of the epidemic, the problems orphans face, and appropriate means of supporting orphans. Orphans had achieved a greater voice and participation in decisions that affected them. Youth said that they had learned the value of prevention and feel more positively toward the future. (Wessells & Dawes, 2007) Orphans had achieved a greater voice and participation in decisions that affected them. Youth said that they had learned the value of prevention and feel more positively toward the future. (Wessells & Dawes, 2007)

33. Created by Dr. Joanne Hsu Macro-Level Interventions: Development of Standards Psychologists developed a set of standards for psychosocial assistance which are added into the recently revised Standards for Intervention in Humanitarian Emergencies (the document that was first constructed in the late 1990s by the international humanitarian community) that outlines the minimum standards for emergency assistance in sectors such as health, water and sanitation, and shelter construction, etc. Psychologists developed a set of standards for psychosocial assistance which are added into the recently revised Standards for Intervention in Humanitarian Emergencies (the document that was first constructed in the late 1990s by the international humanitarian community) that outlines the minimum standards for emergency assistance in sectors such as health, water and sanitation, and shelter construction, etc. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

34. Created by Dr. Joanne Hsu Macro-Level Interventions: Development of Standards Psychologists have shown increased involvement with the U. N. : Psychologists have shown increased involvement with the U. N. : - Psychologists played an important role in drafting and reviewing the guidelines for the Psychosocial Care and Protection of Tsunami-Affected Children. (2004) - Psychologists played an important role in drafting and reviewing the guidelines for the Psychosocial Care and Protection of Tsunami-Affected Children. (2004) - Psychologists consulted extensively with the team that authored the 1996 U. N. General Assembly report on the Impact of Armed Conflict on Children. - Psychologists consulted extensively with the team that authored the 1996 U. N. General Assembly report on the Impact of Armed Conflict on Children. - Psychologists also contributed to the drafting of the Earth Charter (2000), which described a vision and a set of collective responsibilities for the protection of our ecological environment. - Psychologists also contributed to the drafting of the Earth Charter (2000), which described a vision and a set of collective responsibilities for the protection of our ecological environment. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

35. Created by Dr. Joanne Hsu Macro-Level Interventions: South Africa’s Truth and Reconciliation Commission The constitution (1995) provided for the establishment of the Truth and Reconciliation Commission (TRC) as a mechanism for the promotion of national unity and reconciliation in South Africa after the Apartheid. The constitution (1995) provided for the establishment of the Truth and Reconciliation Commission (TRC) as a mechanism for the promotion of national unity and reconciliation in South Africa after the Apartheid. The TRC had 4 key provisions that have profound psychological significance The TRC had 4 key provisions that have profound psychological significance (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

36. Created by Dr. Joanne Hsu Macro-Level Interventions: South Africa’s Truth and Reconciliation Commission The four key provisions of TRC: The four key provisions of TRC: 1. to rewrite history and come to an understanding of how the system of Apartheid and the perpetration of human- rights violations occurred. 1. to rewrite history and come to an understanding of how the system of Apartheid and the perpetration of human- rights violations occurred. 2. to afford victims an opportunity to express the human- rights violations they endure 2. to afford victims an opportunity to express the human- rights violations they endure 3. to grant reparations, as well as the rehabilitation and restoration of human and civil dignity, to those whose human rights had been violated. 3. to grant reparations, as well as the rehabilitation and restoration of human and civil dignity, to those whose human rights had been violated. 4. to offer amnesty to perpetrators of gross human-rights violations on both sides if they fully disclosed the relevant facts about such acts committed in the course of pursuing political objectives. 4. to offer amnesty to perpetrators of gross human-rights violations on both sides if they fully disclosed the relevant facts about such acts committed in the course of pursuing political objectives. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

37. Created by Dr. Joanne Hsu Macro-Level Interventions: South Africa’s Truth and Reconciliation Commission Psychologists and social workers were among the commissioners and played an important role in the design of sensitive procedures for the hearings. The TRC staff, many of whom were trained as lay counselors, prepared victims for the hearings, supported them during the testimony, and debriefed them afterwards. (Wessells & Dawes, 2007) Psychologists and social workers were among the commissioners and played an important role in the design of sensitive procedures for the hearings. The TRC staff, many of whom were trained as lay counselors, prepared victims for the hearings, supported them during the testimony, and debriefed them afterwards. (Wessells & Dawes, 2007)

38. Created by Dr. Joanne Hsu Macro-Level Interventions: Interactive Problem Solving in the Middle East Herbert Kelman has convened and facilitated over 25 years a great number of workshops, most of which have brought together 3 to 6 Israelis and an equal number of Palestinians for two-and-a-half days of private, off-the- record dialogue in a neutral country, typically in an academic setting. Herbert Kelman has convened and facilitated over 25 years a great number of workshops, most of which have brought together 3 to 6 Israelis and an equal number of Palestinians for two-and-a-half days of private, off-the- record dialogue in a neutral country, typically in an academic setting. The participants are well-respected influentials who hold no official positions but are likely to assume official political leadership positions in the future. The participants are well-respected influentials who hold no official positions but are likely to assume official political leadership positions in the future. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

39. Created by Dr. Joanne Hsu Macro-Level Interventions: Interactive Problem Solving in the Middle East The participants live in the same place and interact informally over meals and during free time. The participants live in the same place and interact informally over meals and during free time. The structured meetings engage the participants in careful analytic, problem-solving discussions conducted under rules, such as no blaming. The structured meetings engage the participants in careful analytic, problem-solving discussions conducted under rules, such as no blaming. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

40. Created by Dr. Joanne Hsu Macro-Level Interventions: Interactive Problem Solving in the Middle East Since a key task is to build empathy, the process often begins with each side explaining how they understand the conflict, its history, and its key issues. As one side tells the story, the other side listens and is subsequently asked to play it back, with corrections given for any errors that occur. Since a key task is to build empathy, the process often begins with each side explaining how they understand the conflict, its history, and its key issues. As one side tells the story, the other side listens and is subsequently asked to play it back, with corrections given for any errors that occur. Next, the participants examine the main issues at stake in the conflict, explore their concerns and fears, and identify possible solutions and steps that might help to overcome the psychological and political barriers on both sides. Next, the participants examine the main issues at stake in the conflict, explore their concerns and fears, and identify possible solutions and steps that might help to overcome the psychological and political barriers on both sides. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

41. Created by Dr. Joanne Hsu Macro-Level Interventions: Interactive Problem Solving in the Middle East  Following the workshops, the participants return to their respective communities and share what they learned.  To date, the workshops have been instrumental in establishing positive communication and empathy. They have also helped set the stage for official back- channel secret meetings, such as those which led to the Oslo Agreement in 1993. (Wessells & Dawes, 2007) (Wessells & Dawes, 2007)

42. Created by Dr. Joanne Hsu Macro-Level Interventions: Interactive Problem Solving in the Middle East To Revive the Peace Process - Three central elements: To Revive the Peace Process - Three central elements: 1.Acknowledgment of the other’s nationhood and humanity 2.Affirmation of the meaning and logic of a historic compromise : costs and benefits 3.A positive vision of a common future for the two peoples in the land to which both are attached and that they have agreed to share. To be maximally effective, the content and wording of such a peace formulation must be worked out jointly by thoughtful, credible representatives of the two societies at the civil-society level initially and eventually at the official level. This process can be facilitated by the interactive problem solving. To be maximally effective, the content and wording of such a peace formulation must be worked out jointly by thoughtful, credible representatives of the two societies at the civil-society level initially and eventually at the official level. This process can be facilitated by the interactive problem solving. (Kelman, 2007) (Kelman, 2007)

43. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing the Environmental Issues Psychologists worldwide have designed research programs grounded in applied behavior analysis, information processing, and social psychology to identify effective parameters of sustainable development, focusing on risk perception, cognitive and affective environmental awareness, choice behavior, and life style values. Psychologists worldwide have designed research programs grounded in applied behavior analysis, information processing, and social psychology to identify effective parameters of sustainable development, focusing on risk perception, cognitive and affective environmental awareness, choice behavior, and life style values. (Stevens, 2007) (Stevens, 2007)

44. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing the Environmental Issues Psychologists have been involved in creating pedagogies to promote moderation in consumer behavior, forming partnerships with business and industry to invest in conservation, and providing consultation with governmental agencies on policies and legislation that would enforce environmentally responsible action. Psychologists have been involved in creating pedagogies to promote moderation in consumer behavior, forming partnerships with business and industry to invest in conservation, and providing consultation with governmental agencies on policies and legislation that would enforce environmentally responsible action. (Stevens, 2007) (Stevens, 2007)

45. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing the Environmental Issues German psychologists are investigating how behavioral costs and social norms determine environmentally friendly attitudes and conservation behavior in different social contexts. German psychologists are investigating how behavioral costs and social norms determine environmentally friendly attitudes and conservation behavior in different social contexts. Japanese psychologists have found that conservation behavior among city dwellers is tied more to personal benefits that to potentially positive consequences for the environment per se. Japanese psychologists have found that conservation behavior among city dwellers is tied more to personal benefits that to potentially positive consequences for the environment per se. (Stevens, 2007) (Stevens, 2007)

46. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing the Environmental Issues Spanish psychologists are developing a dynamic- situational model for such pro-environmental behavior as recycling, buying ecological products, and energy and water conservation that delineates the interaction between attitudinal and contextual variables. Spanish psychologists are developing a dynamic- situational model for such pro-environmental behavior as recycling, buying ecological products, and energy and water conservation that delineates the interaction between attitudinal and contextual variables. (Stevens, 2007) (Stevens, 2007)

47. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing the Environmental Issues There are multidisciplinary and international collaborative efforts from networks of experts in the natural and social sciences from various countries. Their efforts have led to the codification of multilateral policies, such as: There are multidisciplinary and international collaborative efforts from networks of experts in the natural and social sciences from various countries. Their efforts have led to the codification of multilateral policies, such as: - the Convention on Long-Range Transboundary Air Pollution. - the Convention on Long-Range Transboundary Air Pollution. - The Alpine Agreement, which established environmental safeguards via regulation of the transportation infrastructure of countries situated along the Southern Alps. - The Alpine Agreement, which established environmental safeguards via regulation of the transportation infrastructure of countries situated along the Southern Alps. (Stevens, 2007) (Stevens, 2007)

48. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing the Environmental Issues Psychologists are also exploring the effective process of building consensus among adversarial parties (e.g., environmental activists vs. business leaders) and identifying ways to empower science to inform regulatory authorities and shape public opinion. Psychologists are also exploring the effective process of building consensus among adversarial parties (e.g., environmental activists vs. business leaders) and identifying ways to empower science to inform regulatory authorities and shape public opinion. (Stevens, 2007) (Stevens, 2007)

49. Created by Dr. Joanne Hsu Macro-Level Interventions: Addressing the Environmental Issues Psychological science and practice alone cannot succeed in generating the national, regional, and global compromises needed for sustainable growth. Psychological science and practice alone cannot succeed in generating the national, regional, and global compromises needed for sustainable growth. Progress will depend on the integration of psychological concepts and techniques with those of anthropology (e.g., cultural values), economics (e.g., decision making), engineering (e. g., energy use), political science (e. g., policy formation), and sociology (e.g., structural change). Progress will depend on the integration of psychological concepts and techniques with those of anthropology (e.g., cultural values), economics (e.g., decision making), engineering (e. g., energy use), political science (e. g., policy formation), and sociology (e.g., structural change). (Stevens, 2007; Stokols, et. al, 2009) (Stevens, 2007; Stokols, et. al, 2009)

50. Created by Dr. Joanne Hsu Building Global Competence in Psychology In building global competence in psychology, Marsella (2007) contended that the psychology discipline must make the following changes: In building global competence in psychology, Marsella (2007) contended that the psychology discipline must make the following changes: 1. Interested in Global Problems 2. Commitment to the Importance of Culture 3. Multidisciplinary, Multisectoral, and Multinational Connections 4. Emphasis on New Approaches and Values 5. Concern for Peace, Justice, and Nonviolence

51. Created by Dr. Joanne Hsu Building Global Competence in Psychology 1. Interested in Global Problems. Psychology must show interest in addressing major global challenges, such as war and violence, poverty, famine, urban decay, refugees, international migration, terrorism, environmental degradation, etc. Psychology must show interest in addressing major global challenges, such as war and violence, poverty, famine, urban decay, refugees, international migration, terrorism, environmental degradation, etc. (Marsella, 2007) (Marsella, 2007)

52. Created by Dr. Joanne Hsu Building Global Competence in Psychology 2. Commitment to the Importance of Culture. The discipline must include cultural and ethnic minority psychologies in course work and acknowledge the risks of ethnocentrism and bias. It must emphasize the value of the diversity and the importance of preserving it. Respect for cultural diversity promotes international understanding. (Marsella, 2007) The discipline must include cultural and ethnic minority psychologies in course work and acknowledge the risks of ethnocentrism and bias. It must emphasize the value of the diversity and the importance of preserving it. Respect for cultural diversity promotes international understanding. (Marsella, 2007)

53. Created by Dr. Joanne Hsu Building Global Competence in Psychology 3. Multidisciplinary, Multisectoral, and Multinational Connections. Psychology must show interest in multidisciplinary studies (e.g., environmental conservation), multisectoral competences (working with judicial, educational, medical, commercial, and religious sectors), and multinational issues and organizations (e. g., the U.N., WHO). Psychology must show interest in multidisciplinary studies (e.g., environmental conservation), multisectoral competences (working with judicial, educational, medical, commercial, and religious sectors), and multinational issues and organizations (e. g., the U.N., WHO). (Marsella, 2007, p. 345) (Marsella, 2007, p. 345)

54. Created by Dr. Joanne Hsu Building Global Competence in Psychology 4. Emphasis on New Approaches and Values The revolution in thought and practice that has emerged in the past few decades has introduced new conceptual models (e.g., chaos theory, postmodernism, social constructionism, feminist theory), assumptions (e.g., subjectivity, context determination), research methodologies (e.g., participant observation, qualitative methods, action research), values and priorities (e.g., cultural sensitivity and competence, social justice, activism), and disciplinary subspecialties (e.g., peace and conflict resolution, disaster management, public policy). The revolution in thought and practice that has emerged in the past few decades has introduced new conceptual models (e.g., chaos theory, postmodernism, social constructionism, feminist theory), assumptions (e.g., subjectivity, context determination), research methodologies (e.g., participant observation, qualitative methods, action research), values and priorities (e.g., cultural sensitivity and competence, social justice, activism), and disciplinary subspecialties (e.g., peace and conflict resolution, disaster management, public policy). (Marsella, 2007, p. 345) (Marsella, 2007, p. 345)

55. Created by Dr. Joanne Hsu Building Global Competence in Psychology 5. Concern for Peace, Justice, and Nonviolence. Three values (peace, justice, and nonviolence) are essential to guide the psychology education and training. In course work, extracurricular activities, these values must be clearly articulated and supported. Psychology must support activism that promotes peace and social justice. Three values (peace, justice, and nonviolence) are essential to guide the psychology education and training. In course work, extracurricular activities, these values must be clearly articulated and supported. Psychology must support activism that promotes peace and social justice. (Marsella, 2007) (Marsella, 2007)

56. Created by Dr. Joanne Hsu Five Minds for the Future Howard Gardner (2006) argued that global citizens would need to develop five minds to strive in the future. Howard Gardner (2006) argued that global citizens would need to develop five minds to strive in the future. The Discipline Mind The Discipline Mind The Synthesizing Mind The Synthesizing Mind The Creating Mind The Creating Mind The Respectful Mind The Respectful Mind The Ethical Mind The Ethical Mind I believe that building global competence in psychology helps nurture the development of the five minds. I believe that building global competence in psychology helps nurture the development of the five minds.

57. Created by Dr. Joanne Hsu Five Minds for the Future: The Discipline Mind Employing the ways of thinking associated with major scholarly disciplines (history, math, science, art, etc.) and major professions (law, medicine, management, finance, etc., as well as crafts and trades); capable of applying oneself diligently, improving steadily, and continuing beyond formal education. (Gardner, 2006, p. 154) Employing the ways of thinking associated with major scholarly disciplines (history, math, science, art, etc.) and major professions (law, medicine, management, finance, etc., as well as crafts and trades); capable of applying oneself diligently, improving steadily, and continuing beyond formal education. (Gardner, 2006, p. 154) Building global competence in psychology facilitates the development of the discipline mind by expanding a person’s way of thinking and adopting a multi-faceted perspective (multidisciplinary, multisectorial, and multinational connections) Building global competence in psychology facilitates the development of the discipline mind by expanding a person’s way of thinking and adopting a multi-faceted perspective (multidisciplinary, multisectorial, and multinational connections)

58. Created by Dr. Joanne Hsu Five Minds for the Future: The Discipline Mind Examples (formal education). Mastering of history, mathematics, science, and other key subjects; completing professional training. Examples (formal education). Mastering of history, mathematics, science, and other key subjects; completing professional training. Examples (place of work). Continuing mastery of one’s professional or employment role(s), including the acquisition of additional disciplinary or interdisciplinary acumen. Examples (place of work). Continuing mastery of one’s professional or employment role(s), including the acquisition of additional disciplinary or interdisciplinary acumen. Period of development. Begins before adolescence; continues as lifelong learning. Period of development. Begins before adolescence; continues as lifelong learning. (Garner, 2006, p. 154) (Garner, 2006, p. 154)

59. Created by Dr. Joanne Hsu Five Minds for the Future: The Synthesizing Mind Selecting crucial information from the copious amounts available; arraying that information in ways that make sense to self and to others. (Gardner, 2006, p. 155) Selecting crucial information from the copious amounts available; arraying that information in ways that make sense to self and to others. (Gardner, 2006, p. 155) Building global competence in psychology facilitates the development of one’s synthesizing mind, as one is required to organize and make sense of information from various geographic regions, diverse cultures, and methodologies. Building global competence in psychology facilitates the development of one’s synthesizing mind, as one is required to organize and make sense of information from various geographic regions, diverse cultures, and methodologies.

60. Created by Dr. Joanne Hsu Five Minds for the Future: The Synthesizing Mind Examples (formal education). Preparing for assignments and tests in school by organizing materials in ways that are helpful to self and others. Examples (formal education). Preparing for assignments and tests in school by organizing materials in ways that are helpful to self and others. Examples (place of work). Recognizing new information/skills that are important and then incorporating them into one’s knowledge base and one’s professional repertoire. Examples (place of work). Recognizing new information/skills that are important and then incorporating them into one’s knowledge base and one’s professional repertoire. Period of development. Starts in childhood; become more deliberate over time; continues perennially as new knowledge accumulates and needs to be digested and organized Period of development. Starts in childhood; become more deliberate over time; continues perennially as new knowledge accumulates and needs to be digested and organized (Garner, 2006, p. 155) (Garner, 2006, p. 155)

61. Created by Dr. Joanne Hsu Five Minds for the Future: The Creating Mind Going beyond existing knowledge and syntheses to pose new questions, offer new solutions, fashion works that stretch existing genres or configure new ones; creation builds on one or more established disciplines and requires an informed “field” to make judgments of quality and acceptability. (Gardner, 2006, p. 156) Going beyond existing knowledge and syntheses to pose new questions, offer new solutions, fashion works that stretch existing genres or configure new ones; creation builds on one or more established disciplines and requires an informed “field” to make judgments of quality and acceptability. (Gardner, 2006, p. 156) Building global competence in psychology facilitates the development of the creating mind by requiring one to “step out of one’s comfort zone”, to “think outside the box”, and to “make paradigmatic adjustments”. Research has shown that multicultural experience enhances creativity (Leung, Maddux, Galinsky, & Chiu, 2008). Building global competence in psychology facilitates the development of the creating mind by requiring one to “step out of one’s comfort zone”, to “think outside the box”, and to “make paradigmatic adjustments”. Research has shown that multicultural experience enhances creativity (Leung, Maddux, Galinsky, & Chiu, 2008).

62. Created by Dr. Joanne Hsu Five Minds for the Future: The Creating Mind Examples (formal education). Going beyond class requirements to pose new questions; coming up with unexpected but appropriate school products and projects Examples (formal education). Going beyond class requirements to pose new questions; coming up with unexpected but appropriate school products and projects Examples (place of work). Thinking outside the box – putting forth recommendations for new practices and products, explicating them, seeking endorsement and enactment; for leader, formulating and pursuing new visions Examples (place of work). Thinking outside the box – putting forth recommendations for new practices and products, explicating them, seeking endorsement and enactment; for leader, formulating and pursuing new visions Period of development. Robust personality begins to develop early – informed challenges to orthodoxy await at least partial mastery of disciplined and synthesizing thinking. Period of development. Robust personality begins to develop early – informed challenges to orthodoxy await at least partial mastery of disciplined and synthesizing thinking. (Garner, 2006, p. 156) (Garner, 2006, p. 156)

63. Created by Dr. Joanne Hsu Five Minds for the Future: The Creating Mind Does multicultural experience enhances creativity? Leung and her colleagues (2008) found that: Multicultural experience increases creative performance and use of some creativity-supporting cognitive processes. Multicultural experience increases creative performance and use of some creativity-supporting cognitive processes. The creative benefits are most apparent when the multicultural experience involves deep immersion (such as living in a foreign countrie) rather than just cursory foreign experiences (such as traveling abroad). The creative benefits are most apparent when the multicultural experience involves deep immersion (such as living in a foreign countrie) rather than just cursory foreign experiences (such as traveling abroad). Individuals who are more open to foreign cultures and who actively compare and contrast between the home and foreign cultures reap more creative benefits. Individuals who are more open to foreign cultures and who actively compare and contrast between the home and foreign cultures reap more creative benefits. The creative benefits are less apparent in contexts that require a need for firm answers or adherence to conventional knowledge, or under time pressure. The creative benefits are less apparent in contexts that require a need for firm answers or adherence to conventional knowledge, or under time pressure.

64. Created by Dr. Joanne Hsu Five Minds for the Future: The Respectful Mind Responding sympathetically and constructively to differences among individuals and among groups; seeking to understand and work with those who are different; extending beyond mere tolerance and political correctness. Responding sympathetically and constructively to differences among individuals and among groups; seeking to understand and work with those who are different; extending beyond mere tolerance and political correctness. (Gardner, 2006, p. 157) (Gardner, 2006, p. 157) Building global competence in psychology instills one with genuine appreciation for cultural diversity and deep commitment to its preservation, leading to the truly respectful mind. Building global competence in psychology instills one with genuine appreciation for cultural diversity and deep commitment to its preservation, leading to the truly respectful mind.

65. Created by Dr. Joanne Hsu Five Minds for the Future: The Respectful Mind Responding sympathetically and constructively to differences among individuals and among groups; seeking to understand and work with those who are different; extending beyond mere tolerance and political correctness. Responding sympathetically and constructively to differences among individuals and among groups; seeking to understand and work with those who are different; extending beyond mere tolerance and political correctness. (Gardner, 2006, p. 157) (Gardner, 2006, p. 157) Building global competence in psychology instills one with genuine appreciation for cultural diversity and deep commitment to its preservation, leading to the truly respectful mind. Building global competence in psychology instills one with genuine appreciation for cultural diversity and deep commitment to its preservation, leading to the truly respectful mind.

66. Created by Dr. Joanne Hsu Five Minds for the Future: The Respectful Mind Examples (formal education). Seeking to understand and work effectively with peers, teachers, and staff, whatever their backgrounds and viewpoints Examples (formal education). Seeking to understand and work effectively with peers, teachers, and staff, whatever their backgrounds and viewpoints Examples (place of work). Working effectively with peers, supervisors, employees, irrespective of their backgrounds and status; developing capacity for forgiveness Examples (place of work). Working effectively with peers, supervisors, employees, irrespective of their backgrounds and status; developing capacity for forgiveness Period of development. Supportive environment should be present from birth; at school, work, in the media, role models (positive and negative, recognized as such) are crucial Period of development. Supportive environment should be present from birth; at school, work, in the media, role models (positive and negative, recognized as such) are crucial (Garner, 2006, p. 157) (Garner, 2006, p. 157)

67. Created by Dr. Joanne Hsu Five Minds for the Future: The Ethical Mind Abstracting crucial features of one’s role at work and one’s role as a citizen and acting consistently with those conceptualizations; striving toward good work and good citizenship. (Gardner, 2006, p. 158) Abstracting crucial features of one’s role at work and one’s role as a citizen and acting consistently with those conceptualizations; striving toward good work and good citizenship. (Gardner, 2006, p. 158) Building global competence in psychology strengthens the ethical mind, as the profession demands one to adhere to its ethical guidelines for research and practice, as well as to uphold the values of peace and social justice. Building global competence in psychology strengthens the ethical mind, as the profession demands one to adhere to its ethical guidelines for research and practice, as well as to uphold the values of peace and social justice.

68. Created by Dr. Joanne Hsu Five Minds for the Future: The Ethical Mind Examples (formal education). Reflecting on one’s role as a student or as a future professional and attempting to fulfill that role appropriately and responsibly Examples (formal education). Reflecting on one’s role as a student or as a future professional and attempting to fulfill that role appropriately and responsibly Examples (place of work). Knowing the core values of one’s profession and seeking to maintain them and pass them on, even at times of rapid and unpredictable changes; with maturity, adopting the role of the trustee, who assumes stewardship of a domain and is willing to speak out even at personal cost; recognizing one’s responsibilities as a citizen of one’s community, region, nation, and world, and acting on those responsibilities. Examples (place of work). Knowing the core values of one’s profession and seeking to maintain them and pass them on, even at times of rapid and unpredictable changes; with maturity, adopting the role of the trustee, who assumes stewardship of a domain and is willing to speak out even at personal cost; recognizing one’s responsibilities as a citizen of one’s community, region, nation, and world, and acting on those responsibilities. (Garner, 2006, p. 158) (Garner, 2006, p. 158)

69. Created by Dr. Joanne Hsu Five Minds for the Future: The Ethical Mind Period of development. Awaits the time when an individual can think conceptually, abstractly, about the role of a worker and a citizen; acting in an ethical way presupposes strength of character; may require supportive relations of a horizontal and vertical sort, as well as periodic inoculations. Period of development. Awaits the time when an individual can think conceptually, abstractly, about the role of a worker and a citizen; acting in an ethical way presupposes strength of character; may require supportive relations of a horizontal and vertical sort, as well as periodic inoculations. (Garner, 2006, p. 158) (Garner, 2006, p. 158)

70. Created by Dr. Joanne Hsu Five Minds for the Future: The Ethical Mind Gardner conceived good work to be: Excellent in quality Excellent in quality Responsible (considering its implications for the wider community) Responsible (considering its implications for the wider community) Engaging and meaningful (making one “feel good”) Engaging and meaningful (making one “feel good”) Gardner and his colleagues have been engaged in the GoodWork Project, “ a large scale effort to identify individuals and institutions that exemplify good work—work that is excellent in quality, socially responsible and meaningful to its practitioners—and to determine how best to increase the incidence of good work in our society.” “ a large scale effort to identify individuals and institutions that exemplify good work—work that is excellent in quality, socially responsible and meaningful to its practitioners—and to determine how best to increase the incidence of good work in our society.” Good work project website: http://www.goodworkproject.org/ http://www.goodworkproject.org/

71. Created by Dr. Joanne Hsu Five Minds for the Future: The Ethical Mind Gardner considered that world renowned cellist Yo-Yo Ma embodies good work. Ma launched the Silk Road Project in 1998. The project intended to bring attention to the music of many lands along the Silk Road, to promote collaboration among musicians, and to provide educational aids to help teachers and students learn about remote parts of the world. ( website: http://www.silkroadproject.org/) Gardner considered that world renowned cellist Yo-Yo Ma embodies good work. Ma launched the Silk Road Project in 1998. The project intended to bring attention to the music of many lands along the Silk Road, to promote collaboration among musicians, and to provide educational aids to help teachers and students learn about remote parts of the world. ( website: http://www.silkroadproject.org/) http://www.silkroadproject.org

72. Created by Dr. Joanne Hsu Five Minds for the Future: The Ethical Mind A Universal Declaration of Ethical Principles for Psychologists A Universal Declaration of Ethical Principles for Psychologists was adopted in July 2008 in Berlin by IUPsyS and IAAP. A Universal Declaration of Ethical Principles for Psychologists http://www.am.org/iupsys/resources/ethics/univdecl2 008.pdf http://www.am.org/iupsys/resources/ethics/univdecl2 008.pdf It outlines 4 principles and related values: Principle I: Respect for the Dignity of Persons and Peoples Principle II: Competent Caring for the Well-Being of Persons and Peoples Principle III: Integrity Principle IV: Professional and Scientific Responsibilities to Society

73. Created by Dr. Joanne Hsu Five Minds for the Future: The Ethical Mind Five Minds for the Future: The Ethical Mind http://www.am.org/iupsys/resources/ethics/ethic-com-natl-list.html L inks to Codes of ethics from national associations of psychology around the world and from international organizations are posted on this webpage. L inks to Codes of ethics from national associations of psychology around the world and from international organizations are posted on this webpage. **Psychologists need to be vigilant of the potential misuses of their training and/or research in undermining human rights and social justice.

74. Created by Dr. Joanne Hsu Internationalizing the Psychology Curriculum at Houston Community College (HCC) D evelopment of knowledge and resources I have created a website to share the knowledge and resources at: I have created a website to share the knowledge and resources at: http://learning.hccs.edu/faculty/joanne.hs u/global_psychology http://learning.hccs.edu/faculty/joanne.hs u/global_psychology http://learning.hccs.edu/faculty/joanne.hs u/global_psychology http://learning.hccs.edu/faculty/joanne.hs u/global_psychology It is my hope that the webpage will provide a useful launching point for students and faculty to explore “the world of psychology”. All interested faculty and students (anywhere in the world) are invited to collaborate with me in developing this resource site. It is my hope that the webpage will provide a useful launching point for students and faculty to explore “the world of psychology”. All interested faculty and students (anywhere in the world) are invited to collaborate with me in developing this resource site.

75. Created by Dr. Joanne Hsu It is an exciting time for psychology, to be in the midst of a great transformational process of globalization. It is gratifying to see that many psychologists around the world are embracing and contributing to the development of a more relevant and inclusive psychology, a global psychology that is committed to global well-being, peace, and justice.

76. Created by Dr. Joanne Hsu As psychology educators and the new generation of psychology students, we must meet the critical challenge of learning about this newly emerging global trend in psychology. We all need to strive to become “full capacity global citizens”. The kind of global citizens who are disciplined, creative, respectful, ethical, and having a world-embracing vision. The kind that the world needs for peaceful and sustainable future. As psychology educators and the new generation of psychology students, we must meet the critical challenge of learning about this newly emerging global trend in psychology. We all need to strive to become “full capacity global citizens”. The kind of global citizens who are disciplined, creative, respectful, ethical, and having a world-embracing vision. The kind that the world needs for peaceful and sustainable future.

77. Created by Dr. Joanne HsuReferences Arnett, J. J. (2008). The Neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602-614. Friedman, T. L. (2006). The world is flat: A brief history of the twenty-first century (Rev. ed.). New York: Farrar, Straus and Giroux. Gardner, H. (2006). Five minds for the future. Boston, MA: Harvard Business School Press. Hogan, J. D., & Vaccaro, T. P. (2007). International perspectives on the history of psychology. In M. J. Stevens & U. P. Gielen (Eds.), Toward a global psychology (pp. 39-67). Mahwah, NJ: Lawrence Erlbaum. Kelman, H. C. (2007). The Israeli-Palestinian peace process and its vicissitudes: Insights from attitude theory. American Psychologist, 62(4), 287-303. Kim, U., & Berry, J. W. (Eds.). (1993). Indigenous psychologies: Experience and research in cultural context. Newbury Park, CA: Sage.

78. Created by Dr. Joanne Hsu References Kim, U., & Park, Y. S. (2007). Development of indigenous psychologies: Understaning people in a global context. In M. J. Stevens & U. P. Gielen (Eds.), Toward a global psychology (pp. 147-172). Mahwah, NJ: Lawrence Erlbaum. Kim, U., Yang, K. S., & Hwang, K. K. (2006). Contributions to indigenous and cultural psychology: Understanding people in context. In U. Kim, K. S. Yang., & K. K. Hwang (Eds.), Indigenous and cultural psychology: Understanding people in context (pp. 247-262). New York: Springer. Leung, A. K., Maddux, W. M., Galinsky, A. D., & Chiu, C. Y. (2008). Multicultural experience enhances creativity: The when and how. American Psychologist, 63(3), 169-181. Marsella, A. J. (2007). Education and training for global psychology: Foundations, issues, and actions. In M. J. Stevens & U. P. Gielen (Eds.), Toward a global psychology (pp. 333-361). Mahwah, NJ: Lawrence Erlbaum. Moghaddam, F. M., Erneling, C. E., Montero, M., & Lee, N. (2007). Toward a conceptual foundation for a global psychology. In M. J. Stevens & U. P. Gielen (Eds.), Toward a global psychology (pp. 179-206). Mahwah, NJ: Lawrence Erlbaum.

79. Created by Dr. Joanne Hsu References Nisbett, R. E. (2003). The geography of thought: How Asians and Westerners think differently and why. New York: Free Press. Peng, K., Spencer-Rodgers, J., & Nian, Z. (2006). Naive dialecticism and the Tao of Chinese thought. In U. Kim, K. S. Yang., & K. K. Hwang (Eds.), Indigenous and cultural psychology: Understanding people in context (pp. 247-262). New York: Springer. Stevens, M. J., & Wedding, D. (Eds.). (2004). Handbook of International Psychology. New York: Brunner-Routledge. Stevens, M. G. (2007). Orientation to a global psychologhy. In M. J. Stevens & U. P. Gielen (Eds.), Toward a global psychology (pp. 3- 33). Mahwah, NJ: Lawrence Erlbaum. Stokols, D., Misra, S., Runnerstrom, M. C., & Hipp, J. A. (2009). Psychology in an age of ecological crisis: From personal angst to collective action. American Psychologist, 64(3), 181-193. Wessells, M. G., & Dawes, A. (2007). Macro-level interventions: Psychology, social policy, and societal inflence processes. In M. J. Stevens & U. P. Gielen (Eds.), Toward a global psychology (pp. 267-298). Mahwah, NJ: Lawrence Erlbaum.