CONTENTS

COVER: Thinking Strategically and Collaboratively to Promote Psychology Globally

APA’s U.N. Representatives Visit APA Headquarters ..................... 3

20th Congress of the Mexican Psychological Society ................ 5

Join Colleagues in Brazil and Sweden for July 2013 Regional Conferences .............................. 7

The UAE Launches its First Clinical Psychology Graduate Program ................................... 10

PsycCRITIQUES Review ............ 16

Recently Published .................. 18

Senior Director’s Column: How Do We Know Ourselves? ... 4

Psychology in Action: Group Psychotherapy Trainings in China ......................................... 8

Collaborate!: Working with Faith-Based Organizations in Tanzania .......... 11

UN Matters: Human Rights Day: My Voice Matters ................................... 13

ANNOUNCEMENTS

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

Psychology International Volume 23, Number 4, December 2012

For an online version, visit: www.apa.org/international/pi

Thinking Strategically and Collaboratively

to Promote Psychology Globally

By Tina Q. Richardson and Puncky Paul Heppner, 2012 CIRP Co-Chairs

APA’s Committee on International Relations in Psychology (CIRP) was founded in 1944 to

advise APA on the rehabilitation of European psychological laboratories and libraries after

World War II. Although the Committee’s mission has changed over the years in line with

other societal and global changes, CIRP’s central charge is to encourage the advancement of

psychological knowledge that is relevant to international affairs and to encourage the

application of that knowledge to the formulation of policy in international affairs.

A central theme in the work of CIRP this last year has been a broader conceptualization of

the Committee’s mission and its strategic goals. We discussed ways that our efforts might

intersect more closely with APA’s strategic plan in order to further APA’s involvement in

the promotion of psychology and development of psychological science globally, as well as

to support the Association’s aspiration to excel as a principal leader and partner promoting

psychological knowledge and methods to facilitate the resolution of personal, societal and

global challenges in diverse, multicultural, and international contexts.

It seems that such a role may provide a wonderful opportunity to expand the international

perspective of APA’s entire membership, promoting ways to create a global psychology.

Clearly, the magnitude of such opportunities necessitates multi-year planning and adopting

multiyear global initiatives. We anticipate that these opportunities will support a proactive and

CIRP members, Office of International Affairs Staff, and international visitors and liaisons at the Fall 2012 consolidated meetings. Back row: Merry Bullock (OIA), Chandra Mehrotra, Kurt Geisinger, Chris Stout, Puncky Heppner; Middle row: Bonnie Nastasi, Barbara Byrne, Susan Opotow, Tina Richardson, Virginia

Kwan, Jean Lau Chin; Seated: Dana Townsend (OIA), liaisons and guests Corann Okorodudu, Ava Thompson, Janet Sigal, Oscar Barbarin

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 2

outcome-oriented approach within the Committee. As

members conceptualized these broader roles, they began to

discuss possibilities for many initiatives, developed within

CIRP and developed by collaborating with other groups at

APA and across national borders. To carry out this expanded

vision, the Committee also believed it would be functional to

utilize the skills and wisdom of its former members, leading to

the development of a CIRP Alumni Group that will be

engaged in project development and discussion. The emphasis

on ensuring that the Committee’s work becomes increasingly

relevant at home and abroad underscored the value of framing

many of its activities within the rubric of APA's strategic plan.

We look forward to future developments along these lines.

CIRP members serve as monitors to a number of governance

groups and collaborate with other boards and committees to

enhance APA’s international activities. CIRP’s spring

meeting included interaction with the Committee on Rural

Health on issues relevant to APA’s U.N. representation; the

fall meeting included a discussion with the Committee on

Ethnic Minority Affairs to work on finding collaborative

projects to address overlapping concerns, for example,

discrimination against immigrant and international

communities. A discussion with the Board of Scientific

Affairs raised several potential projects, including working

together to provide information and support for international

faculty and researchers who are visiting in the United States.

Following its Spring 2012 meeting, CIRP announced a new

Division grant program, the Division International Activities

Program (DIAG). The purpose of the program is to provide

seed money for divisions to promote international activities

that are innovative and sustainable. CIRP gave awards for

two proposals; one from Division 5 to forge an international

community of scholars engaged in the advancement of

psychological methods through an award and travel support,

and a joint proposal from Division 2 and Division 52 to

internationalize ―Project Syllabus‖. The awardee Divisions

will be invited to attend the CIRP-Division breakfast at

Convention in Hawaii to present a report on their work.

CIRP has also been ambitious in initiating new projects. For

example, CIRP is in the process of creating a special journal

issue to facilitate international research among psychologists

and to provide practical resources and references for

psychologists interested in establishing cross-national projects.

Another project is to develop a brochure on test use

internationally, which will discuss differences between

translation and adaption (indicating advantages/disadvantages)

and will stress that simply translating an instrument is

insufficient for international use. Another project in the works

is a brochure aimed at facilitating the initiation of international

research collaboration; we believe that such a brochure will

serve multiple uses — as a guide for researchers and also as a

way to initiate and spark conversations with potential research

partners. Yet another project is to update the Resolution on

Culture and Gender Awareness in International Psychology

that was adopted by the Council of Representatives in 2004.

CIRP believes that this revision is an excellent opportunity to

collaborate with other APA divisions, such as Divisions 35

(Psychology Women), 45 (Ethnic Minorities Issues) and 52

(International Psychology), and to focus in greater detail on the

intersection of diversity and internationalization.

CIRP will also be active at the 2013 APA Convention in

Hawaii. Due to the wonderful attendance and success of CIRP’s

previous roundtables on internationalizing psychology, held in

collaboration with the graduate student organization APAGS,

this program will be repeated again in Hawaii. A second

program will be a symposium by APA’s UN Representatives,

who have been active and successful in their outreach efforts. As

usual, CIRP will also be involved in a number of social

programs that promote the internationalization of psychology,

including the annual Reception for International Visitors and

the breakfast meeting for CIRP’s Division Liaisons.

CIRP continued its collaborative focus outside U.S. borders

and has been in close communication with leaders from the

International Association of Applied Psychology and the

International Union of Psychological Science. In addition,

CIRP invited Dr. Ava Thompson from the College of the

Bahamas to attend its fall consolidated meeting and to

formally speak about psychology in the Caribbean. Her

presentation was attended by CIRP members, APA’s Board

of Directors, and other members of APA’s boards and

committees. She gave an insightful depiction of the utility and

challenges of developing a psychological science based on the

cultural context within the Caribbean and was extremely well

-received by the attendees. This approach may provide a

useful model for many other countries around the world.

The 2012 CIRP Committee members included Drs. Barbara

Byrne, Jean Lau Chin, Virginia Kwan, Chandra Mehrotra,

Bonnie Nastasi, Susan Opotow, Chris Stout, and Co-Chairs

Puncky Heppner and Tina Q. Richardson. This group worked

hard at realizing the goals of promoting psychology and the

development of psychological science at home and abroad. Ψ

CIRP Co-Chairs Tina Richardson and Puncky Heppner at the

2012 Psychology Day at the United Nations in New York City

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 3

APA’s NGO Representatives and Interns at the United

Nations Visit APA Headquarters

In mid-November, representatives and interns from APA’s NGO at the United Nations visited APA headquarters in Washington,

DC for an orientation with APA staff in International Affairs, Government Relations, Public Interest, Practice and Science.

Many of the issues that APA offices and programs focus on have parallel groups and committees at the United Nations,

covering topics such as Ageing, Children and Families, Disability, Mental Health, Gender Equality, HIV/AIDS, Human

Rights, Rural Health, and Multiculturalism. Providing an opportunity for APA staff from these offices to meet with the UN

team enabled both groups to hear what the other is doing with regards to these issues, to capture opportunities for synergy

between their work, and to align policy priorities.

The meetings began with an

introduction to the UN team and the

outreach, education and advocacy

efforts conducted through APA’s

consultative status at the UN

Economic and Social Council and

the UN Department of Public

Information. Recent activities

include APA’s leadership positions in

multiple UN-NGO committees and

participation in their educational

meetings, as well as drafting and

signing on to statements for UN

commissions and other bodies

regarding psychological contributions

to social issues. The issues address

have included the empowerment of

rural women and girls as a strategy

for eradicating poverty, the

ach ievem ent o f sus t a inab l e

development, and building cultures

of sustainable peace. APA’s UN representatives, along with representatives from other psychology organizations at the UN, are

currently planning the annual Psychology Day at the United Nations. The theme for 2013 is on psychology and the global

prevention of violence against children, youth and families. The event will take place on April 25, 2013 in New York City.

Following this introduction, APA staff provided a broad

overview of activities relevant to the United Nations,

including initiatives in government relations, human

rights, public policy, advocacy in science, and mental

health. Both groups engaged in a lively discussion guided

by four general questions: What policy issues at APA have

international implications? How can APA’s expertise

address the UN’s Millennium Development Goals? What

processes can APA use to have a stronger voice in the

NGO world? How can APA be perceived by the UN

community as a leader in human rights?

APA’s NGO team also had a chance to meet with each

office individually and have targeted discussions about

APA’s public interest programs and policy goals. This was

the second orientation held at APA to increase the synergy

between the central office and UN activities. The

orientation provides a forum for APA staff and APA’s UN

team to discuss current UN issues and challenges, and for

alignment of UN educational and advocacy opportunities

with APA’s policy goals. Ψ

APA’s NGO Representation at the United Nations (from left to right): Jarell Myers, Shuchang

Kang, Susan Nolan, David Kerner, Ceren Sönmez, Sepideh Alavi, Farnaz Kaighobadi, Roseanne

Flores, Janet Sigal, Neal Rubin. Not pictured: Emily Dow, Juneau Gary, Rashmi Jaipal

Ellen Garrison, APA’s Senior Policy Advisor, speaks with UN

representatives and APA staff. (From left to right): Ellen Garrison,

Diane Elmore (Public Interest Government Relations Office), Sepideh

Alavi (APA UN intern), Cherie Mitchell (Office on AIDS), Shari Miles-

Cohen (Women’s Programs Office), Ceren Sönmez (APA UN intern),

Howard Kurtzman (Science Directorate), and Tammy Barnes (Rural

Health)

EMAIL: INTERNATIONAL@APA.ORG 4

How Do We Know Ourselves?

By Merry Bullock, PhD, APA Office of International Affairs

What is the status of psychology around the world? Who are psychologists? Where do they work and do

research? How has psychology developed around the world? Are there regional differences? Are there

country differences?

One way we can try to answer these questions is to find ways to describe the scope and distribution of

psychologists and psychology around the world Anyone who spends time reading the ―international

psychology‖ literature knows that there are many descriptions of psychology within countries or regions

in a variety of edited volumes and handbooks. They also know that comprehensive quantitative measures

to describe the state of psychology are spotty at best. But without some measure of psychology’s scope

and output, it is difficult to articulate a global description of the discipline.

METRICS FOR DESCRIBING PSYCHOLOGY

Are there metrics we can use to describe the scope of psychology today or to understand its development? We can try to estimate

the demography of psychology – its size and distribution – in various ways. This includes the number of psychologists in each

country; the founding dates of departments or organizations of psychology in each country; publication output per country; the

number of psychology programs or number of students graduated in psychology per country; and the growth of regional

organizations. Each tells a piece of the story about who psychologists are, where they work, and how their numbers and

distribution have changed over time. We can try to describe the scope, content and emphasis of psychology by yet other metrics.

These include bibliometric analyses, citation and impact measures, and metrics to assess current ―hot topics‖ or thought leaders.

WHAT DO THESE MEASURES TELL US?

First, they show that the geographical distribution of psychologists around the world has changed. In the 1980’s most of the

estimated 200,000 psychologists worldwide were in the United States. Today, it is estimated that there are close to 1.5 million

psychologists worldwide – more in Latin America than in the United States, more in Europe than in the United States, and

increasing numbers in Asia and Africa. The broader distribution of psychologists is also reflected in the number of countries in

which there is a national psychology organization – today in more than 100 countries.

Second, changes in the demographics of psychology are changing the face of psychology. Most generally, psychology is increasingly

an applied discipline. As far as it’s possible to tell from the information available, growth in the number of psychologists has been

much faster in applied areas than in basic research areas. This is not surprising when one considers that this growth has also taken

place in countries with massive challenges appropriate to behavioral intervention – in areas such as education, child development,

violence prevention, poverty eradication, and the like. As a result, those studying psychology and those hiring psychologists are

looking for expertise relevant to addressing community and individual social challenges. In addition to a shift in its focus toward

applied areas, psychology has also become more self-aware of its cultural limitations, and of the need to explore phenomena

outside the laboratory and outside of western, educated populations. It has also become more aware of the need expand the

toolkit to include methods more familiar to other social sciences such as qualitative analysis and participatory research.

Third, there continues to be a difference between the distribution of psychologists around the world and the global scope of

the world’s psychology literature, at least as reported by common metrics. Articles addressing U.S. domination of mainstream

psychology journals have made a sobering claim that our science cannot claim to be representative of the general world’s

population because the data and perspectives reported come from a small section of that population.

Bibliometric studies have shown that about half of the publications in ―mainstream‖ journals are from U.S. authors. Many such

studies could be criticized for polling only journals based in the United States or based in the United States and Europe. However,

analogous studies on the content of international congresses (see work by John Adair and colleagues) and studies based on a

comprehensive review of a world-wide sample of articles have similar findings. For example, in a recent issue of Universitas

Psicologica (Panamerican Journal of Psychology - an open access, online journal), a study by Martinez, Guerrero-Bote and Moya-

Anegon analyzed the world’s scientific output in psychology using the 17,000 journals indexed by Scopus for the years 2003-2008

(see http://revistas.javeriana.edu.co/sitio/psychologica/sccs/articulo.php?id=2439). This study shows similar findings: U.S.

authors produced close to half the world’s output (and European authors produced another 35%). However, they also showed

that the output from Latin America and Asia has been increasing, and that low output countries can have a high impact in some

SENIOR DIRECTOR’S COLUMN

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 5

areas. Similar analyses looking at output from a country,

regional or institutional level can be made using the Scimago

Institution Ranking system (see www.scimagoir.com/

index.php), which provides open-access data on research

output from over 3,200 institutions around the world.

OVERCOMING THE GEOGRAPHICAL GAP

A gap in the geographical distribution of psychologists

(which is becoming more equal around the world) and the

visibility of those psychologists’ research and applied work

(which is still heavily skewed to North American and

European authors) impoverishes our knowledge base and

prevents a global understanding of human behavior. How

can this gap be overcome?

A first step is to help identify the nature of the gap. Is there a

worldwide literature that is not represented in the

―mainstream‖? To some degree, this is certainly the case.

The mainstream literature is an English literature, by and

large. Local language journals from most countries in the

world are not as extensively indexed (an exception are the 68

Spanish language journals indexed in Psicoredalyc,

representing some 21,000 articles). Thus, one step is to find

ways to increase access to those journals that are not in

English, or that are not indexed in the large-scale databases.

One example might be to encourage all journals to include

English language abstracts or keywords.

A second step is to document the provenance of journal

authors and to facilitate successful submissions from authors

in those regions of the world that are least represented.

Although many journals have reported increasing non-U.S.

authorship, the increase is generally of European authors (in

the article referenced above, about 45% of all psychology

papers indexed in Scopus over a 5-year period were from

North America, and an additional 35% from Europe). It is

Latin America, Asia, and Africa that are the least represented.

It would also help to document the provenance of subject

populations. Except for sex and age, geographic variables are

rarely reported, and are not part of the regular indexing terms.

These first steps require institutional changes in journal

contents and emphasis. Another step is an individual one. It

is for authors to explicitly seek to include broad geographical

representation in their own reading, and to incorporate this

in the articles they reference and cite. In a recent Journal of

Cross Cultural Psychology article, Juri Allik (Estonia) reports

that U.S. authors are at the top of the list for citing others

from their own country (what he labels a ―self-citation bias‖).

A simple step of searching out and using and citing

researchers from elsewhere would help to overcome this bias.

Let me end with a proposal for international psychology: may

we each make a new year’s pledge to seek out research reports

from those countries or regions with low representation in the

literature. In doing this, we will enrich our own understanding,

and we will take an important step toward developing a

discipline in which reported expertise better reflects the

geographical distribution of individual psychologists. Ψ

20th Congress of the Mexican

Psychological Society: MOU

Partners Meet in Campeche

The 2012 annual meeting of the Mexican Psychological

Society (Sociedad Mexicana de Psicología—SMP) was held

in October in Campeche, Mexico, the oldest walled city in

the Americas. Facing the Gulf of Mexico, the conference

center welcomed 1500 students, professionals, researchers

and faculty who met for three days of lively exchange and

discussion. APA staff in attendance were Stephen Behnke,

Ethics Office (who gave a plenary talk on ethics and APA)

and Merry Bullock, Office of International Affairs (who was

named Honorary President of the congress).

In addition to attending lively sessions, Behnke and Bullock

met with multiple Mexican psychology organizations. They

met with the Board of Directors and officers from SMP, with

representatives of a newly formed accrediting organization

called COMEPSI, and with a council of state-association

representatives. Overall, the discussions focused on current

issues and ways to support engagement stemming from

APA’s Memorandum of Understanding (MOU) with SMP.

Some highlights of the organizational meetings included:

The Mexican Psychological Society supported formation of

an organization that will support quality assurance for

psychology. This body, COMEPSI, intends to provide

accreditation to programs and a registry for psychologists. It

is presently developing a national psychology qualifying

exam and carrying out steps for legal recognition as an

accreditor and registry. As noted by the current director,

Laura Hernandez: this program will provide consistency to

the definition of a psychologist and control over

competence levels in psychological training. As in the

United States, Mexico has a system of state-level regulatory

systems and psychology associations; developing such a

national body requires collaboration across local- and

federal-level associations and ministries.

In meetings with the SMP Board of Directors and with the

state-association council, discussion moved to areas in which

APA and SMP can find opportunities to work together.

PSYCHOLOGY INTERNATIONAL * December 2012

Opening Session, XX Congreso Mexicano de Psicología

EMAIL: INTERNATIONAL@APA.ORG 6

Initiatives high on the list included developing workshops

and continuing education programs, collaborating on joint

research projects across U.S. and Mexican populations, and

developing joint publications in English and Spanish on

ethical issues in each country, as well as on ways that each

association can address the needs of society.

The congress began with an opening session that took place in

a standing room only auditorium. The energy of the students,

faculty and professionals spilled out from there to lively

symposia, paper and poster sessions. The content of these

sessions highlighted the issues that psychology addresses:

family and community, violence, education, youth

development, immigration, stigma, and the like.

Throughout the three days, the congress attendees and officers were gracious hosts, aided by student volunteers who were

knowledgeable and ready to provide information, directions and their perspective on psychology and its future in Mexico. One

issue faced by Mexican psychology programs is a difficulty in balancing the popularity of psychology as a major with the

relatively small number of public sector jobs available to students once they graduate. Another issue is the compatibility of

(mostly) U.S.-derived scales and instruments with Mexican culture and a perceived need to increase local research and models.

Behnke noted:

―My plenary address at the XXth Mexican Congress of Psychology, ―The United States and Mexico: Partners in

Ethical Practice,‖ highlighted ways in which APA and the Mexican Psychological Society may wish to collaborate in

the area of ethics. I was delighted to have an enthusiastic reception to these possibilities, and discussions with the

leadership of the Mexican Psychological Society generated several ideas for joint programs. The psychologists with

whom I spoke in Campeche expressed an eagerness to work more closely together, and wanted to discuss concrete

plans for an ethics workshop, and even to have a plan in place, before I returned to the United States! The energy at the

Congress was palpable, especially among the students, many of whom had travelled across the country to

attend. Attending the conference left me hoping that many psychologists from the United States would have the

opportunity to interact with our Mexican colleagues.‖

The energy noted by Behnke was palpable throughout the congress. A highlight was talking with presenters at the poster sessions.

Students, many of whom were attending their first congress, answered questions about their methods, goals, and challenges with

enthusiasm, and expressed a desire for increased collaboration with their counterparts in the United States.

Attending each other’s annual meeting is one way in which APA has begun to interact with its MOU partners. Earlier in

2012, SMP leaders attended the APA Convention, and in 2013 three SMP leaders will attend APA’s state leadership

conference. APA’s intention to form mutual learning relationships with its MOU partners provides an opportunity for

developing sustained collaborations and exchange with our neighbor to the south. Ψ

PSYCHOLOGY INTERNATIONAL * December 2012

Students volunteers at the XX Congreso Mexicano de Psicología

Stephen Behnke and Merry Bullock with students who presented

posters at the Congress

Meeting with the SMP Board of Directors

EMAIL: INTERNATIONAL@APA.ORG 7

34th Interamerican Congress of Psychology, July 15-19, 2013

The 34th Interamerican Congress of Psychology (SIP 2013) will

take place in Brasilia, Brazil, July 15-19, 2013 and is sponsored by

the Interamerican Society of Psychology (SIP). The conference

program will include individual oral presentations, symposia,

roundtables, and posters, in English, Spanish, Portuguese, and

French. Pre-congress activities include courses aimed at students

and professionals, multilateral meetings aimed at researchers, visits

to centers of excellence aimed at professionals, and a doctoral

college aimed at doctoral students. Participants are invited to share

knowledge in all areas of the behavioral sciences, to celebrate the

diversity of the discipline and to make an effort to integrate the

North, Central and South Americas, and the Caribbean.

Brasilia, the nation’s Federal District, is a young (52 years old),

modern city and showcase of Brazil, located in the Brazilian

Central-West region with over 2.5 million inhabitants. Brasilia’s

international airport is one of the busiest in the country,

handling more than 10 million passengers per year. A large number of flights connect this capital city to all Brazilian regions

and to cities in the Americas and Europe. This will be the fourth time the SIP Congress has taken place in Brazil.

The conference is jointly organized by the University of Brasilia (UnB) and the University Center of Brasilia (UniCEUB).

Both are traditional higher education institutions with recognition of quality education and research in Brazil, and with

extensive undergraduate and graduate programs in psychology. For more information on the congress, please visit the SIP

2013 website at www.sip2013/eng. Ψ

13th European Congress of Psychology, July 9-12, 2013

The 13th European Congress of Psychology (ECP 2013) will take place in Stockholm, Sweden, July 9-12, 2013. This congress,

held every second year in Europe under the auspices of the European Federation of Psychologists’ Associations (EFPA), is

organized this time by the Swedish Psychological Association. On behalf of the ECP 2013 Executive Committee, Lars Ahlin,

President of the Swedish Psychological Association, has invited APA members to participate in the conference:

It is our pleasure to invite you—members and affiliates of the American Psychological Association—to the 13th European Congress of

Psychology. ECP 2013 is a scientific congress during which new research will be presented and discussed among scientists and practitioners from

Europe and the rest of the world. We will offer a program of interest to both scholars and practitioners that is founded upon research results as well

as evidence from the field. Our efforts should provide an excellent opportunity for participants to interact by exchanging and debating new

directions in the broad area of psychology. We are delighted to welcome you to Stockholm, one of the most beautiful capital cities in the world.

The city is built on 14 islands connected by 57 bridges, and the beautiful buildings, greenery, fresh air and proximity to the water are its distinctive

traits. With its 750-year history and rich cultural life, Stockholm offers a wide selection of world-class museums and attractions. Most of the city’s

attractions can be reached on foot, but public transportation is smooth and efficient. We look forward to meeting you in Stockholm!

The conference program will include keynote addresses, invited and proposed symposia, oral paper and poster presentations,

roundtable discussions and panel debates. All presentations will be in English. For more information on the congress, please

visit the ECP 2013 website at www.ecp2013.org. Ψ

PSYCHOLOGY INTERNATIONAL * December 2012

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Group Psychotherapy Trainings in China By Jeffrey Kleinberg, PhD and Nina K. Thomas, PhD

Over the past four years, APA members Jeffrey Kleinberg, PhD, ABPP and Nina Thomas, PhD, ABPP, have traveled to China to lecture and

teach group psychotherapy. Dr. Kleinberg is Retiring President of the American Group Psychotherapy Association and Editor of the Wiley-

Blackwell Handbook of Group Psychotherapy (2012). Dr. Thomas is Chair of the Specialization in Trauma and Disaster Studies at the New

York University Postdoctoral Program in Psychotherapy and Psychoanalysis. Both recently co-taught a 5-day course at the Shanghai Mental

Health Center, Medical School of Jiaotong.

China estimates that it has 16 million people in need of mental health care, without having near enough trained professionals

to provide it (―Mental Health Law Is Right for China,‖ 2012). In fact, there are only about 16,000 psychiatrists (Jin Liu,

2011) and 12,000 psychologists (Erwin, 2008) for its entire population of 1.3 billion people. The extreme need for clinical

services became dramatically evident in the aftermath of the Wenchuan earthquake in 2008 (Xu Juiping, 2011; Fan et al.,

2011; Kun et. al., 2009; Xan Lang, et al., 2008) when the loss of life and physical devastation resulted in significant

psychological distress with accompanying social, economic and political turmoil. Mental health services in China are

provided through a combination of public and private services. Public service include hospital clinics, while private services

include private clinics or, more rarely, psychiatrists and what would be described in U.S. terms as masters-level psychologists

offering services in their private offices.

Xu Yong, Director of Training and

Education at the Shanghai Mental Health

Center, has coordinated a successful

program to expand the number of

psychiatrists, psychologists and

counselors who can lead psychotherapy

groups. Succinctly expressing the

particular challenges currently facing

clinicians in China, he says:

"The remarkable social and economic

changes in China since 1980 have

underscored the importance of mental

health. The Chinese have experienced

radical, rapid changes in society: the

end of social security, large scale

internal migration, the introduction of

the one-child policy, and the breakdown

of traditional family structures. Many

young adults are now torn between

conformity and autonomy. These social

changes have occurred in the context of

shifting interpersonal relationships in

China, influencing people’s internal worlds, and inevitably, challenging people’s ego capacity for adaptation to the new

realities. It’s not difficult to understand why so many Chinese people are now experiencing anxiety and depression. A

psychotherapy group is a great place for individuals to share and deal with their deep feelings of isolation, helplessness and

uncertainty, to explore and know their internal world and those of others, and to learn how to better relate. Because we lack

sufficient numbers of qualified psychotherapists to meet the need for counseling and psychotherapy, group treatments become

even more important."

Against the backdrop of the kind of needs Xu Yong describes, we traveled to China in 2010 and 2011 to lead group

psychotherapy trainings that offered lectures, demonstration groups and supervisory sessions, deeply engaging more than 65

therapists in studying tasks of group leadership. Tasks included treatment planning, selection of members, maintaining safety,

monitoring progress, dealing with transference and countertransference, and termination. Many participants are now gearing

Staff from the Shanghai Mental Health Center with Xu Yong, Director of Training (front

row, fifth from left), Nina Thomas (sixth from left) and Jeffrey Kleinberg (front row center)

PSYCHOLOGY IN ACTION

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 9

up to establish or expand groups at their clinics, hospitals or schools. The content of the training was extensive, covering

topics such as the selection and preparation of patients for groups; the ethical considerations of group psychotherapists (in

particular addressing the recruitment and boundary issues involved); and the process of group therapy.

Originally, the 2010 training was to be co-taught with the late Harold S. Bernard, PhD, a Past President of the American

Group Psychotherapy Association. Bernard’s illness prevented him from making the trip, and though the participants were

not familiar with his work, his absence enveloped the training in an atmosphere of loss and missed opportunity. The ―time is

short‖ motif provided a sense of urgency and inspired the trainees to get as much as they could from their work together.

The uniqueness of supervision, or any systematic training in theory and practice for that matter, became evident in a number

of the participants’ responses to the trainings. Several remarked that, though they had conducted group therapy sessions for

five or more years, they never had received any supervision.

Efforts to scale-up group treatment have been intensifying in China in recent years. For example, [Kleinberg] and colleagues

were asked to help volunteers who were also mental health professionals provide trauma relief to survivors of the Chengdu

earthquake. More recently, two new professional organizations have been founded: the Chinese Group Psychotherapy

Association and the Chinese Group Counseling Association, which held its first meeting in Beijing this past May, attended by

400 people (Kleinberg was the keynote speaker). Trainings and exchange of ideas are high on the agendas of these associations.

One example of a new initiative is a reading group on group psychotherapy and supervision that we will be leading via Skype

in coming months.

Though it is evident that wonderful progress is being made with regards to group psychotherapy, we suggest there is still much

work to be done. While the need is great and interest is strong to arrange cross-cultural training, funding is hard to come by.

Global public health officials and non-governmental organizations have only recently turned their attention to mental health

needs, and a much greater commitment is needed. Ψ

REFERENCES

Erwin, S. (2008). ―APS delegation visits China,‖ Observer, Association for Psychological Science. Vol. 21, Number 6, pp. 1-5.

Fan F., Zhang Y., Yang T., Mo L., Liiu X (2011) Symptoms of posttraumatic stress disorder, depression and anxiety among

adolescents following the 2008 Wenchuan earthquake in China. Journal of Traumatic Stress, 24144-53.

Jin Liu, Hong Ma, Yan-Ling He, Bin Xie, Yi-Feng Xu, Hong-Yu Tang, Ming Li, Wei Hao, Xiang-Dong Wang, Ming-Yuan

Zhang, Chee H. Ng, Goding, M, Frasier, J., Herrman, H., Chiu, H., Chan, S., Chiu, E, Xin Yu.(2011). Mental health

system in China: history, recent service reform and future challenges. World Psychiatry, 10:210-216.

Kun P, Chen X, Han S, Gong X, Chen M, et al (2009) Prevalence of post-traumatic stress disorder in Sichuan Province,

China after the 2008 Wenchuan earthquake. Public Health: 12311703-707(Pub Med).

―Mental Health Law Is Right for China.‖ (2012). China Daily, Retrieved from the Internet: www.chinadaily.com.cn/

opinion/2/12-10/24/content_15844210.htm.

Xu, Jiuping, et. al, (2008) One year follow-up analysis of cognitive and psychological consequences among survivors of the

Wenchuan earthquake.‖ International Journal of Psychology, 46, 2, pp. 144-152.

Ziang-lan Wang, Jiong Tao, Shenglin Wen (2008) Mental health status of victims of Wenchuan earthquake and affecting

factors. Journal of Sun Yat-Sen University: 294367-371 Pub Med).

World Day of Social Justice | February 20, 2013

In 2007, the United Nations General Assembly proclaimed February 20 as World Day of Social Justice. The

observance of this day should contribute to the efforts of the international community in poverty eradication, promotion

of full employment and decent work, gender equity and justice for all. Many of APA’s offices are dedicated to these

efforts, particularly those in APA’s Public Interest Directorate. The Public Interest Directorate focuses on fulfilling

APA’s commitment to apply psychological science and practice to the fundamental problems of human welfare, social

justice, and the promotion of equitable and just treatment of all segments of society. For more information on APA’s

Public Interest activities, please visit www.apa.org/pi. For more on World Day of Social Justice, please visit the U.N.

website at www.un.org/en/events/socialjusticeday.

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 10

The United Arab Emirates

Launches its First Clinical

Psychology Graduate

Program, Taught in English

By Amber Haque, PhD, UAE University

In Spring 2011, the Faculty of

Humanities and Social Sciences at

the United Arab Emirates University

(UAEU) in Al Ain launched a

Clinical Psychology Master of

Science Program. This is the first

graduate psychology program in

UAE, and it is taught in English.

The push to develop new master’s

programs stemmed from the

University’s New Strategic Plan,

which among other things aspires to develop postgraduate

programs at UAEU and lay foundation for academic research

in the country. UAEU is the flagship university of the country

and is located in Al Ain, 130 kilometers (80 miles) south of

Dubai. The University has a student body of more than 12,000

and boasts a variety of educational and training programs,

which can be found at www.uaeu.ac.ae/about.

Although UAE is an Arab country, a majority of the

community consists of expatriates, and English is widely

spoken. Classes are taught in Arabic within the national

schools, but in most schools the science subjects are now

taught in English. At UAEU in particular, all programs are

taught in English and there is a persistent effort to have all

university programs eventually accredited by international

agencies. The overall curriculum of most programs is based

on the American system of education, and a majority of the

faculty has been trained in the West.

The main purpose of the Clinical Psychology graduate

program is to provide advanced training to bachelor level

psychologists, and at the same time protect patients from

unqualified practitioners. Until 2012, bachelor level

psychologists and professionals from psychology-related

areas could offer clinical psychology services in a variety of

settings, but new regulations on health care practices are

taking shape, and licensing requirements are becoming

mandatory. The new graduate program prepares students to

apply for a master’s level clinical psychology license in the

UAE. Further information on the new health care

regulations can be found in the May 2012 issue of The UAE

Psychologist: www.fhss.uaeu.ac.ae/psychology/docs/

clinical_psychology_newsletter2.pdf.

Requirements of the new program include 39 credit hours of

study with six semester hours of supervised practicum

experience in an approved mental health or rehabilitation

setting. The program length is two years for full-time students,

and a master’s thesis is optional (in lieu of practicum II) since

the program’s focus is more practice oriented. The criteria for

admissions includes eight undergraduate level courses in

psychology with a GPA of 3.0 and a sample of English

writing and English language proficiency score via IELTS or

TOEFL exams. While all undergraduate programs at UAEU

are free of charge and intended for UAE citizens, its masters

programs are tuition-based and open to all nationalities.

Applicants must also have graduated from an accredited

institution. The Ministry of Higher Education and Scientific

Research (MOHSR) in UAE issues an equivalency letter for

graduates of foreign universities. If the degree-granting

institution is in the UAE, the institution must also be accredited

by the UAE Commission for Academic Accreditation (CAA).

This accreditation requirement raises a number of issues

regarding applicant eligibility. There are close to 100 universities

in UAE, and the majority are in Dubai and registered by the

Dubai Government Knowledge and Human Development

Authority. Since registration with the Dubai Government is

insufficient to meet accreditation criteria, graduates from

most campuses in Dubai are ineligible to apply for admission at

UAEU. Some campuses in Dubai are extensions of reputable

universities in the West, but since they are not accredited by

CAA, their graduates cannot attend UAEU.

One of the main challenges of this program is the intense

English-language requirements. Another is that UAE has few

undergraduate psychology programs, making the applicant

pool quite small. Psychology is a relatively new profession in

the region, so there are few jobs for clinical psychologists in

the public sector. While there is a growing need for such

services, the public remains largely unaware of what clinical

psychologists do and how these services can benefit society.

In private practice, on the other hand, the profession seems to

be vibrant as there are dozens of practitioners in Dubai alone.

We are confident that as the need and awareness of clinical

psychology services grow, there will be an increased demand

for graduates of this program.

For details on this program, please visit www.fhss.uaeu.ac.ae/

study_opportunities/clinical_psychology.shtml. To read about

the programs and issues related to psychology in the UAE,

v i s i t w w w . f h s s . u a e u . a c . a e / p s y c h o l o g y / d o c s /

psych_newsletter_dec11.pdf. Ψ

ROMEO Database APA’s Committee on International Relations in Psychology

(CIRP) is developing a database of international psychology

experts. The ROMEO database (Roster of APA Members

with Expertise Outside the U.S.) lists and cross-references

psychologists by their substantive and geographical areas of

expertise. The database will be used to nominate colleagues

as speakers, reviewers, and contacts for issues relevant to

international psychology perspectives. To nominate or self-

nominate for this resource, please fill out the form at

www.surveygizmo.com/s3/1092996/Roster-of-APA-

Members-with-Expertise-Outside-the-United-States-

ROMEO.

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 11

COLLABORATE!

Working with Faith-Based

Organizations in Tanzania to

Promote Youth Development

By Nubra Elaine Floyd, PhD, Second Saturday

Education & Culture Network

Dr. Floyd recently spent seven months as a Fulbright Scholar in

Arusha, Tanzania where she lectured at Mount Meru University

and conducted community psychology research on methods for

rehabilitating and improving resilience in “street children”, as well

as the potential benefits of collaborating with local faith-based

organizations to address these issues.

HIV/AIDS PREVENTION IN TANZANIA AND THE U.S.

When the World Health Organization (WHO) set the goal of

providing HIV/AIDS treatment to three million people in

Africa by the end of 2005, there was an emphasis on

improving access to youth-friendly health services. At the

time, Tanzania faced one of the largest HIV epidemics in the

world with a 10% infection rate.1 Young women showed

higher rates along with orphans and other vulnerable

children, and the average life expectancy for females was

said to be 46 years. During this time, the rate of infection for

the United States as a whole was one-sixth of 1%. However,

prevalence of HIV among Blacks was ten times greater than

among Whites; African Americans constituted about an

eighth of the population, but accounted for more than half of

the 40,000 newly infected children and adults, and HIV/

AIDS was the leading cause of death for women between the

ages of 25 and 34.

In 2009, WHO reported that the number of people

worldwide as newly infected with HIV had peaked in 1996

and was showing a general decline by 2007. This decline was

due in part to a steady lowering of the rate of new infection

in Sub-Saharan Africa, with Tanzania as a model.2 By

contrast, an April 2009 Wall Street Journal article said the

Center for Disease Control reported an alarming increase in

the number of newly infected Americans each year. Though

HIV/AIDS prevalence had declined in Tanzania and other

African countries, infection in the United States was still a

particularly serious health threat for African Americans.3

Discovering the methods that have been successful for

reducing HIV/AIDS infection in Tanzania can inform efforts

to reduce the rates of HIV/AIDS infection in the United

States, especially among African American populations. One

notable commonality between African and African American

cultures is the strong role that religion plays in both.

In June of 2009, Tanzania's President Jakaya Kikwete

launched his Health Sector Strategic Plan calling for

collaboration between religious and private sector groups to

address health issues. U.S. scholars and their Tanzanian

counterparts could benefit from researching the positive

effects that faith-based organizations have on psychological

factors like resilience and rehabilitation, and how

collaborating with such organizations can improve health.

LISTENING TO FORMER STREET CHILDREN

The term ―street children‖ refers to children who primarily

reside in the streets and public spaces of a city (typically in a

developing country) without adult supervision or care. My

first real contact with street children came while visiting

South Africa in 2000 and engaging in personal exchanges

with young kids living on the streets of Johannesburg,

Durban and Cape Town.

When American civil rights leader Andrew Young helped

convene The National Summit on Africa that February, I was

part of California’s delegation to Washington, DC and

participated in drafting a working paper on education and

culture that emphasized the need for collaboration between

United States professionals interested in promoting youth

development and their counterparts in Africa nations.4 A few

years later, my participation in a Global Health Care Justice

Symposium held at Hiram College in Ohio led more

specifically to an interest in the health challenges confronting

these youth and building partnerships to address them. The

keynote speaker was an Anglican Priest from Tanzania who

had himself been rescued from the streets as a child and hoped

to educate health professionals about the developmental needs

of street children.5 Informal exchanges with educators and

youth workers during three subsequent visits to that country,

as well as interactions with street vendors who had been street

kids, yielded three areas of focus for my research: resources,

resilience, and rehabilitation.

Dr. Floyd (front center) with Mt. Meru University divinity students

and the Street Youth in Transition Project Coordinator, Spring 2012

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 12

IDENTIFYING SOCIOCULTURAL RESOURCES

Travel to northern Tanzania in 2008 and 2009 for developing global service learning sites allowed first hand observation of a

fledgling organization called CHISWEA that was then providing more than 50 young people with food, shelter and

educational access. With limited staff and occasional participation by international volunteers, a relatively small scale agency

was providing individual case management and offering continuity of support.6 A larger organization called Mkombozi was at

the same time helping hundreds of dislocated youth survive on the streets, prepare for placement in residential schools or

return to their families.7 Conversations with these Arusha area youth workers provided glimpses of an intricate support system

that included small businesses, market vendors, street vendors, and local law enforcement agencies. A return visit to Dar es

Salaam in 2010 offered further interaction with Anglican clergy engaged in rehabilitative work with street children, who were

developing interfaith global partnerships.8 Such visits provided the starting point for identifying social supports associated with

developmental success for street children.

LOOKING AT RESILIENT STREET CHILDREN

Interviews conducted between December 2011 and February 2012 with former street youth who became successful adults

yielded three preliminary case studies with each reporting very different pathways to educational attainment and developmental

success. All were male, about 30 years of age and born in Tanzania. Each had spent a significant part of his childhood living on

the streets in one or more of the country’s major cities and showed signs of constitutional resilience but had also benefited from

various sources of social and cultural support. Most notably, all had experienced religious conversion as part of rehabilitation

and still acknowledged the importance of religion and spirituality in their lives. The following areas emerged for further inquiry: early family life; community supports; educational attainment; and developmental status.

PATHWAYS TO REHABILITATION

When a vocational development project for 18 Arusha area

youth in transition from homelessness was undertaken during

Spring 2012, it included a workshop at Christ Anglican

Church where three participants in their early 20s shared

similar stories to those of former street children we

interviewed. Two said they went to the streets after losing

their mothers through divorce and remarriage, and the other

went after his mother died. One had rented his first room

with money from Mkombozi, and another said a local security

guard vouched for him and other street kids to rent their first

house. A Chinese visitor had recently paid one youth’s room

rent for six months, and another young man sold selvage

materials to earn the money. All of our project participants

were several months behind on rent prior to earning

payments by helping Mt. Meru University recycle plastics.

One young man had previously enrolled in high school, but

most had no education. What distinguished them from our interview sample was their lack of educational access, and they also

showed no signs of religious involvement. Though these results warrant further research, the preliminary case studies appear to

support the value of collaboration with both religious and educational institutions when working with street children. Ψ

REFERENCES

1 World Health Organization. (2003). The world health report 2003—shaping the future. Retrieved from www.who.int/

whr/2003/en/index.html

2 World Health Organization (2009). Millennium development goals—Combat HIV/AIDS, Malaria and other diseases.

Retrieved from www.who.int/countries/tza/areas of work/hiv_training/en/

3 McKay, B. (2009, Apr 8). US News. Wall Street Journal (Eastern edit.), p. A3.

4 National Summit on Africa (2012) Retrieved from http://www.africasummit.org

5 Mabula, M. (2006). Retrieved from http://blog.case.edu/ccrhd/2006/05/12/global_health_care_justice

6 Ink and Beans. (2010) Retrieved from http://www.inkandbeans.com/2010/07/tkd-fundraiser.html

7 Mkombozi Annual Report. (2011). Retrieved from http://www.mkombozi.org/

8 Anglicans Working Together on AIDS. ACNS Retrieved from http://www.anglicancommunion.org/

Participants in the Arusha Street Youth in Transition Project Meeting

outside Bamboo Restaurant, Spring 2012

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 13

Human Rights Day 2012 — My Voice Counts: Inclusion and the Right to Participate in Public Life

By Juneau Gary and Neal S. Rubin, APA

Representatives to the UN Department of

Public Information, Column Co-Editors

Where we come from does not determine who we can become. What

we look like places no limits on what we can achieve. We should all

have the right to express ourselves, all have the right to be heard, all

have the right to be what we can be: To reach for the sky and touch

the stars. No matter who we are, no matter whether we are a man or

woman, or rich or poor.

My voice, my right. My voice counts.

~ Archbishop Desmond Tutu, Nobel Laureate

Across the globe, the United Nations’ Human Rights Day is

observed annually on December 10. This worldwide

celebration marks the anniversary of the establishment of the

Universal Declaration of Human Rights (UDHR). Now

translated into over 360 languages, the UDHR was adopted

on December 10, 1948 at the Palais de Chaillot in Paris,

France. The drafting of this document, guaranteeing

fundamental human rights for all persons throughout the

world, was one of the responses of the international

community to the horrors of World War II and the persisting

colonialism before, during and afterwards. Today, Human

Rights Day is not only a time to remember the past, but also

an opportunity to educate everyone regarding their

fundamental human rights. As a consequence, depending

upon local or national circumstances, Human Rights Day

may become a time to acknowledge successes in advancing

the cause or in contrast, may serve as an occasion to protest

discrimination and injustice where there has been a failure to

achieve the vision of the UDHR.

While events are scheduled worldwide on or near December

10, this year, the United Nations’ focal program was held in

Geneva, Switzerland. It highlighted the main theme: Inclusion

and the Right to Participate in Public Life. This theme was

particularly salient as recent world events have brought into

bold relief the struggles of individuals, communities and

societies to find a pathway of guaranteeing this human right.

The Geneva event was chaired by Ms. Navi Pillay, the UN

High Commissioner for Human Rights. Welcome remarks

and an opening address were provided by H. E. Ms. Laura

Dupuy Lasserre, President of the Human Rights Council and

Permanent Representative of Uruguay to the United Nations

Office in Geneva. An impressive musical performance next

preceded the keynote speech which was provided by Ms.

Aung San Suu Kyi, opposition leader of the Myanmar

Parliament and leader of the National League for Democracy.

A video message from former President of the United States,

Mr. Jimmy Carter followed, and the event concluded with a

panel discussion and another musical performance. (UN

Office of the High Commissioner for Human Rights, 2012).

THE THEME: THE RIGHT TO PARTICIPATE

With advances in information technology, citizens of the world

are interconnected as never before. Access to information

promotes greater knowledge regarding local and world affairs.

Throughout the globe, citizen networks are emerging which

address 21st century challenges: (1) world financial crisis, (2)

climate change, (3) globalization, and (4) the ―right to

participate‖ meaningfully in civic affairs and others.

In societies in which the public feels disenfranchised by resistive

governments, their human dignity and self-worth have been

emasculated. Shultziner and Rabinovici (2012) define human

dignity as ―self-worth in order to demonstrate a certain legal-

psychological approach‖ (p. 109). Disenfranchised citizens

typically experience social exclusion and denial of recognition,

which can result in emotional withdrawal, aggression, and

social humiliation (Shultziner & Rabinovici, 2012). Citizens in

some countries are beginning to demand their rights to

participate in the democratic process and are experiencing

social inclusion for the first time. The psychological impact of

participation in the democratic process in the context of law

and public policy is called social inclusion and aligns with

Maslow’s Hierarchy of Needs (1954) as it relates to one’s

degree of self-worth and emotional well-being. Shultziner and

Rabinovici (2012) assert that ―positive self-esteem advances

optimal functioning, higher efficacy, development (self-

enhancement), happiness, satisfaction with life, better

performance, and persistence at tasks‖ (p. 109). History may

document that advances in web based communication systems

have enhanced the desire of civil society for inclusion and the

right to participate in public affairs. It is this right and the

associated values and freedoms, such as freedom of expression,

voting rights and freedom of assembly, which are emblazoned

in the Universal Declaration of Human Rights and that have

been celebrated on Human Rights Day 2012. Bevelander and

Pendakur (2011) posit that ―One can view the act of casting a

ballot in elections as an indicator of inclusion . . . Participation

in elections through voting can constitute an important measure

of inclusion because it taps the degree to which individuals feel

that they should take part in the decision making process at a

very broad level‖ (p. 72).

―All human beings are born free and equal in dignity and

rights.‖ This statement from Article 1 of the UDHR (United

Nations, 1945) establishes that human rights are inherent to

all human beings, and constitute human security, as

postulated by Oman (2010). Human security encompasses

social well-being as well as economic well-being and physical

safety. Central to human rights laws is that these rights are

UN MATTERS

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 14

PSYCHOLOGY INTERNATIONAL * December 2012

inalienable and apply equally to all persons. Equality and non-

discrimination are fundamental principles of human rights

which are interdependent components of international law. In

this sense, human rights are essentially indivisible. The denial

of any one right is a denial of others. For example, limitations

of freedom of speech and freedom to associate restrict the right

to inclusion in public life and compromise voting rights as well

as the opportunity to participate in civic affairs. According to

Shultziner and Rabinovici (2012), barriers to social inclusion

often result in social humiliation. It is therefore the obligation

of governments to respect and protect rights and freedoms

guaranteed by law to ensure that these governments act in

concert with their commitments to secure freedoms and avoid

human rights abuses and social humiliation of their citizens.

LEGAL GUARANTEES

While the UDHR establishes the foundation for the

realization of these aspirations, legal protections have been

created to ensure the commitments of Member Nations to

fulfill their duties. The International Covenant on Civil and

Political Rights (ICCPR), passed by the General Assembly in

1966, provides for these legal protections (United Nations,

1966). Relevant to the Human Rights Day 2012 theme, Article

25 addresses the rights of participation stating, ―Every citizen

shall have the right and the opportunity, without any of the

distinctions…without unreasonable restrictions:

(a) To take part in the conduct of public affairs, directly or

through freely chosen representatives;

(b) To vote and to be elected at genuine periodic elections

which shall be by universal and equal suffrage and shall be

held by secret ballot, guaranteeing the free expression of the

will of the electors;

(c) To have access, on general terms of equality, to public

service in his country.‖

The responsibility for implementing the Covenant rests with the

United Nations Human Rights Committee. With respect to

Article 25, the charge of this committee has been to clearly

define what the right to participate involves; who it applies to;

and how can this right be ensured. However, with respect to the

right to participate and other fundamental rights, disenfranchised

groups of citizens are subject to discrimination and human rights

abuses. As a consequence, the world community has formulated

additional documents, called conventions and declarations, to

define and implement guarantees for securing the human rights

of traditionally disenfranchised groups within their respective

culture or country, which include women, children, indigenous

peoples and persons with disabilities. In order to address

histories of discrimination, legal protections of their rights have

been written into international law:

The Convention on the Elimination of All Forms of

Discrimination against Women (CEDAW) was passed by

the General Assembly in 1979 (United Nations, 1979).

It is known worldwide as the international bill of rights

for women. The Convention provides for women's

equality in political and public life. With respect to the

rights to participation, these rights include the right to

vote and to stand for election. Also guaranteed are

rights to education, health and employment. Among

other provisions specific to women’s concerns, are

women’s rights to acquire, retain or change their

nationality and protections against gender-specific

forms of exploitation, such as trafficking.

The Convention of the Rights of the Child (CRC) was passed by

the General Assembly in 1989 (United Nations, 1989).

With a view to recognizing that children also have

rights, the CRC was the first legally binding document

guaranteeing those rights for children. Essentially,

leaders of Member Nations realized that children

needed special attention to their rights as a vulnerable

group not well protected by previous documents.

There are four basic principles in the CRC: (1) non-

discrimination; (2) devotion to the best interests of the

child; (3) right to life, survival and development; and

(4) respect for the views of the child. While children are

not expected to vote, their right to participation is

guaranteed in Article 12 of the Convention which

emphasizes their voice in issues affecting their lives.

The Declaration on the Rights of Indigenous Peoples was

adopted by the General Assembly in 2007 (United

Nations, 2007). This document is not legally binding

but calls for governments to prohibit discrimination

against indigenous populations and to protect the rights

of indigenous peoples. The Declaration underscores:

(1) importance of respect for cultural heritage and

traditions; (2) strength of indigenous institutions; (3)

right to collaborate between governments and

indigenous peoples; and (4) assertions of their own

distinct vision in economic and social realms.

The Convention on the Rights of Persons with Disabilities was

adopted by the General Assembly in 2006 and became

effective in 2008 (United Nations, 2006). The Convention

addresses critical questions, such as what is a disability,

and what are reasonable accommodations? The rights of

participation for persons with disabilities are outlined in

Articles 29 and 30. Eight guiding principles are articulated

to raise awareness and prevent discrimination: (1) respect

for inherent dignity and individual autonomy; (2) non-

discrimination; (3) full and effective participation and

inclusion in society; (4) respect for difference and

acceptance of persons with disabilities as part of human

diversity and humanity; (5) equality of opportunity; (6)

accessibility; (7) equality between men and women; and

(8) respect for the evolving capacities of children with

disabilities and their right to preserve their identities.

Psychologists work closely with these four disenfranchised

groups, whose rights have been violated historically. It is of

professional importance that we not only provide services to

alleviate suffering but also advocate for their human rights

(Kinderman, 2007). In doing so, psychologists advocate for

social inclusion, enhanced feelings of self-worth, and

psychological and social well-being.

EMAIL: INTERNATIONAL@APA.ORG 15

PSYCHOLOGY INTERNATIONAL * December 2012

MY VOICE COUNTS

In the shadows of World War II, following the horrors of the

Holocaust, persisting colonialism, and growing social

injustice, the UDHR represented a new vision for the inherent

dignity and respect of all human beings. Bringing these

soaring aspirations to fruition has been an uneven road

marked by successes and failures. The progress in establishing

international guarantees for the protection of fundamental

human rights should be celebrated each year on Human

Rights Day. This year, the right to have your voice heard and

to be able to participate in the processes that shape

community life have been highlighted as individuals (e.g.,

Aung San Suu Kyi of Myanmar) and communities (e.g., Arab

Spring) challenge autocratic rulers and the intransigence of

governments and attempt to implement democratic reforms.

Those who are disenfranchised need a beacon of hope from

professions such as psychology, to reinforce that they have a

voice in ending discrimination and human rights abuses.

Psychologists must continue to challenge all forms of human

rights abuses and use advocacy skills to influence public

policy and international law to promote human rights

(Kinderman, 2007). This includes a concern for social justice

and social inclusion. In doing so, all citizens will be able to

stand on the shoulders of psychologists and exclaim, ―My

voice counts!‖ Yes, their voices count!Ψ

REFERENCES

Bevelander, P, & Pendakur, R. (2011). Voting and social

inclusion in Sweden. International Migration, 49(4), 67-92.

doi:10.1111/j.1468-2435.2010.00605.x

Kinderman, P. (2007). Human rights and applied

psychology. Journal of Community & Applied Social

Psychology, 17, 218-228. doi:10.1002/casp.917

Maslow, A. (1954). Motivation and personality. New York:

Harper Press.

Oman, N. (2010). Hannah Arendt’s ―Right to Have Rights:‖ A

philosophical context of human security. Journal of Human

Rights, 9, 279-302. doi:10.1080/14754835.2010.501262

Shultziner, D., & Rabinovici, I. (2012). Human dignity, self-

worth, and humiliation: A comparative legal-psychological

approach. Psychology, Public Policy, and Law, 18(1), 105-143.

doi:10.1037/a0024585

United Nations Office of the High Commissioner for Human

Rights. (2012). My Voice Counts: 2012 Human Rights Day.

Retrieved from: http://www.ohchr.org/EN/NewsEvents/

Day2012/Pages/EventsNewYorkandGeneva.aspx

United Nations. (2007). Declaration on the Rights of Indigenous

Peoples. Retrieved from: http://daccess-dds-ny.un.org/

d o c / U N D O C / G E N / N 0 6 / 5 1 2 / 0 7 / P D F /

N0651207.pdf?OpenElement

United Nations. (2006). Convention on the Rights of Persons with

Disabilities. Retrieved from: http://www.un.org/

disabilities/convention/conventionfull.shtml

United Nations. (1989). Convention on the Rights of the Child.

Retrieved from: http://www2.ohchr.org/english/law/crc.htm

United Nations. (1979). Convention on the Elimination of all

Forms of Discrimination against Women. Retrieved from:

http://www.un.org/womenwatch/daw/cedaw/

cedaw.htm

United Nations. (1966). International Covenant on Civil and

Political Rights. Retrieved from: http://www2.ohchr.org/

english/law/ccpr.htm

United Nations. (1945). Charter of the United Nations and

Statute of the International Court of Justice. Retrieved from:

www.un.org/en/documents/charter/intro.shtml

ABOUT THE CO-AUTHORS

Juneau Gary, PsyD (APA main representative to DPI) is

professor in the Department of Counselor Education at Kean

University in New Jersey, and Neal S. Rubin, PhD, ABPP

(APA representative to DPI) is professor at the Illinois School

of Professional Psychology of Argosy University in Chicago.

Both are APA NGO Representatives to the U.N. Department

of Public Information and are co-editors of this column.

Psychology Day at the Untied Nations is a celebration of psychology’s role in

addressing concerns of global importance. It provides an opportunity for

psychologists to share this role with UN Permanent Missions, UN agencies,

NGOs and the private sector; and to introduce psychologists and psychology

students to psychology’s involvement in UN activities and issues. The theme

for 2013 Psychology Day at the UN is the prevention of global violence against

children, youth and families.

SAVE THE DATE!

Sixth Annual Psychology Day at the United Nations

Thursday, 25 April 2013, New York City

EMAIL: INTERNATIONAL@APA.ORG 16

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 dwedding@alliant.edu.

Reviewed by Catherine Tien-Lun Sun

Foundations of Chinese Psychology: Confucian Social Relations is an English version of Confucian Relationalism: Philosophical

Reflection, Theoretical Construction, and Empirical Research, published in Chinese in 2009. The 13-chapter book is based on Kwang

-Kuo Hwang’s previous published works, in particular, the ideas he developed on Confucian relationalism as the foundation of

Chinese psychology.

The centerpiece of this book is his face-and-favor model, which he developed in 1987 and later refined to be used as an

exemplar in the epistemological development of indigenous psychology in non-Western cultures (Hwang, 1995, 2000, 2006a,

2006b). Hwang argued for the adoption of a tripartite approach to achieve the epistemological goal of indigenous psychology,

namely, philosophical reflection, theoretical construction, and empirical research. Chapters 1–5 deal primarily with

philosophical reflection, whereas Chapters 6–12 demonstrate theoretical construction and endeavors in empirical research.

FACE-AND-FAVOR MODEL

When the face-and-favor model was first introduced (Hwang, 1987), it was intended to explicate the structure of social

exchange and social justice in Chinese cultures. The model outlined four kinds of interpersonal relationships.

Expressive ties are stable and occur between members of primary groups such as family and close friends and operate according

to the need rule. Instrumental ties are diametric opposites of expressive ties and operate on the basis of the equity rule. They are

unstable and temporary, occurring between strangers for the accomplishment of goals of common interests. Mixed ties lie

somewhere between expressive and instrumental ties and refer to relationships between people who are known to each other.

In mixed ties, the allocation of resources follows the rule of empathic reciprocity. The fourth kind of relationship is the vertical

relationship between the petitioner and allocator of resources, and it operates according to the rules of ritual propriety.

Ina a later work, Hwang (2000) introduced two important concepts. First, he illustrated the respective application of the

Confucian tenets of ren (benevolence, yi (righteousness), and li (propriety) in judging the expressive and instrumental

components of the relationship, determining the rule of social exchange, and managing psychological conflicts. Second, he

demonstrated how these four types of interpersonal relationships correspond to the four elementary forms of social behavior

described by Fiske (1992), namely communal sharing, equality matching, market pricing, and authority ranking. For instance, in

the Chinese culture, which is characterized by Confucian relationalism, the petitioner and allocator of resources in an ingroup

are bound by expressive ties and are likely to observe the rules of communal sharing; in individualistic cultures such as the

United States, interpersonal ties would tend to be instrumental, and social behavior would similarly emphasize market pricing.

Attaining the Epistemological Goal

of Indigenous Psychology

A review of

Foundations of Chinese Psychology: Confucian Social Relations

By Kwang-Kuo Hwang

New York, NY: Spring Science + Business Media, 2012.

378 pp. ISBN 978-1-4614-1438-4. $129.00

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 17

INDIGENOUS PSYCHOLOGY

As an ardent proponent of the development of indigenous psychology, Hwang has always contended that such development

should not adopt an inductive or bottom-up approach, as the findings from such an approach are often too fragmented and

impossible to be understood by those from outside the culture. Instead, he drew from the work of Shweder et al. (1998) to

pinpoint that the epistemological goal of indigenous psychology must follow the principle of ―one mind, many mentalities‖ (p.

xiii). In other words, the epistemological goal of indigenous psychology is to aim at constructing a series of theories that

―represents not only the universal mind of human beings, but also the particular mentality of a people within a given

society‖ (p. xiii).

To achieve this, Hwang suggested that a tripartite approach be adopted, namely, philosophical reflection, theoretical

construction, and empirical research. This approach is elucidated in the evolvement of the face-and-favor model, which started

with a consideration of the inadequacy of the Western presumption of individualism to explain social behavior in non-Western

cultures, such as the Chinese. Theoretical construction then followed, in which the presumption of individualism was replaced

with the presumption of relationalism in an attempt to create a body of knowledge in social psychology that would more

adequately explain and guide social behavior in non-Western cultures. Metatheory analysis and quantitative and qualitative

research ensued to put the theory to the test for its degree of approximation to the truth.

Hwang’s book embodies a detailed account of the manner in which the tripartite approach guided the construction of a series

of theoretical models on Confucian relationalism in understanding Chinese moral thought and moral judgment, social

exchange, life goals and achievement motivation, face and morality, guanxi (relationship) management, and conflict resolution.

INTENDED READERSHIP

Huang’s book is an important resource. First, it reveals the construction of a series of theoretical models on Confucian

relationalism as foundations of Chinese psychology. Second, it makes a valiant attempt at untangling the link between

individualism and universalism. Third, it challenges the relevance of the presumption of individualism in the construction of

theories of social psychology for non-Western cultures, and it illustrates through empirical research the relevance of the

alternative presumption of relationalism. Fourth, it demonstrates the wisdom of adopting a tripartite approach of philosophical

reflection, theoretical construction, and research to achieve the epistemological goal of indigenous psychology. Foundations of

Chinese Psychology: Confucian Social Relations makes an invaluable contribution for students, teachers, scholars, and researchers in

the fields of Chinese psychology and indigenous psychology. Ψ

REFERENCES

Fiske, A. P. (1992). The four elementary forms of sociality: Framework for a unified theory of social relations. Psychological

Review, 99, 689–723. doi:10.1037/0033-295X.99.4.689

Hwang, K. K. (1987). Face and favor: The Chinese power game. American Journal of Sociology, 92, 944–974.

doi:10.1086/228588

Hwang, K. K. (1995). Knowledge and action: A social psychological interpretation of Chinese psychological tradition [in Chinese].

Taipei, Taiwan: Psychological Publishing.

Hwang, K. K. (2000). Chinese relationalism: Theoretical construction and methodological construction. Journal for the Theory

of Social Behaviour, 30, 155–178. doi:10.1111/1468-5914.00124

Hwang, K. K. (2006a). Constructive realism and Confucian relationalism: An epistemological strategy for the development of

indigenous psychology. In U. Kim, K. S. Yang, & K. K. Hwang (Eds.), Indigenous and cultural psychology:

Understanding people in context (pp. 73–108). New York, NY: Springer Science + Business Media.

Hwang, K. K. (2006b). Moral face and social face: Contingent self-esteem in Confucian society. International Journal of

Psychology, 41, 276–281. doi:10.1080/00207590544000040

Shweder, R. A., Goodnow, J., Hatano, G., LeVine, R., Markus, H., & Miller, P. (1998). The cultural psychology of

development: One mind, many mentalities. In W. Damon (Ed.), Handbook of child psychology (Vol. 1, pp. 865–937).

New York, NY: Wiley.

PsycCRITIQUES September 5, 2012, Vol. 57, Release 35, Article 6

1554-0138 © 2012, American Psychological Association

PSYCHOLOGY INTERNATIONAL * December 2012

EMAIL: INTERNATIONAL@APA.ORG 18

The Oxford Handbook of International Psychological Ethics

Edited by Mark M. Leach, Michael J. Stevens, Geoff Lindsay, Andrea Ferrero,

Yesim Korkut

―The need for quality standards and rules of conduct concerning all aspects of the activities of

psychology has long been acknowledged. In particular, over the last few years there has been a

growing awareness of the need for and the advantage of internationally recognized ethical standards,

particularly concerning research and practice and the well-being of individuals and societies . . . The

Oxford Handbook of International Psychological Ethics is the state-of-the-art source for information

on psychological ethics worldwide, and offers an inclusive international review of contemporary and

emerging ethical issues within the profession and science of psychology.‖ ~ From the Oxford University

Press website, ukcatalogue.oup.com.

Intercountry Adoption: Policies, Practices, and Outcomes

Edited by Judith L. Gibbons and Karen Smith Rotabi

―Up to 45,000 children have crossed borders annually as part of the intercountry adoption boom.

Proponents have touted intercountry adoption as a natural intervention for promoting child welfare.

However, in cases of fraud and economic incentives, intercountry adoption has been denounced as

child trafficking ... Social workers play critical roles in intercountry adoption; they are often involved

in family support services or child relinquishment in sending countries, and in evaluating potential

adoptive homes, processing applications, and providing support for adoptive families in receiving

countries ... Their voice is essential in shaping practical and ethical policies of the future.‖ ~ From the

Ashgate website, www.ashgate.com. Judith Gibbons is also Editor of APA’s international journal, International

Perspectives in Psychology: Research, Practice and Consultation.

Handbook of Adult Psychopathology in Asians: Theory, Diagnosis, and Treatment

Edited by Edward C. Chang

―The Handbook of Adult Psychopathology in Asians represents a...global collaboration among leading

experts of psychopathology in Asian adults. Chapters provide critical appraisals of existing research

and theory as they relate to issues surrounding the diagnosis, etiology, and treatment of major mental

disorders among Asians...Complementing these topics are chapters that take a unique look at

psychiatric syndromes that have been identified in Asia and at interventions that have been

indigenously developed in Asia for treating mental disorders. Additional foundational chapters focus

on topics such as the psychology of Asians, assessment and research issues in studying Asians, and

future directions for research and policy in studying and treating Asians with mental disorders.‖ ~ From the Oxford University Press website, ukcatalogue.oup.com.

Child Development: Special Section on Children From Immigrant Families

Edited by Jeffrey J. Lockman et al.

The September/October 2012 issue of Child Development, a publication of the Society for Research in

Child Development, includes a Special Section on Children from Immigrant Families. The section

―compares and contrasts the developmental experiences of children from immigrant families in the

United States and abroad ... Indeed, several articles in this journal examine children from immigrant

families in countries beyond the United States, including other primarily English-speaking economies,

several European countries, and at least one developing region. These articles indicate that even when

comparing highly similar countries, the outcomes of children from immigrant families often differ due

to a variety of macro– and micro-level factors ... and how the reception of immigrant children can be

colored by race-ethnicity in one country, religion in another, and colonial and related traditions in still

others.‖ ~ From the Introduction to the Special Section by Robert Crosnoe and Andrew J. Fuligni

RECENTLY PUBLISHED

PSYCHOLOGY INTERNATIONAL * December 2012

ANNOUNCEMENTS

EMAIL: INTERNATIONAL@APA.ORG 19

Recipients of APA’s 2013 International Awards: APA has announced the recipients of its 2013 International Awards. Co-recipients of the APA Award for Distinguished

Contributions to the International Advancement of Psychology are Maria Cristina Richaud and A.J.R. (Fons) van de Vijver.

Recipient of the APA International Humanitarian Award is M. Brinton Lykes. Articles with further details on each recipient

will be available in the June 2013 issue of Psychology International.

MARIA CRISTINA RICHAUD, PHD

Dr. Richaud is co-recipient of the APA Award for Distinguished Contributions to the International

Advancement of Psychology. She is a senior researcher at Argentina’s National Council of Scientific and

Technical Research (CONICET), plays a leadership role in fostering psychological research development in

Argentina, and directs the only center for Interdisciplinary Research in Mathematical and Experimental

Psychology. In Argentina and in Latin America Dr. Richaud has led sustained efforts to organize and foster

the growth of psychology as a scientific discipline.

FONS VAN DE VIJVER, PHD

Dr. van de Vijver is co-recipient of the APA Award for Distinguished Contributions to the International

Advancement of Psychology. He is a professor of Cross-Cultural Psychology at Tilburg University in the

Netherlands and has ―extraordinary chairs‖ at North-West University in South Africa and the University of

Queensland in Australia. His work has influenced cross-cultural research methodology in assessing bias in cross-

cultural measurement, identifying underlying constructs in testing comparisons across cultural groups, and

promoting adequate test translation. His work on analytic approaches and conceptualization of acculturation

and multiculturalism has lead to the development of an indigenous personality scale relevant to South Africans.

M. BRINTON LYKES, PHD

Dr. Lykes is recipient of the APA International Humanitarian Award. She is a professor of Community-

Cultural Psychology and Associate Director of the Center for Human Rights and International Justice at

Boston College. Through her work, she has sought to reduce the effects of state-sponsored violence on

children, women, and vulnerable communities. Dr. Lykes’ scholarship centers on social justice and

participatory action research that engages community members as partners in defining problems, designing

methods, analyzing results, and organizing action steps that lead to social change. Her humanitarian work

has taken place in Guatemala, Northern Ireland, South Africa, and post-Katrina New Orleans.

APA International Learning Partner Programs in China and Cuba

APA invites members to participate in a professional visit to China, scheduled for May 13-23, 2013, organized to promote

mutual learning, collaboration and exchange. Led by Barry Anton, PhD, and Carol Goodheart, EdD, participants will explore

psychological research, education and interventions in China; the integration of behavioral and physical health; and applications

of psychology across different sectors of society. The visit includes meeting with Chinese colleagues in Beijing and Xi’an. APA is

working with Professionals Abroad to create the itinerary and handle all logistics for the trip. An optional cultural trip to Tibet is

also being planned. For more information, please visit the APA Professional Program to China website at https://res.academic-

travel.com/professionals_abroad/reservation/index.php?X3E9dmlld19vdmVydmlldyUyRjk4NDg. A program trip to Cuba is

also being planned and will be led by Suzanne Bennett Johnson. A date for this trip is yet to be determined.

IREX Short-Term Travel Grants for U.S. Scholars and Professionals

Applications are being accepted for IREX’s 2013-2014 Short-Term Travel Grants Program (STG). This program is for postdoctoral

scholars and professionals with advanced degrees to conduct policy-relevant research in the countries of Eastern Europe and

Eurasia. Researchers are able to increase their understanding of current regional issues, develop and sustain international networks,

and directly contribute to the formation of U.S. public policy by conducting research on topics vital to the academic and

policymaking communities. This fellowship provides international airfare, a living/housing stipend, visa support, emergency

evacuation insurance, logistical support, and in many countries, field office support. Applicants must be U.S. citizens. For more

information, visit www.irex.org/application/short-term-travel-grants-stg-application. Deadline for application is February 6, 2013.

PSYCHOLOGY INTERNATIONAL * December 2012

Psychology International is a publication of

the APA Office of International Affairs.

Please visit www.apa.org/international or

email the office at international@apa.org

Merry Bullock, PhD, Senior Director

Sally Leverty, International Affairs Assistant

Dana Townsend, Communications Manager

EMAIL: INTERNATIONAL@APA.ORG 20

Call for Submissions: PsyCh Journal, China’s first international

journal in psychological science

PsyCh Journal was launched in 2012 as China’s first international psychology journal. Edited by Lars-Göran Nilsson and Kan

Zhang, it is the flagship journal of the Institute of Psychology, Chinese Academy of Sciences — the only national psychology

research institute in China. The journal is published twice a year and includes peer reviewed research articles, research reports,

and integrated research reviews spanning the entire spectrum of scientific psychology and its applications. The content

includes empirical and theoretical research in psychology and interdisciplinary sciences, with topics ranging from

physiological and systems perspectives to individual, group and society approaches. It is devoted to exploring basic

mechanisms of the human mind and behavior, and applying psychological science to improve understanding of culture and

society. For more information on PsyCh Journal and the submissions process, please visit http://onlinelibrary.wiley.com/

journal/10.1002/(ISSN)2046-0260/homepage/ForAuthors.html.

Call for Proposals: NSF Open Research Area

Open Research Area (ORA) was started in 2009 by funding agencies in France (ANR), Germany (DFG), the United

Kingdom (ESRC), and the Netherlands (NWO) as a joint funding scheme for collaborative international research projects in

the social, behavioral and economic sciences. In 2013, after two successful rounds of competition, ORA is expanding to

include the U.S. National Science Foundation’s Directorate for Social, Behavioral and Economic Sciences. One of ORA’s

chief objectives is to reduce barriers to international collaborative research by making collaboration among the partners as

seamless as possible through a single review process and joint decision-making. Proposals will be accepted for research

projects in any area of the social and behavioral sciences involving researchers from any combination of three or more of the

participating countries. Please note that bilateral applications will not be allowed. Further, proposals must clearly demonstrate

the added value of transnational collaboration; proposals where there is no clear scientific value added from the collaboration

will not be eligible. For more information, please visit www.nwo.nl/nwohome.nsf/pages/NWOP_82GL9T_Eng or contact

Elizabeth Tran at etran@nsf.gov. The deadline for submissions is February 15, 2013.

WHO-UNHCR Publication: Assessing Mental Health and Psychosocial Needs and Resources: Toolkit for Humanitarian Settings

The World Health Organization and the United Nations Refugee Agency have recently published a new resource called

Assessing Mental Health and Psychosocial Needs and Resources: Toolkit for Humanitarian Settings. The toolkit was developed because

of frequent requests from the field to advise on assessment of mental health and psychosocial issues in humanitarian settings.

Although a range of assessment tools exist, what has been missing is an overall approach that clarifies when to use which tool

for what purpose. This document offers an approach to assessment that should help you review information that is already

available and only collect new data that will be of practical use. Though it was written primarily for public health actors, many

of the tools in the accompanying toolkit cover mental health and psychosocial assessment issues relevant to other sectors as

well as the health sector. For more information or to order a copy of this toolkit, please visit apps.who.int/bookorders/

MDIbookPDF/Book/11500850.pdf. Ψ

PSYCHOLOGY INTERNATIONAL * December 2012