Psychology 417A: Psychology and Developing Societies

May 6Class Meeting 1

Topics Introduction to Psychology 417A

The Application of Psychology to International Development: Obstacles and Opportunities

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Agenda

1. Class introductions.

3. The basics: Terminology. Global ethics. Three waves of development.

2. Syllabus review.

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Class Introductions

• Reasons for enrolling in Psychology 417A.

• Expectations.

• Name; year of study; relevant coursework; non-academic experiences; expertise.

• Concerns.

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Questions, comments?

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Course Syllabus

Student Teams

Date Topic Student Team*

May 13 Research Methods: Community-Based/Participatory Action Research

Lindsay, Renee, Risa

May 15 Case Study: HIV/AIDS Transmission and Prevention

Erika, Isabelle, Morgan

May 20 Case Study: Female Empowerment and Feminisms

Gaylean, Katherine

May 22 Case Study: Educational Access and Disability

Evan, Ineka, Minah

May 27 Case Study: Psychotherapy Eryn, Florence, Sarah

May 29 Placement Preparation: Socioeconomic Privilege and Service Learning as a Pedagogical Tool

Amanda, Sara

*Students may negotiate “trades” between teams.

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The Basics

1. Terminology

• What terms have you encountered for countries that are targets for development?

• What connotations do these terms have?

(a) “Targets” for development

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Backward nationsUnderdeveloped countries

Third world

Newly industrialized countries

Developing societies

Emerging markets

Developing economiesLow-income countries

Fourth world

Two-thirds world

Majority worldGlobal South

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Holdstock, 2000, p. 28:

“Why should development only be defined in economic terms and degree of industrialization? What if communalism or humanism, rather than technological know-how and material well-being were to be the criteria for assessing development? Euro-American societies would in all likelihood then be depicted as developing or underdeveloped.”

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(b) Aid versus development

• Aid: Short-term, humanitarian relief; achieved through donations and gifts.

• Development: Long-term effort to create sustainable economic and social growth; achieved through donations and gifts, loans, direct investments, the provision of expertise and services.

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2. Global ethics

• Do individuals have an ethical obligation to reduce global poverty and suffering?

• Why or why not?

• Positions related to this debate:

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(a) Communitarian position: National borders must be recognized; they entail rights and duties that do not extend to those outside the borders.

(b) Libertarian position: Individual freedom and non-interference are of primary importance; individuals have the right to determine how their wealth is

utilized.

• No, individuals do not have an ethical obligation to reduce global poverty and suffering:

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(a) Contractarian position: As a consequence of colonization, developed countries are causally responsible for global poverty and suffering; accordingly, their residents are obligated to alleviate these conditions.

• Yes, individuals do have an ethical obligation to reduce global poverty and suffering:

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(c) Consequentialist position: The consequences of alleviating global poverty and suffering are “better” than the consequences of failing to do so; accordingly, the alleviation of these conditions is the “right thing to do.”

(b) Rights-based position: The right to subsistence (food, shelter, health) is universal; individuals have a moral obligation to protect this right.

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The drowning child analogy:

Imagine you are walking to school and see a small child fall into a pond. He is in danger of drowning. You could easily walk into the pond and save him without endangering your own safety, but you would get your clothing and shoes muddy. You would have to go home and change, causing you to be late for school, and your shoes might be ruined. Should you save the child?

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• In addition to ethical considerations, some argue that global development would benefit the Global North by:

introducing new markets for goods.

reducing immigration and refugee flows.

reducing cross-border disease and infection.

inhibiting war and terrorism.

facilitating international cooperation.

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3. Three waves of development

(a) The first wave: Top-down, state-centric mega projects

• 1945-1975.

• Cash and goods transfers from government-to-government, expectation of “trickle down” to the poor.

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Donor State “D” Recipient State “R”$

Various Projects and People throughout “R”

Goods

Top-Down, State-Centric Mega Projects

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• Problems:

Military transfers (e.g., riffles, jeeps) classified as development assistance.

Rs received “tied” funds: Cash transfers were to be used to purchase goods and services from Ds.

Corruption.

Dependency (neo-colonialism).

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(b) The second wave: Structural adjustment programs

• 1975-1995.

• Rs were prescribed “structural adjustments” (in education, healthcare, infrastructure, business, law) by the Ds and aid organizations (e.g., World Bank, IMF).

• Successful structural adjustments were “rewarded” with loans (to prevent corruption).

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• Problems:

Increased debt for developing countries.

Continued corruption.

Universal “recipe” for development applied across countries.

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(c) The third wave: Bottom-up pluralism

• 1995-present.

• Multiple donors and recipients, development extends beyond governments, empowerment of people, expectation of “positive rippling effect” upward and outward.

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Multiple Donors:Foreign state donorsInternational NGOsUN agenciesLocal NGOsUniversities/collegesFoundations/think tanksMultinational corporationsRemittancesChurchesLocal state donors

Various People throughout R:People, not projectsWomen, not menThe capacities approach (Amartya Sen)

Recipient State “R”

Bottom-Up Pluralism

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• How can we empower people so that they can turn their thoughts and experiences into reality, creating widespread growth in their societies?

• What capacities should be developed within people?

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• UN Millennium Development Goals (MDGs):

Eradicate extreme poverty and hunger. Achieve universal primary education. Increase gender equality and empower women. Reduce child mortality. Improve maternal health. Combat HIV/AIDS, malaria, and other diseases. Ensure development projects are environmentally

sustainable. Develop a global partnership for development.

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• Examples of development projects based on the MDGs:

Distribution of organic fertilizers. Sustainable irrigation projects. Basic literacy and numeracy education. Purchase and distribution of school supplies. Microfinance loans. Women’s rights campaigns. Women’s health campaigns. Immunization and vitamin distribution programs. Local water well construction. Public health campaigns. Mosquito nets and spraying.

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• Measurement of national progress in fulfilling human capacities:

Gross domestic product per person (per capita GDP)

Human development index (HDI; life expectancy, educational attainment, income).

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Ten Highest HDI Countries (2009)

NorwayAustraliaIcelandCanadaIreland

NetherlandsSwedenFrance

SwitzerlandJapan

Ten Lowest HDI Countries (2009)

Niger*Afghanistan

Sierra Leone*Central African Republic*

Mali*Burkina Faso*

Congo*Chad*

Burundi*Guinea-Bissau*

*African countries27

Agenda

1. Class introductions.

3. The basics: Terminology. Global ethics. Three waves of development.

2. Syllabus review.

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For Our Next Class Meeting .…

2. Complete the assigned readings for May 8. Note: You must only read pp. 131-144 and 157-161 of Indigenizing Psychology (Sinha, 1997).

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1. Contemplate obstacles and opportunities for the application of psychology to international development.

3. Bring a laptop or tablet for an interactive workshop on Assignment 1.