Illinois State University
Department of Psychology
Dr. Michael Stevens
DEG 461; 438-5700; mjsteven@ilstu.edu
Office Hours: M 11-12, R 2-3, F 8-9

INTERNATIONAL PSYCHOLOGY (PSY 326)
www.psychology.ilstu.edu/mjsteven/PSY326.html

COURSE OVERVIEW

This course entails reading, discussing, and writing about a variety of contemporary topics in the relatively new specialty of international psychology.  You will examine mainstream as well as alternative theoretical, methodological, and applied approaches that are relevant to the study and practice of international psychology.  The topics selected offer a broad and deep understanding of this field, specifically, an appreciation of psychology’s relevance to the understanding and solution of global problems, as well as of how psychology itself is affected by events and cultures around the world.

COURSE GOALS

International Psychology will provide you with opportunities to develop and demonstrate competencies in the following areas:

1. Knowledge of the history, current foci, and future directions of a new and rapidly growing specialty in the discipline;
2. Ability to evaluate critically the appropriateness and consequences of mainstream psychological theory, research, and practices to global events and phenomena;
3. Familiarity with alternative models, methods, and interventions that have their roots in cultural, economic, historical, political, religious, and social contexts and their relevance to global events and phenomena;
4. Sensitivity to how global events and phenomena impact the psychosocial and sociocultural realities of diverse populations;
5. Understanding the education and training requirements for a career in international psychology; and
6. Use of the Internet to learn about the global activities of psychological and policy-making organizations (e.g., the application of psychology to unconventional settings) and how to communicate and collaborate globally.

COURSE POLICIES

This syllabus is your contract for the course.  Consult it frequently.  If you anticipate problems, see me as soon as possible.  Assume that, in the absence of other information, we will adhere to the schedule below.

I value punctuality and courtesy.  It is not appropriate to leave class early due to obligations that begin after class; class will end promptly at 9:50 AM.  If you come to class late, please enter quickly and quietly.  I value conscientiousness.  Therefore, I expect you to attend all classes.  Excessive absences or lateness, whether legitimate or not, are unacceptable and will lower your grade for the course.  If you miss a class, it is your responsibility to obtain notes from a classmate.  Due dates are non-negotiable.  I may grant extensions of the due dates for any of the projects or exams; however, a reduction of one full letter grade will accompany each extension.

I do not offer make-up exams unless there is a bona fide emergency (e.g., serious illness); job conflicts, family vacations, oversleeping, and feeling indisposed do not qualify as emergencies.  In the event of a genuine emergency, it is your responsibility to provide me with legitimate documentation of the emergency as soon as possible (e.g., a physician's note).  Make-up exams for students who have real emergencies may differ from exams administered in class.  If you have a lengthy illness or personal crisis and are unable to complete the course, you may need to drop the course or take an incomplete if you are eligible to do so.  Unavoidable conflicts (e.g., travel by student-athletes) must be resolved well before the exam so that you can take the exam early.  Specific arrangements should be discussed with me at least one week before the date of the scheduled exam. 

According to the Student Judicial Office, plagiarism "is the unacknowledged appropriation of another's work, words, or ideas in any themes, outlines, papers, reports, or computer programs."  Plagiarism includes copying sentences from sources without paraphrasing them.  Paraphrasing, on the other hand, is when you summarize someone else's work in your own words.  For further information on the distinction between plagiarism and paraphrasing, consult the Publication Manual (APA, 2001), which is available in the reference section of Milner Library.  I will evaluate the group project that you submit with the Essay Verification Engine, a software program designed to detect plagiarism.  If it becomes apparent that you have plagiarized, I will give you an F for the course and initiate a referral to the Student Judicial Office where the matter will be further adjudicated.  Likewise, cheating on exams will result in a course grade of F and referral to the Student Judicial Office.  In addition, exams are not intended for distribution to the University community; taking an exam is stealing.

REQUIRED READING:

Stevens, M. J., & Gielen, U. P. (Eds.). (2007). Toward a global psychology: Theory, research, interventions, and pedagogy. Mahwah, NJ: Erlbaum.

Additional readings for this course can be purchased at PIP Printing in the Bone Student Center with presentation of a ticket.  These readings consist of contemporary journal articles and book chapters which address a broad spectrum of topics related to international psychology.

Topical Outline, Including Required and Optional Readings:

1/14, 1//16, 1/18 - WEEK 1: THE HISTORY AND SCOPE OF INTERNATIONAL PSYCHOLOGY

Stevens & Gielen (2007) - Chapter 1, pp. 3-33
Stevens & Gielen (2007) - Chapter 2, pp. 39-67

1/23, 1/25 - WEEK 2: WESTERN PSYCHOLOGY AND ITS LIMITATIONS

Gergen, K. J. (2001). Psychological science in a postmodern context. American Psychologist, 56, 803-813.
Prilleltensky, I., & Fox, D. (1997). Introducing critical psychology: Values, assumptions, and the status quo. In D. Fox & I. Prilleltensky (Eds.), Critical psychology: An introduction (pp. 3-20). London: Sage.

 1/28, 1/30, 2/1 - WEEK 3: ALTERNATIVE MODELS AND METHODS

Stevens & Gielen (2007) - Chapter 6, pp. 179-206
Stevens & Gielen (2007) - Chapter 7, pp. 207-232

2/4, 2/6, 2/8 - WEEK 4: THE INDIGENIZATION OF PSYCHOLOGY

Stevens & Gielen (2007) - Chapter 5, pp. 147-172

2/11, 2/13, 2/15 - WEEK 5: PSYCHOLOGY IN OTHER COUNTRIES

Stevens & Gielen (2007) - Chapter 3, pp. 69-100
Stevens & Gielen (2007) - Chapter 4, pp. 101-146

2/18, 2/20, 2/22 - WEEK 6: INTERGROUP CONFLICT AND PEACE-BUILDING

Eidelson, R. J., & Eidelson, J. I. (2003). Dangerous ideas: Five beliefs that propel groups toward conflict. American Psychologist, 58, 182-192.
Montiel, C. J., & Wessells, M. (2001). Democratization, psychology, and the construction of cultures of peace. Peace and Conflict: Journal of Peace Psychology, 7, 119-129.

2/25, 2/27, 2/29 - WEEK 7: SOCIETAL TRANSFORMATION AND NATIONAL DEVELOPMENT

Stevens & Gielen (2007) - Chapter 9, pp. 267-298

3/3, 3/5 - WEEK 8: THE NATURAL ENVIRONMENT

Vlek, C. (2000). Essential psychology for environmental policy making. International Journal of Psychology, 35, 153-167.
Winter, D. D. (2000). Some big ideas for some big problems. American Psychologist, 55, 516-522. 

3/7 – MIDTERM at 9:00 AM

3/17, 3/19, 3/21 - WEEK 9: PHYSICAL AND MENTAL HEALTH WORLDWIDE

Stevens & Gielen (2007) - Chapter 8, pp. 233-266

3/24, 3/26, 3/28 - WEEK 10: SPECIAL TOPICS - GLOBALIZATION

Nikelly, A. G. (2000). Globalization and community feelings: Are they compatible? Journal of Individual Psychology, 56, 435-447.
Stevens, M. J. (2002). The unanticipated consequences of globalization: Contextualizing terrorism. In C. E. Stout (Ed.), The psychology of terrorism: Vol. 3. Theoretical understandings and perspectives (pp. 29-54). Westport, CT: Greenwood.

3/31, 4/2, 4/4 - WEEK 11: SPECIAL TOPICS - TERRORISM

Stevens, M. J. (2005). What is terrorism and can psychology do anything to prevent it? Behavioral Sciences and the Law, 23, 507-526.
Staub, E. (2002). Preventing terrorism: Raising “inclusively” caring children in the complex world of the twenty-first century. In C. E. Stout (Ed.), The psychology of terrorism: Vol. 4. Programs and practices in response and prevention (pp. 119-129). Westport, CT: Greenwood.

4/7, 4/9, 4/11 - WEEK 12: SPECIAL POPULATIONS - WOMEN

Murphy, E. M. (2003). Being born female is dangerous for your health. American Psychologist, 58, 205-210.
Walker, L. E. (1999). Psychology and domestic violence around the world. American Psychologist, 54, 21-29.

4/14, 4/16, 4/18 - WEEK 13: SPECIAL POPULATIONS – CHILDREN, ADOLESCENTS, AND THE ELDERLY

Gielen, U. P., & Chumachenko, O. (2004). All the world’s children: The impact of global demographic trends and economic disparities. In U. P. Gielen & J. Roopnarine (Eds.), Childhood and adolescence: Cross-cultural perspectives and applications (pp. 81-109). Westport, CT: Praeger.
Arnett, J. J. (2002). The psychology of globalization. American Psychologist, 57, 774-783.

4/21, 4/23, 4/25 - WEEK 14: SPECIAL POPULATIONS – REFUGEES, MIGRANTS, AND THE POOR

Richmond, A. H. (2002). Globalization: Implications for immigrants and refugees. Ethnic and Racial Studies, 25, 707-727.
Bourhis, R. Y., Moiese, L. C., Perreault, S., & Senecal, S. (1997). Towards an interactive acculturation model: A social psychological approach. International Journal of Psychology, 32, 369-386.

4/28, 4/30, 5/2 - WEEK 15: EDUCATION / TRAINING AND PROFESSIONAL PRACTICE
GROUP PROJECT due 4/28 at 9:00 AM
EXTRA CREDIT due 5/2 at 9:00 AM

Stevens & Gielen (2007) - Chapter 11, pp. 333-361
Stevens & Gielen (2007) - Chapter 10, pp. 299-331

5/8 – FINAL at 7:50 AM

TASKS/ASSIGNMENTS, INCLUDING PERFORMANCE EVALUATION METHODS

There are three diverse tasks and assignments that provide the basis for determining your overall grade for this course.  There is also an opportunity to earn extra credit.  These tasks and assignments include: five in-class reactions, a group project, and two examinations.  

1.  Attendance:

As responsible students, I expect you to attend each and every class.  I will take attendance at the beginning of class.  Those not present will be docked two points for each missed class.  Accumulated attendance points will be deducted from the total number of earned points in determining your final course grade.

2.  In-class reactions:

Five times during the semester there will be an unannounced written reaction to a topic that has been the focus of class.  In-class reactions will involve the clarification, development, or defense of a particular point of view.  The purposes of these reactions are to help you process course material and help me gauge how well you understand a particular topic or issue.  Sample topics may include some of the following: “How is American psychology limited in its capacity to explain global problems?”  “What are the psychosocial and sociocultural benefits and costs of globalization?”  “If most psychologists worldwide practice with a bachelor’s or master’s degree, why does the American Psychological Association insist that psychologists have a doctorate?”  Each in-class reaction should be about 1-2 pages long.  In-class reactions will receive a numerical grade from 0-20.  An accurate, clear, organized, and thoughtful reaction will receive 20 points.  If your reaction makes little sense or consists of a scattered amalgam of ideas, you will receive 0 points.  You can earn up to a total of 100 points through these in-class reactions.  You must be present to receive credit for an in-class reaction.

3.  Group Project:

Small groups of students (3-5) will collaborate on an Internet project.  The project entails locating the web site of a scientific or professional psychology association that is global (e.g., International Association of Applied Psychology, International Union of Psychological Science), regional (e.g., European Federation of Psychologists’ Associations, Interamerican Society of Psychology), or national (e.g., American Psychological Association, Romanian Psychologists’ Association) or a global policy-making or NGO organization (e.g., United Nations, World Health Organization).  The goal of the project is to produce a 10-page report, which should have two parts: (1) a description of how the psychology association or organization is addressing global issues or problems that have a psychological dimension, and (2) recommendations for how that association or organization can improve the impact and scope of its global mission and activities.  Reports should also include Internet links and references.  Reports must be typed, double-spaced, follow the fifth edition of the Publication Manual (APA, 2001), and turned in on the last day of class.  Each group member is to share equally in planning, implementing, and preparing the report; along the the report, every group must submit a separate statement that describes each member's contribution to the group and signed by all members of the group.  A numerical grade of 0-100 will be assigned to the group based on the accuracy, organization, style, thoroughness, and thoughtfulness of the report.

4.  Examinations:

You are responsible for reading and reviewing all material to be covered on each exam.  You are also responsible for remembering when exams are scheduled.  There are no formal study guides for this course.

Midterm – March 7th at 9:00 AM
The midterm will be closed-book and consist of 50 multiple choice questions worth 100 possible points.  The midterm will cover readings, lectures, media presentations, and classroom activities from the first through the eighth week of the course.  Sample questions will be provided to familiarize you with the content and format of the exam.  Questions will cover definitions of terms, test your understanding of important concepts, synthesize ideas from within and between required readings, and include practical applications of material.

Final – May 8th at 7:50 AM
The final will be a non-cumulative, closed-book exam structured along the same lines as the midterm and worth 100 possible points.  The final will cover readings, lectures, media presentations, and classroom activities from the ninth through the fifteenth week of the course.  Sample questions will be provided.  Questions will cover definitions of terms, test your understanding of important concepts, synthesize ideas from within and between required readings, and include practical applications of material.

5.  Extra Credit:

The maximum number of extra-credit points is 10, equaling 2.5% of the total possible points for the course.  Extra credit may be earned by attending the International Studies Seminar Series, sponsored by the International Studies Program.  The International Studies Seminar Series takes place on Wednesdays from 12-1 PM in the Third floor East Lounge of the Bone Student Center; it is open to the public and includes a free lunch.  Alternatively, you may attend the Global Review weekly forum.  Each week, a different speaker or discussion panel will present perspectives on a current international or global issue.  The forum is held on Thursday nights from 7 - 8:30 PM in Walker Hall, The Elearnor Kong Room (above Chatters).  Please consult the University calendar for topics, times, and location.  Finally, you may earn extra credit by reading an original, full-text journal article on any topic relevant to this course, provided that it does not duplicate a required course reading and that you check with me or my graduate assistant in advance to determine the appropriateness of the reading.  Turn in a one-page, typed, double-spaced summary of each seminar/forum attended or original article read.  Two-thirds of the summary should capture the main points of the seminar/forum or reading, whereas the remainder should include thoughtful reactions, including how the topic relates to material covered in the course.  Summaries must be submitted at or before the last day of class.  Each summary will receive 2 points.  Extra-credit may be turned in anytime, but no later than the last class of the semester.

6.   Grading:

You may see your grades by clicking on the link "Grading" above and then logging on to a secure webpage.  Grades will be determined on a strict percentage system based on five in-class reactions, the group project, the midterm exam, the final exam, and extra credit minus unexcused absences:
      
360-400 points or 90-100%                           = A
320-359 points or 80-89%                             = B
280-319 points or 70-79%                             = C
240-279 points or 60-69%                             = D
Fewer than 240 points or less than 60%      = F

I am not inclined to negotiate grades just because a student believes he or she deserves a better grade.  Grades are based on academic performance, not perceived need.  Although I will not hold a "post-mortem" on the midterm, please feel free to discuss your exam results with me.  Before doing so, however, I expect you first to make an independent effort to discover the source of lost points; after that, I would be most willing to meet with you.

MISCELLANEOUS MATTERS

If you need to arrange a reasonable accommodation for a documented disability, contact Disability Concerns at FEL 350, 438-5833 (voice), 438-8620 (TDD).  If you find that you have problems taking notes and exams or if you suffer from test and public-speaking anxiety, the University Center for Learning Assistance (UCLA) and Student Counseling Services (SCS), respectively, can assist you.  The UCLA is located in STV 113 (438-7100) and the SCS is located in the SSB 320 (438-3655).

I reserve the right to correct any unintentional mistakes found in this document.  In my attempt to be as fair as possible, any modifications I may make will be made in your favor, rather than penalize you.