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 worldwide events and forces.
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
rapidly growing specialty in the discipline;
2. Ability to evaluate critically the appropriateness and consequences
of mainstream psychological theory, research, and practices within a
global context;
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 understanding and
addressing global phenomena;
4. Sensitivity to how global events and forces 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 problems and 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,
2009), 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.
SCHEDULE OF TOPICS AND READINGS
1/11, 1//13, 1/15
- WEEK 1: HISTORY AND SCOPE OF INTERNATIONAL PSYCHOLOGY
Stevens & Gielen (2007) - Chapter 1, pp. 3-33
Stevens & Gielen (2007) - Chapter 2, pp. 39-67
1/20, 1/22
- WEEK 2: WESTERN PSYCHOLOGY AND ITS LIMITATIONS
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.
Gergen, K. J. (2001). Psychological science in a postmodern context. American
Psychologist, 56, 803-813.
1/25, 1/27, 1/29
- WEEK 3: ALTERNATIVE MODELS AND METHODS
Stevens & Gielen (2007) - Chapter 6, pp. 179-206
Stevens & Gielen (2007) - Chapter 7, pp. 207-232
2/1, 2/3,
2/5 - WEEK 4: INDIGENIZATION OF
PSYCHOLOGY
Adair, J. G. (1999). Indigenization of psychology: The concept and its
practical implications. Applied
Psychology: An International Review, 48, 403-418.
Stevens & Gielen (2007) - Chapter 5, pp. 147-172
2/8, 2/10,
2/12 - WEEK 5: PSYCHOLOGY IN OTHER
COUNTRIES
Stevens & Gielen (2007) - Chapter 3, pp. 69-100
Stevens & Gielen (2007) - Chapter 4, pp. 101-146
2/15, 2/17,
2/19 - 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.
Christie, D. J., Tint, B. S., Wagner, R. W., & Winter, D. D.
(2008). Peace psychology for a peaceful world. American Psychologist, 63, 540-552.
2/22, 2/4, 2/26 -
WEEK 7: SOCIETAL TRANSFORMATION AND NATIONAL DEVELOPMENT
Stevens, M. J. (2002). The interplay of psychology and societal
transformation. International
Journal of Group Tensions, 31, 5-30.
Stevens & Gielen (2007) - Chapter 9, pp. 267-298
3/1, 3/3
- 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.
3/5 – MIDTERM at 9:00 AM
3/15, 3/17,
3/19 - WEEK 9: PHYSICAL AND MENTAL
HEALTH
Draguns, J. G., & Tanaka-Matsumi, J. (2003). Assessment of
psychopathology across and within cultures: Issues and findings. Behavior Research and Therapy, 41, 755-776.
Stevens & Gielen (2007) - Chapter 8, pp. 233-266
3/22, 3/24, 3/26
- WEEK 10: SPECIAL TOPICS -
GLOBALIZATION
Buchan, N. R., Grimalda, G., Wilson, R., Brewer, M., Fatas, E., &
Foddy, M. (2009). Globalization and human cooperation. PNAS Proceedings of the National Academy
of Sciences of the United States of America, 106, 4128-4142.
Arnett, J. J. (2002). The psychology of globalization. American Psychologist, 57, 774-783.
3/29, 3/31, 4/2
- 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.
4/5, 4/7,
4/9 - 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.
4/12, 4/14,
4/16 - WEEK 13: SPECIAL
POPULATIONS – CHILDREN 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.
Meeks, C. B., Nickols, S. Y., & Sweaney, A. L. (1999). Demographic
comparisons of aging in five selected countries. Journal of Family and Economic Issues, 20,
223-250.
4/19, 4/21,
4/23 - WEEK
14: SPECIAL
POPULATIONS
– MIGRANTS/REFUGEES AND THE POOR
GROUP PROJECT due 4/23 at 9:00 AM
Richmond, A. H. (2002). Globalization:
Implications for immigrants and refugees. Ethnic and Racial
Studies, 25, 707-727.
Tuason, Ma. T. G. (2008). Those who were born poor: A qualitative study
of Philippine poverty. Journal of
Counseling Psychology, 55, 58-71.
4/26, 4/28,
4/30 - WEEK 15: EDUCATION/TRAINING AND PROFESSIONAL PRACTICE
EXTRA CREDIT due 4/30 at 9:00 AM
Stevens & Gielen (2007) - Chapter 11, pp. 333-361
Stevens & Gielen (2007) - Chapter 10, pp. 299-331
5/??? – FINAL at ???
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. You will be docked
three 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
U.S.
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 or
sixth edition of the Publication
Manual
(APA, 2001 or 2009), and
turned in on April 23rd during class. Each
group member
is to share equally in planning, implementing, and preparing the
report;
along with 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 5th 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 ??? at ???
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 or the Global
Review. 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 free pizza. 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 event.
The forum is held on Thursday nights from 5 - 7 PM, usually in SH
244. 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 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. Each summary will receive two
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.