Nelson Mandela’s Legacy, the United Nations and the APA— Parallel and Intersecting Lines

By Juneau Gary and Neal S. Rubin, APA Representatives at the UN

Department of Public Information, Column Co-Editors

During my lifetime I have dedicated myself to this struggle of the African

people. I have fought against white domination, and I have fought against

black domination. I have cherished the ideal of a democratic and free society

in which all persons live together in harmony and with equal opportunities.

It is an ideal which I hope to live for and achieve. But if needs be, it is an

ideal for which I am prepared to die. Nelson Mandela at the opening of his defense case in the Rivonia Trial, Pretoria, South Africa, 1964.

As the world mourned the loss and celebrated the

enduring legacy of Nelson Mandela (1918-2013),

the leadership of the United Nations (UN)

universally portrayed him as a champion of peace

and reconciliation. As a beloved figure of

inspiration and liberation, Mandela’s vision for

humanity embodied the fundamental principles of

the UN as written in its Universal Declaration of

Human Rights (UN, 1948) and Charter (UN, 1945).

Mandela’s struggles not only uplifted the people of

his country from the scourge of racism and

discrimination. but more broadly, he fought for the

dignity of all humankind. In this way, his journey

to freedom served as a challenge to and a beacon for

the realization of the aims of the UN.

In his eulogy to Mandela, Ban Ki-moon, UN

Secretary General, stated, ―Nelson Mandela was a

singular figure on the global stage, a man of quiet dignity and towering achievement, a

giant for justice and a down to earth human inspiration… In the decades-long fight

against apartheid, the United Nations stood side-by-side with Nelson Mandela and all

those in South Africa who faced unrelenting racism and discrimination… Let us continue

each day to be inspired by his lifelong example and his call to never cease working for a

better and just world.‖ (UN, 2013). In addition to these remarks, the UN body marked

Mandela’s passing through moments of silence at both the Security Council and General

Assembly, and by flying the UN flag at half-staff (United Nations, 2013b).

(Continued on page 2)

CONTENTS

COVER: Psychology at the UN: UN Matters: Nelson Mandela’s Legacy, the United Nations and the APA— Parallel and Intersecting Lines

Reflections: All Psychologies are Indigenous Psychologies ................ 5

2014 APA International Awards Announced ........................... 8

APA Sponsors 2nd Professional Visit to Cuba ……………................. 9

Selected Review from PsycCRITIQUES ................................. 12

Announcements ........................ 14

Volume 24, Number 4, December 2013

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

NEWS AND UPDATES FROM THE AMERICAN PSYCHOLOGICAL ASSOCIATION OFFICE OF INTERNATIONAL AFFAIRS | June 2013

APA Office of International Affairs

UN MATTERS

A regular column dis-

cussing developments at

the United Nations

Psychology

International is a publication of

the APA Office of International Affairs.

Merry Bullock, PhD, Senior Director Sally Leverty,

International Affairs Assistant

Psychology International ◦ December 2013

2 international@apa.org

How Did the UN Respond to South Africans’ Liberation

Struggle Against Apartheid?

From the UN’s inception in 1946, apartheid in the Union

of South Africa was an issue of concern, raised initially

because India challenged the discrimination of Indians

under the apartheid system (United Nations, 2013c). The

UN General Assembly passed Resolution 395(V) in 1950, its

first resolution against apartheid (UN, 1950). For the next

40 years, a consistent series of actions, conferences, and

formal resolutions were initiated. These initiatives reflected

the collaborative efforts of the UN, its Member States, and

its non-governmental organizations (NGOs) as partners in a

cascading global consciousness opposing and eventually

dismantling the apartheid system. For instance, (1) the

Security Council adopted Resolution 134 in 1960, criticizing

the government for the Sharpeville Massacre, in which

police killed 69 peaceful protestors; (2) the Security Council

passed an arms embargo (Resolution 181) and the General

Assembly enacted oil sanctions (Resolution 1899) in 1963;

(3) the General Assembly requested all Member States to

suspend cultural, educational, sporting and other exchanges

in 1968; and (4) the Security Council condemned the new

racist constitution (Resolution 554) in 1984.

Following these and other historical initiatives to

undermine support for apartheid, Mandela, then President

of South Africa, addressed the UN General Assembly in

1994 stating, ―We stand here today to salute the United

Nations Organization and its Member states, both singly

and collectively, for joining forces with the masses of our

people in a common struggle that has brought about our

emancipation and pushed back the frontiers of racism.‖ (U.

N., 2013d).

Later, the UN established ―Nelson Mandela

International Day.‖ It has been commemorated on his

birthday, July 18, since 2009 (UN, 2009). On this date,

citizens of the world are asked to devote 67 minutes of their

time to public service activities in the interest of promoting

social justice, fighting for human rights, or helping

vulnerable people. These initiatives honor the 67 years of

service that Madiba (his clan name, as he is affectionately

called) devoted to freedom, justice and democracy. The

Nelson Mandela Foundation (http://

www.nelsonmandela.org/) offers suggestions for service.

APA Responds to Apartheid and Racism

Psychologists might ask, ―What have we done individually

and collectively to fight apartheid and to challenge the

racism that remains pervasive? In 2001, APA approved the

―Resolution Against Racism and in Support of the Goals of

the 2001 UN World Conference Against Racism, Racial

Discrimination, Xenophobia, and Related

Intolerance‖ (APA, 2001). Founded on the principles of the

Universal Declaration of Human Rights and the UN’s

―International Convention on the Elimination of All Forms

of Racial Discrimination‖ ( U.N., 1965) this statement

supports the struggle against all forms of racism. Moreover,

it documents the deleterious effects of xenophobia across the

globe, using findings from psychological science to

articulate the impact of racism on human development

across the life cycle. This Resolution represents the

contributions of individual psychologists, several APA

divisions, the Public Interest Directorate, and APA’s

Committee on Ethnic Minority Affairs.

In many ways the APA Resolution is a culmination of a

range of initiatives and research. For example, the APA

Committee on International Relations in Psychology

(CIRP) has a history of addressing ethical and human rights

issues including taking stands against apartheid (David &

Wood, n.d.) and promoting an ethic of human respect and

dignity throughout the world. In conjunction with taking

positions resisting apartheid in South Africa, CIRP (1)

engaged in supporting educational opportunities and

psychosocial intervention services for victims of apartheid;

(2) arranged for tuition waivers for Black South African

graduate students attending American psychology

programs; (3) coordinated an inter-agency program by

placing six students in graduate psychology programs; and

(4) in South Africa, funded a community based mental

health program in Soweto at a Family Centre, to develop a

network of valuable services that addressed the crushing

effects of the stresses of life in an apartheid regime. These

initiatives culminated in the crafting of a Memorandum of

Understanding (MOU) in 1998 between the APA

(represented by CEO Ray Fowler ) and the Psychological

Society of South Africa (PsySSA) (represented by Saths

Cooper, a former anti-apartheid activist who, along with

Mandela, spent several years incarcerated on the infamous

Robben Island) (APA, 1998).

The Challenge Before Us: Can Psychologists Realize

Mandela’s Vision?

The systematic and legalized repression of apartheid led to

unwarranted arrests, brutality, detainment,

―disappearances,‖ torture, indiscriminant murder, mass

killings and an atmosphere of fear and intimidation

throughout the townships. State-orchestrated violence

swept up not only activists, but innocent citizens as well

(Goboda-Madikizela, 2003). As Goboda-Madikizela, a

psychologist, wrote, the horror of life in circumstances in

which perpetual murder and mayhem were perpetrated by

army and police officials is virtually unimaginable, and the

devastation of individual, family, and community lives is

(Continued from page 1)

(Continued on page 3)

Psychology International ◦ December 2013

www.apa.org/international/pi 3

beyond comprehension. A thirst for revenge must have

been intensely palpable.

But revenge did not occur. Apartheid and the transition

to current government occurred within the rule of law. Yet,

the challenge posed by the realization of Mandela’s vision

for peace and equality for humankind in the 21st Century

may be more nuanced than initially meets the eye. What

was unique to freedom and democracy in South Africa

involved not only a political liberation, but also embodied a

spiritual ethic that fascinated the world community. The

newly united nation, led by Mandela and the African

National Congress (ANC), integrated elements of a cultural

fabric valuing peace through the process of reconciliation.

And it is the capacity of forgiveness by Black South Africans

that may have saved the nation from civil war.

How, then, was not only peace, but reconciliation

achieved? There is no simple answer to this question. One

focus of the Congress for a Democratic South Africa

(CODESA) was recognizing the need for all citizens to face

past crimes against humanity while concurrently facilitating

social cohesion and respect for the peaceful resolution of

past conflicts. Thus, the new leadership initiated the Truth

and Reconciliation Commission (TRC). Founded on the

cultural and spiritual value of telling the truth in order to

achieve forgiveness, the TRC established venues throughout

the country in which perpetrators of government violence

came face-to-face with victims and their families. The model

was that, in this human encounter of good and evil, the evil

of the perpetrator would be laid bare before the community,

and the dignity of the victim would prevail. The TRC

served a healing function for individuals, families, and

communities in the new non-racially segregated South

Africa. Goboda-Madikizela, who also served on the TRC,

has commented on the paradox of how a behavior usually

associated with weakness (i.e., forgiveness), can become a

source of power and dignity for the victim: Forgiveness does

not deny the experience of humiliation, but rather rises

above the evil of the perpetrator. She describes the victims’

triumph as though symbolically saying, ―I cannot and will

not return the evil you inflicted on me‖ (Goboda-

Madikizela, 2003, p. 117).

The South African representation of Mandela’s vision

for peace and reconciliation embodies a unique cultural and

spiritual fabric. As psychologists, we recognize that these

values may not be a good fit in every cultural context.

Nonetheless, the challenge remains before us to progress

toward what Mandela and the UN advocate: the value of

human rights, equality, and the inherent dignity of all. Navi

Pillay, UN High Commissioner for Human Rights and

Archbishop Desmond Tutu, Nobel Laureate, addressed the

International Congress of Psychology (ICP) in Cape Town,

South Africa in 2012. Pillay (2012), a former defense

attorney who represented anti-apartheid activists

incarcerated on Robben Island, remarked,

Historically the field of psychology has overlooked the

importance of human rights and justice…It is the

responsibility of all of us to ensure that difference is celebrated

as an enriching value and a great contribution to humanity.

Let us be united in our efforts against intolerance…we can

uplift not only the victims of human rights violations but

humanity as a whole.

Thus, our challenge is to search within ourselves, as

psychologists, and feel empowered to commit to initiatives,

large or small, individually or collectively, that perpetuate

Mandela’s vision. Collectively, we might join initiatives

sponsored by the Society for the Study of Peace, Conflict,

and Violence (Division 48) and International Psychology

(Division 52). For instance, they promote international and

US-based opportunities in academic and research settings as

well as in clinical and service agencies. Individually,

psychologists might partner with or volunteer for

organizations to write grants or facilitate training sessions

that focus on instilling human rights and equality

worldwide. In a previous column (Gary & Rubin, 2012), we

highlighted the importance of psychologists’ participation in

volunteer projects, locally and globally, that perpetuate

Mandela’s vision.

References

American Psychological Association. (2001). Resolution against racism and in support of the goals of the 2001 UN World Conference

on Racism, Racial Discrimination, Xenophobia and Related

Intolerance. Retrieved from http://www.apa.org/about/

policy/racism.aspx

American Psychological Association. (1998). Memorandum of understanding between the American Psychological Association and

the Psychological Society of South Africa. Retrieved from http://

www.apa.org/international/outreach/understanding-

memorandum/mou-pssa.pdf

David, H., & Wood, M. (n.d.). History of the Committee on

International Relations in Psychology: International relations

committee links APA to world psychologists. Retrieved from

http://www.apa.org/international/governance/cirp/

history.aspx

Gary, J., & Rubin, N. (2012). How might psychologists commemorate

United Nations’ International Volunteer Day? Retrieved from

http://www.apa.org/international/pi/2012/03/un-

matters.aspx

Goboda-Madikizela, P. (2003). A human being died that night. New

York: Houghton Mifflin.

(Continued from page 2)

Psychology International ◦ December 2013

4 international@apa.org

Pillay, N. (2012). Keynote address by Ms. Navi Pillay, United

Nations High Commissioner for Human Rights at the 30th

International Congress of Psychology. Retrieved from

http://www.ohchr.org/en/NewsEvents/Pages/

DisplayNews.aspx?NewsID=12417&LangID=E

UN General Assembly, International Convention on the

Elimination of All Forms of Racial Discrimination, 21

December 1965, United Nations, Treaty Series, vol.

660, p. 195. Retrieved from: https://treaties.un.org/

doc/Publication/UNTS/Volume%20660/volume-660-

I-9464-English.pdf

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

York, NY: UN Department of Public Information.

Retrieved from http://www.un.org/en/documents/

charter/index.shtml

United Nations. (1948). Universal declaration of human rights.

New York, NY: UN Department of Public

Information. Retrieved from http://www.un.org/en/

documents/udhr

United Nations. (1950). General Assembly Resolution 395(V).

Retrieved from http://www.un.org/en/ga/search/

view_doc.asp?symbol=A/RES/395(V)

&Lang=E&Area=RESOLUTION

United Nations. (2009). General Assembly Resolution A/

RES/64/13. Retrieved from http://www.un.org/en/

events/mandeladay/

United Nations. (2013a). Secretary-General SG/SM/15524/

AFR/2758. Retrieved from http://www.un.org/

News/Press/docs/2013/sgsm15524.doc.htm

United Nations. (2013b). UN honours Nelson Mandela as a

champion of peace. Retrieved from http://

www.un.org/apps/news/story.asp?

NewsID=46675&Cr=mandela&Cr=

United Nations. (2013c). The United Nations: Partner in the

struggle against apartheid. Retrieved from http://

www.un.org/en/events/mandeladay/apartheid.shtml

About the Co-authors

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

Professor in the Department of Counselor Education at Kean

University in New Jersey. Neal S. Rubin, PhD, ABPP (APA

representative to DPI) is a Professor at the Illinois School of

Professional Psychology of Argosy University in Chicago. Both are

APA NGO Representatives to the United Nations Department of

Public Information and are co-editors of this column.

APA issues Press Release concerning boycotts of Israeli

academic institutions:

Psychology International ◦ December 2013

www.apa.org/international/pi 5

All Psychologies are Indigenous

While the term ―indigenous‖ is often used to refer to

―native‖ people and cultures, post-modern ideological and

socio-political uses of the term have resulted in a growing

opinion among psychologists that all psychologies are

―indigenous‖ to the cultures in which they arise and are

sustained. This position challenges the current dominance

and privileged stance of Western (i.e., Eurocentric/North

American) psychology as a universal set of assumptions,

methods, and applications. This challenge is gathering

increased support within the Western world and across the

globe as the fundamental issue of ―accuracy,‖ rather than

―scientism,‖ becomes the arbiter of psychology as a

discipline for inquiry.

I must note here that those who disagree with the term

―indigenous,‖ as broadly applied to ―national‖ rather than

―native‖ contextual meanings unique to place and time,

may be protecting political interests by choosing to deny

histories of abuses of ―native‖ cultures. This is occurring in

Australia, Canada, Taiwan, UK, and the USA. Thus, the

way we define the term shapes our opinions.

Sources of Increased Interest in ―Indigenous Psychology‖

The knowledge, wisdom, and realities supporting the

position of ―indigenous psychologies‖ have three basic

sources:

(1) The growth and appreciation of post-modern thought

that considers all knowledge to be socio-political in its

nature. This position acknowledges the reality that

knowledge emerges and is sustained by socio-political

forces, including the privileged positions of certain

individuals considered leaders, and the distribution of

economic and political power. Within this framework,

psychology is a construction, subject to the forces, events,

and people in its context.

(2) The rise of nationalism and national identities resisting

an imposition of Western values, ways-of-life, and

colonization of mind and behavior. This has been aptly

demonstrated in the work of Ignacio Martin-Baro and his

contributions regarding ―liberation‖ psychology (see Martin-

Baro, 1994; Watkins & Shulman, 2008). The roots of this

arise justifiably among non-Western nations seeking to

escape the legacy of European and North American

domination, and also among ethno-cultural minority groups

within Western nations who found their way of life de-

valued, stigmatized, and oppressed by the dominant powers.

This is now apparent from the wide number of ethnic

minority ―psychologies‖ being advanced in Europe and

North America, and the recognition that ancient cultural

traditions and civilizations (e.g., from India, China, Arabic

lands) have long had complex theories of human behavior

that include rich traditions of life, healing, and social

progress.

(3)The increased understanding and appreciation of the role

of ―culture‖ as a determinant of human behavior. Once

―culture‖ achieved popularity and legitimacy as a behavioral

determinant, it was only a matter of time before Western

psychology, especially as represented by European and

North American psychology associations, was challenged

for its primacy. As ―culture‖ entered the behavior equation,

it was clear that any claim of universality was only an

assumption, rooted in ethnocentricity and fueled by

technological, economic, and military power.

―Culture‖ Specialization Disciplines

Within Western psychology itself, a number of specialty

areas have emerged in response to the important role of

culture as a determinant of human behavior, including: (1)

cross-cultural psychology, (2) cultural psychology, (3)

multicultural psychology, (4) minority psychology, (5)

racial/class psychologies [e.g., Black Latino, Native

American, Asian], (6) psychological anthropology, and,

most recently, (7) ―indigenous psychology.‖

Although each of these specialties has its own supporters,

their shared or common concern has been the importance of

understanding the ―cultural‖ context of human behavior,

and relevant theories, methods, and applications.

Contestations within and among these specialties has

encouraged distinct knowledge bases, methods, and

practices resulting in a vast array of handbooks,

encyclopedias, journals, and other forms of communication.

Decontextualization

Concern for ethnocentric biases in Western psychology and

their pernicious consequences is not new. Fathali

Moghaddam (1987), an Iranian-American psychologist,

Girishmar Misra (1996), an Asian-Indian psychologist, and

others have written of the risks of accepting Western

psychology as universal.

Misra, within the context of India’s vast historical store of

(Continued on page 6)

Reflections

All Psychologies are Indigenous Psychologies: Reflections on Psychology in a Global Era

Anthony J. Marsella, Ph.D.

Emeritus Professor, University of Hawaii

Psychology International ◦ December 2013

6 international@apa.org

diverse philosophies and religions, recognized that Western

psychological dominance was largely a socio-political

phenomenon, rather than a valid accounting of the varied

views of human behavior that existed across the world. In a

now ―classic‖ paper, Misra, with great eloquence, force, and

credibility, stated:

The current Western thinking of the science of psychology in it

prototypical form, despite being local and indigenous, assumes a

global relevance and is treated as a universal mode of generating

knowledge. Its dominant voice subscribes to a decontextualized

vision with an extraordinary emphasis on individualism,

mechanism, and objectivity. This peculiarly Western mode of

thinking is fabricated, projected, and institutionalized through

representation technologies and scientific rituals and transported

on a large scale to the non-Western societies under political-

economic domination. As a result, Western psychology tends to

maintain an independent stance at cost of ignoring other

substantive possibilities from disparate cultural traditions.

Mapping reality through Western constructs has offered a pseudo

-understanding of the people of alien cultures and has had

debilitating effects in terms of misconstruing the special realities

of other people and exoticizing or disregarding psychologies that

are non-Western. Consequently, when people from other cultures

are exposed to Western psychology, they find their identities

placed in question and their conceptual repertoires rendered

obsolete (Misra, 1996, 497-498).

For me, the key phrase in Misra’s comments is the term

―decontextualized‖ vision. In advancing this term, Misra

and others emphasized the importance of context in the

construction of reality, specifically the ―cultural‖

construction of Western psychology. And here I must add

the brilliant insights of Tod Sloan (1996, p. 39), an

American critical psychologist, who noted that Western

psychologies – as is the case for all psychologies – carry an

implicit world view – an ideology stance -- which reflects

and embodies their cultural context and their values and

priorities. Culture is context!

Culture – Concept and Nuances

There are many definitions of culture. Because culture is

central to this commentary, I offer the following definition

because it captures the depth and implications of culture as

a force in all of our lives. Culture, for me, can be defined as:

Shared learned meanings and behaviors transmitted across

generations within social activity contexts for purposes of

promoting individual/societal adaptation, adjustment, growth,

and development. Culture has both external (i.e., artifacts, roles,

activity contexts, institutions) and internal (i.e., values, beliefs,

attitudes, activity contexts, patterns of consciousness, personality

styles, epistemology) representations. The shared meanings and

behaviors are subject to continuous change and modification in

response to changing internal and external circumstances.

Cultures can arise and function in brief and immediate temporal

settings (e.g., culture of faculty meetings) and also long-term

settings (e.g., ethno-cultural ways of life).

The essential part of this definition for me is that cultures

construct our realities. Our psychologies are shaped and

formed in cultural contexts. Cultures represent ―templates‖

through which we order the world about us. This occurs, in

my opinion, because there is a human ―effort after making

meaning,‖ that is fundamental to human nature: This point

of view can be stated in the following propositions:

There is an inherent human impulse to describe,

understand, and predict the world through the ordering of

stimuli;

The undamaged human brain not only responds to

stimuli, but also organizes, connects, and symbolizes

stimuli, and in the process, generates patterns of explicit

and implicit meanings that help promote survival,

adaptation, and adjustment;

The process and product of this activity are, to a large

extent, culturally contextualized, generated, and shaped

through linguistic, behavioral, and interpersonal practices

that are part of the cultural socialization process.

The storage of stimuli as accumulated life experience, in

both representational and symbolic forms in the brain,

and in external forms (e.g., books), generates a shared

cognitive and affective process that helps create cultural

continuity across time (i.e., past, present, and future) for

both the person and the group. To a large extent,

individual and collective identities are forged through this

process.

Through socialization, individual and group preferences

and priorities are rewarded or punished, thus promoting

and/or modifying the cultural constructions of reality

(i.e., ontogenies, epistemologies, praxologies,

cosmologies, ethoses, values, and behavior patterns).

Therefore, ―reality‖ is culturally constructed. Different

cultural contexts create different realities.

Thus, culture is an essential determinant of human

behavior. A danger or risk of avoiding this view is

―ethnocentricity,‖ especially when combined with

hegemonic power and privileging. Perhaps it is time to

accept the view that all psychologies are ―indigenous‖ to the

cultural contexts in which they evolve and develop.

Eurocentric/North American scientific and professional

psychology is a function of events, forces, and people that

shaped it, and made it what is to today, including its

implicit assumption as being a universal psychology. It is

not! It is a cultural construction!

Ten Assumptions of Western (Eurocentric/North

American) Psychology

In a previous paper (Marsella, 2009) I identified ten basic

assumptions of Western psychology, questioning its

universal applicability in a world of cultural diversity. They

are:

Individuality – The individual is the focus of behavior.

Determinants of behavior reside in the individual’s brain/

mind, and interventions must be at this level rather than

the broader societal context.

Reductionism – Small, tangible units of study that yield

(Continued on page 7)

Psychology International ◦ December 2013

www.apa.org/international/pi 7

well to controlled experimentation are favored.

Experiment-based Empiricism – An emphasis on

experiments with controls and experiment group

comparisons and uses of ANOVA analyses that often

account for 5-10% of variance. Lab studies are often

favored over field studies.

Scientism – The belief that methods of the physical

sciences can be applied similarly to social and behavioral

phenomena, which results in spurious methods and

conclusions that are inappropriate to the subject under

study or that avoid studying certain subjects.

Quantification/Measurement – ―Whatever exists at all ….

can be measured,‖ said Edward Thorndike (Thorndike,

1918). Unless something under study can be quantified,

it is not acceptable for study. This, of course, leads to

operationalism as the standard for assessing concepts.

Materialism - Favors variables for study that have a

tangible existence rather than higher order constructs -- I

can see it and touch it under a microscope.

Male Dominance – Years of male dominance favors

particular topics, methods, and populations for study –

remember ―involutional melancholia,‖ the psychiatric

disease assigned to middle-aged women.

“Objectivity” – Assumption that we can identify and

understand immutable aspects of reality in a detached

way, unbiased by human senses and knowledge.

Nomothetic Laws – Search for generalized principles and

―laws‖ that apply to widespread and diverse situations

and populations because of an identification and

admiration for the physical sciences.

Rationality – Presumes a linear, cause-effect, logical,

material understanding of phenomena and prizes this

approach in offering and accepting arguments and data

generation.

Each of these characteristics are associated with two very

obvious forces: (1) The broad historical contexts of Western

culture (e.g., Period of Enlightenment), replete with their

unique historical figures, events, and forces; and (2) the

culture context of Western psychology that emerged from

within its unique historical events, forces, and figures (e.g.,

logical positivism, behaviorism, generalization from animal

experimentation and limited samples of white college

students) .

Closing Thoughts

The term ―indigenous‖ has many meanings, and this is

acceptable. But we should specify what meaning or

definition we are using. Thus, using the term ―indigenous‖

can be controversial in locations such as Australia or

Taiwan because they may be associated with native

populations that were suppressed. The ―Indigenous

Psychology Listserv,‖ created and administered by Dr.

Louise Sundararajan is a nurturing information site for

those seeking to explore and develop the historical and

contextual foundations of different psychologies.

Asymmetrical balances of economic, political, military,

technical, and organizational powers must not determine

the accuracy of our conclusions. Good science is about

accuracy, not about opinion rooted within hegemony

privileges.

Recently representatives of psychology from different

nations met in Stockholm, Sweden, to discuss the ―science‖

and ―profession‖ of psychology and to develop first steps

toward concensus of what professional psychology is. They

met under the best of intentions -- shared concerns and

issues. But I am concerned that the representatives present

were psychologists who are highly-socialized to Western

and North American psychology because of training within

the West and privileged positions of influence in their own

nations — I hope that any attempt to reach consensus will

take care to assure diversity in perspectives.

It is possible to speak of unity within diversity in

psychology, and not sacrifice the legitimacy of a

psychology’s roots. I spoke of this a decade ago under the

title of global-community psychology or psychology for a

global community (Marsella, 1998).

It all comes down to the value of diversity. Life is

diversity. Life is context. Psychology is a contextual

creation. We must be careful the pursuit of ―order‖ does

not destroy the wonderful chaos of life. We do not need

uniformity or homogenization in psychology. As Octavio

Paz, the Mexican Noble Laureate, stated simply and

profoundly: ―Life is diversity, death is uniformity.‖

Viva la differencia siempre!

References:

Marsella, A.J. (1998). Toward a global-community psychology: Meeting the needs of a changing world. American Psychologist,

53, 1282-1291.

Marsella, A.J. (2009). Some reflections on potential abuses of psychology’s knowledge and practices. Psychological Studies 1, 13-

15: (Journal of the National Academy of Psychology – India).

Martin-Baro, I. (1994). Writings for a liberation psychology.

Cambridge, MA: Harvard University Press.

Moghaddam, F. (1987). Psychology in the three worlds: As

reflected by the crisis in social psychology and the move towards indigenous third world psychology. American Psychologist, 42,

912-920.

Misra, G. (1996). Psychological science in cultural context. American Psychologist, 51, 496-503.

Sloan, T. (1996). Psychological research methods in developing countries. In S. Carr & J. Schumaker (Eds.) Psychology and

the developing world. (pp. 38-45). NY: Praeger.

Thorndike, E. 1918. The nature, purposes, and general methods of

measurements of educational products. Chapter II in G.M.

Whipple (Ed.), The Seventeenth yearbook of the National Society for Study of Education. Part II. The Measurement of Educational

Products. Bloomington, IL: Public School Publishing Co. p.

16.

Watkins, M., & Shulman, H. (2008). Toward psychologies of liberation. NY: Palgrave-MacMillan.

Psychology International ◦ December 2013

8 international@apa.org

APA International Humanitarian Award

MALCOLM MACLACHLAN, PHD

Dr. MacLachlan has been a psychologist for over 25 years

and has shown a sustained commitment to human rights,

humanitarian action, and making global health more

inclusive – particularly of people with disabilities, ethnic

minorities, and those in extreme poverty.

Currently holding appointments at Trinity College Dublin,

Ireland, and the University of Stellenbosch, South Africa,

MacLachlan has received considerable funding to support his

work around the world on applying psychology to global

health, with a special focus on disabilities, and addressing the

rights and potential of vulnerable and marginalized groups.

In Africa he has worked in 14 countries since first being

appointed to a lectureship at the University of Malawi in

1992 (he subsequently became Head of Department).

MacLachlan’s output is prolific – over 20 keynote talks, 230

academic publications and 20 books. He has consulted with

numerous global non-governmental organizations and with

the United Nations and its specialized agencies, including the

World Health Organization (WHO), the International Labor

Organization (ILO), the UN Development Programme

(UNDP), the UN High Commissioner for Refugees

(UNHCR), and UNICEF. He currently holds a leadership

role in two multi-country projects promoting the rights of

people with disabilities (for the ILO in 6 countries and for the

UNDP in 11 countries and

territories).

Especially noteworthy is

MacLachlan’s policy

activity. He has provided

input to the world’s

leading decision makers

such as The Development

Advisory Committee of

the Organisation for

Economic Co-operation

and Development; the

Global Ministerial Forum

on Research for Health;

African Union’s Social

Welfare Ministers; and the UN Commission on Social

Development. MacLachlan’s work has had a significant

policy impact, for example, his program ―EquiFrame‖, a tool

to analyze the extent to which health and welfare policies

address core concepts of human rights and the particular

challenges faced by vulnerable groups, has been used since

2009 to analyze over 70 health and welfare policies. This tool

was used to develop the first ever National Health policy of

Malawi.

MacLachlan is a founding member of the Global

Organisation for Humanitarian Work Psychology and of the

International Society of Critical Health Psychology. He is a

Fellow of the Psychological Society of Ireland and the British

Psychological Society.

APA Award for Distinguished Contributions to

the International Advancement of Psychology

SATHS COOPER, PHD

A clinical psychologist for over 23 years, Dr. Cooper has an

impressive record of public and policy engagement, peer

reviewed papers, and key-note and invited addresses on

ethics, community psychology, and on the historical, social,

political and cultural factors in the development of

international psychology. He is also committed to education

and training in psychology and to establishing a globally

acceptable standard for international accreditation and

credentialing of psychologists.

Saths Cooper was president of

the 2012 International Congress

of Psychology in Cape Town

and was elected president of the

Internat ional Union of

Psychological Science (IUPsyS)

in July 2012, the first from

outside of Western Europe and

North America. Cooper’s

personal history is noteworthy:

he was imprisoned for nine

years because of his opposition

to Apartheid, and following his

release, he was awarded a

Fulbright to pursue a PhD in

clinical/community psychology

at Boston University. He

played a central role in forming the Psychological Society of

South Africa (PsySSA) three months before the country’s first

democratic elections in April 1994, and is widely recognized

as a leader in restoring credibility to South African

psychology after its years of isolation during the Apartheid

era. At PsySSA, he facilitated continental and international

partnerships, creating greater global understandings of the

need to develop psychology in underserved parts of the

world.

Cooper has received numerous awards including the IUPsyS

award for Achievements Against the Odds; he was the first

fellow of PsySSA, is a Fellow of the Indian Academy of

Psychology, and an Honorary Fellow of the British

Psychological Society. See also ―South Africa’s shameful

past and hopeful future‖, APA Monitor, April 2013 (http://

www.apa.org/monitor/2013/04/south-africa.aspx).

APA Announces 2014 International Award Recipients APA has announced the recipients of the 2014 International Awards. The recipient of the APA Award for Distinguished

Contributions to the International Advancement of Psychology is Saths Cooper, PhD, from South Africa. The recipient of the

APA International Humanitarian Award is Malcolm MacLachlan, PhD, from Ireland.

Psychology International ◦ December 2013

www.apa.org/international/pi 9

APA Sponsors Second

Professional Visit to

Cuba

By Merry Bullock, PhD, APA Office

of International Affairs

Fifteen APA members travelled to Cuba this

November 2013 as part of the APA Internation-

al Learning Partner Program. The second visit

in two years, the purpose of the trip was to

learn about the Cuban health system and psy-

chology, and to meet with and continue dia-

logue with Cuban psychology colleagues.

Why is the Cuban system important?

In the 1960’s Cuban health outcomes were

among the highest in Latin America. Begin-

ning in the 1960’s trade sanctions from the US

prohibited commerce in food, medicines and

medical supplies. The effects in Cuba were not immediately apparent, because of aid and raw materials from the Soviet Union

to Cuba. By the mid-1980’s Cuba was producing more than 80% of its own medical supplies from raw materials supplied from

the Soviet Union and health outcomes were comparable to other Caribbean and South American regions.

After the beginning of the 1990’s, however, with the collapse of the Soviet Union, foreign aid faltered with strong effects on

health outcomes in Cuba. Adult caloric intake fell 40%, underweight newborns increased 23%, the number of surgeries de-

creased 30% and overall mortality rate increased 13%. Medication shortages were associated with a sharp increase in TB

deaths, diarrheal diseases, and neuropathy associated with malnutrition. The tightening of the US trade embargo on Cuba,

and US pressure on other national bodies not to trade with Cuba left it with a severe lack of medical supplies.

However, despite these challenges, and despite a generally low economic level (Cuba is classified by the world bank as a low

income country), the current health outcomes in Cuba rival the rest of the world in terms of life expectancy (currently 79.3

years, compared to 78.7 years in the US), infant mortality (4.2 per 1000 in Cuba compared with 5.9/1000 in the US) and phy-

sicians per capita. At the same time health expenditures in Cuba occupy just 7.1% of the GDP at $355 a year, compared with

15% of the GDP in the US and over $6700 a year.

Cuban Health Care—Integrated, Community Based, Primary Care

How has Cuba achieved such exemplary population health outcomes? One answer is

that they have adopted a proactive, primary, integrated health care system, that focuses

on prevention and public education. This system, achieved over the last 50 years, can

serve as an important model in the US as our system begins to consider the importance

of prevention, primary care, and population health as part of the Affordable Care Act. It

is of particular interest to those psychologists who are advocating for integrated primary

care, and who are themselves working within the health care system.

During their visit to Cuba, the APA group learned of the health care system through in-

formational, lectures with ample time for questions and discussion with representatives

from the health ministry, and from psychology associations and educational institutions.

They learned that psychology is well integrated into the health care system—

psychologists train in medical schools and teach in medical schools (psychologists also train in and teach in universities), and

follow a curriculum that prepares them to be part of integrated health teams. The group also learned first-hand of the system

through visits to offices at different levels of the health system from community-based primary care to the health ministry.

The entry point into the health system for Cubans is the local, neighborhood consultorio — an outpatient office staffed by a

doctor and a nurse, with weekly rounds by the rest of an integrated expert team, including psychologists, social workers, reha-

bilitation experts and the like. The consultorio is truly local—each neighborhood has one, with a catchment area of around

1200 residents, one of whom is the consultorio doctor—truly a neighborhood, family physician! Residents come to the consul-

torio for their routine medical needs and for a yearly checkup—including mental health screening. When we asked a consulto-(Continued on page 10)

APA International Learning Partner Program participants in Old Havana

Cuban colleagues in a community clinic

Psychology International ◦ December 2013

10 international@apa.org

rio physician what would happen if someone did not show up for their annual checkup

he answered (with some surprise), ―well, we would just go get them!‖

Consultorios then feed into community health centers that are spread throughout the

city. The group visited one that was in a populous neighborhood and met with the

staff. They were struck both by the range of treatment options available and the lack of

material infrastructure—equipment was spare and rudimentary, and the physical plant

was, like most of the city of Havana we saw, in disrepair. Of the four pillars of the Cu-

ban health system—prevention, education, treatment and rehabilitation, the strongest

emphasis in primary care is on the first two.

The education and training of the health care workforce is aligned with the system—

psychologists are trained together with other health care workers. Like health care ser-

vices, training also focused on prevention and public education. During meetings, the

group was provided with examples of posters and televised public health messages.

They also saw special streets in the city where the street signs provided daily health encouragement and tips.

In addition to visiting ministries, universities and practice and research centers, the group was witness to a ceremony for sign-

ing a Memorandum of Understanding (MOU) between APA and the two major Cuban psychology societies—the Cuban Psy-

chological Society, and the Cuban Health Psychology Society. Through these MOUs, APA and the Cuban societies hope to

encourage exchange at the organizational level as well as individual researcher—practitioner collaborations.

Lessons Learned

The trip to Cuba was transformative in many regards. The group learned how Cuba can provide a model to the US on how an

emphasis on primary care medicine, community health literacy, universal coverage and accessibility can contribute to high

health outcomes, despite financial challenges and medical supply shortages.

The group also learned that in Cuba psychology is highly respected and well integrated into the health care system. Psy-

chologists in the US and other countries where psychology is not an integral part of the health care system have much to learn

about how this was accomplished.

Although health care is universal there are still access and disparity issues—not because of structural barriers, as the group

learned, but because of what we might call resource or racial disparities, but what our Cuban colleagues characterized as

―vulnerable communities‖ - those affected by recent natural disasters, many in rural areas, and others in more socially vulnera-

ble communities. In this context, we also learned about the elaborate, community-based plan Cuba has developed to manage

hurricanes, a plan acclaimed by the World Health Organization.

The APA group was well hosted by Cuban colleagues. In addition to rich lectures and discussions, there was time in shared

lunches to exchange and share stories and personal experiences.

The APA group left Cuba with a resolve to facilitate the next steps in forging a truly collaborative relationship. Discussion is

already underway for planning the next trip for 2014—perhaps in conjunction with a health psychology conference organized

by the Cubans Society for Health Psychology in November, Psychohealth 2014 (see http://www.psicosaludcuba.com/).

(Continued from page 9)

Alberto Cobian Mena, President of the Cuban Health Psychology Society, Suzanne Bennett Johnson, APA, and Lorenzo Ruiz, President of the Cuban Psychological Society, sign a Memo-randum of Understanding.

Gathering at the University of Hava`na—Cuban and American Psychologists

APA Board member Susan McDaniel with a nurse (eft) and family doctor (right) ion a neighborhood Consultorio

Psychology International ◦ December 2013

www.apa.org/international/pi 11

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 Fathali Moghaddam and Victoria Heckenlaible

Over 2,500 voices went into the creation of the International Handbook of Peace and Reconciliation through the authors, editors,

interviewers, and respondents. The voices came together to define peace and the mechanisms of peace such as apology,

reconciliation, and protest on a global and regional level. In terms of the sheer number of international voices involved in a

single publication, this is an impressive effort.

A constructive feature of the book is that it does not settle with a Western perspective or generalized global perspective but

instead covers specific populations across the globe. Regions from Western Europe; to the United Kingdom/Anglo nations; to

Russia, Serbia, Slovenia, and Greece; to the Middle East; to Africa; to Latin America; to South and Southeast Asia and East

Asia are given space to express their community’s opinions on peace, the concept’s feasibility, and how to achieve it. Clearly,

support for peace and human rights has become a majority norm around the world (Finkel & Moghaddam, 2005).

The editors have some success in leveraging a diverse range of authors to capture regional perspectives. Each continent is

represented by at least two established local academics. Although the breadth of representations is admirable, and something

to be emulated, North American academics still dominate the list of contributors, with 66 percent of the authors being based

in American institutions. This leaves room for improvement; non-American academics could be better represented in future

handbooks. Thus, although this handbook takes up the challenge of presenting a global view on peace and conflict, the editors

run into the usual problem found in most academic fields: the domination of U.S. institutions and scholars. But this usual

challenge takes on a heightened importance when the topic of research is peace and conflict resolution.

Often in discussions of what promotes and constitutes peace, communities hold differing standards, which emphasizes the

need for diverse opinions. For example, the rest of the world often accuses the United States of applying double standards,

such as waging war against ―anti-American‖ dictators while maintaining peaceful and even supportive relations with ―pro-

American‖ dictators. This double-standard policy has resulted, for example, in the invasion of Iraq in 2003 but also in strong

support for, and peaceful relations with, the Saudi dictatorship. This double standard is implicit in discussions about peace

and conflict in the global context (Moghaddam, 2010), including in this handbook.

(Continued on page 12)

2,500 Voices Defining Peace and

Reconciliation

A Review of

International Handbook of Peace and

Reconciliation

by Kathleen Malley-Morrison, Andrea Mercurio, and Gabriel

PsycCRITIQUES CONTEMPORARY PSYCHOLOGY: APA REVIEW OF BOOKS American Psychological Association

Psychology International ◦ December 2013

12 international@apa.org

A strength of the Handbook is the layout and systematic approach. Each section—Definitions of Peace and Reconciliation,

Perspectives on Protest, Apology and Reconciliation, and Perspectives on Achieving Peace—begins with a field survey of

definitions and methodology. The articles then go in sequence by regional categories, with a wrap-up of conclusions compared

along a wide variety of demographic lines.

However, a shortcoming also arises out of the project’s basic design. Because the structure and definition sources tend to be

repetitive, the literature reviews and base concepts tend to lack variety and the inclusion of additional concepts. Although this

may limit the complexity of the presented information and be redundant for those already familiar with foundational peace

principles, the layout positions the book as exactly what the book’s title implies, a handbook.

The handbook nature gives the book a unique cross-regional comparative component, as the studies have similar

methodologies and theoretical basis. Thus, female perspectives on reconciliation processes in Africa can be directly compared

with female perspectives on reconciliation processes in Latin America. The feasibility of direct comparisons allows academics,

students, professionals, and others who pick up this book to listen in on the global peace pulse.

When the reader listens to the pulse, insights on how people process conflict—a situation that affects a population’s

definitions, reactions, and goals for generations—emerge. The majority of authors link the historical context of each region to

the survey findings, often making attempts to generalize. For example, the reader finds such claims as people living in areas of

the world that experienced direct conflict during World War II (including Europe, Russia, and the Balkans) tend to view peace

as the absence of bombing and bloodshed. In this way, the Handbook situates peace and peace processes within social

structures, political happenings, and international relations.

This Handbook can be viewed as a constructive outcome of globalization processes; increasing interconnectedness has

enabled the production of such a global work. On the other hand, globalization also has destructive outcomes, such as identity

threats, radicalization, and terrorism (Moghaddam 2008). Thus, the peace processes that represent the focus of this Handbook

represent one side of the globalization coin.

Overall, the International Handbook of Peace and Reconciliation is a worthwhile read for a variety of audiences, from the first-

year student beginning to explore our field’s foundational concepts to experts looking for solid statistics concerning how peace

is perceived, understood, and strived for across the globe.

References

Finkel, N. J., & Moghaddam, F. M. (Eds.). (2005). The psychology of rights and duties: Empirical contributions and normative

commentaries. Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/10872-000

Moghaddam, F. M. (2008). How globalization spurs terrorism: The lopsided benefits of ―one world‖ and why that fuels violence.

Westport, CT: Praeger.

Moghaddam, F. M. (2010). The new global insecurity: How terrorism, environmental collapse, economic inequalities, and resource

shortages are changing our world. Westport, CT: Praeger.

Source: PsycCRITIQUES - International Handbook of Peace and Reconciliation http://psycnet.apa.org/

critiques/58/47/6.html 12/4/2013

(Continued from page 11)

International Conference List: http://www.apa.org/international/

Psychology International ◦ December 2013

www.apa.org/international/pi 13

Call for Applications: APF Henry P. David Grants for Research and

International Travel

The American Psychological Foundation's Henry P. David Grants for Research and International Travel in Human Repro-

ductive Behavior and Population Studies (http://www.apa.org/apf/funding/david.aspx) support young professionals with a

demonstrated interest in behavioral aspects of human reproductive behavior or an area related to population concerns. Appli-

cants must be graduate students conducting dissertation research or early career researchers with no more than seven years

postgraduate experience. The fund sponsors two grants:

The Research Grant provides up to $1,500 for support of ongoing research in behavioral aspects of population studies or hu-

man reproductive behavior.

The Travel Grant provides up to $1,500 to support travel related to research on human reproductive behavior and population

studies or attendance at an international or regional congress.

Applicants may apply for one or both grants. The deadline for applications is Feb. 15, 2014.

Call for Applications: APF Frances M. Culbertson Travel Grant

The American Psychological Foundation is accepting applications for the Frances M. Culbertson Travel Grant (http://

www.apa.org/apf/funding/culbertson.aspx). This grant supports women from developing countries (as defined by The World

Bank) who are in the early stages of their careers by providing travel funds to attend international or regional conferences in

psychology. The grant provides reimbursement for registration and travel expenses up to $1,500. Recipients of the grant also

receive a two-year affiliate membership in the American Psychological Association. Preference is given for attendance at the

International Council of Psychologists' Annual Conference, the International Congress of Applied Psychology and the Inter-

national Congress of Psychology. Participation in the conference program is not required. The deadline for applications is

Feb. 15, 2014.

Call for Applications: French School of Public Health Master of Public Health

The École des hautes études en santé publique (EHESP) French School of Public Health offers international degrees in public

health. It is seeking applications for the Master of Public Health (MPH), a multidisciplinary master course, taught in English

by international lecturers from universities and research organizations in the United States, United Kingdom, and France. The

goal of the EHESP Master of Public Health (MPH) is to train young professionals to identify the health problems of a popula-

tion, analyze the resources needed to preserve and improve population health, and progressively become a new generation of

decision makers in health. Courses are taught at the school’s campus in Paris.

Applications for 2014-2015 are open until February 28th, 2014. For further information, please visit http://mph.ehesp.fr/the-

course/ or contact: scolarite@ehesp.fr

ANNOUNCEMENTS

2nd Caribbean Regional Conference of

Psychology

November 11-14, 2014

Paramaribo, Suriname

Web: WWW.CRCP2014.ORG

Theme: Caribbean Psychology: Unmasking the

Past and Claiming Our Future

Psychology International ◦ December 2013

14 international@apa.org

Call for Applications: APA Science

Directorate Advanced Training Insti-tute

The APA Science Directorate is offering an Advanced Train-

ing Institute (ATI) focused on Research Methods with Di-

verse Racial and Ethnic Groups in summer 2014. This ATI

will be hosted by the Consortium for Multicultural Psycholo-

gy Research at Michigan State University in East Lansing,

Michigan, from June 2-6, 2014. The course will be tailored to

faculty, post-docs, and graduate students who aim to conduct

research with racial and ethnic groups and are interested in

learning about the latest methodological approaches and

challenges. There are no prerequisites, but participants

should come to the course with an idea for a specific research

project.

A limited amount of financial assistance is available and will

defray only a portion of overall travel and lodging costs. Ap-

plicants will be notified about financial assistance decisions

after they have been accepted for the ATI and prior to the

registration deadline.

The completed form must be received by the APA Science

Directorate by March 31, 2014. For a full description of the

ATI and application process see: http://www.apa.org/

science/resources/ati/res-diversity.aspx

To learn more about other Advanced Training Institutes of-

fered by APA, please follow this link: http://www.apa.org/

science/resources/ati/index.aspx

Call for Abstracts: 9th International Conference on Child and Adolescent

Psychopathology

Organizers of the 9th International Conference on Child and

Adolescent Psychopathology invite abstract submissions for

oral and poster presentations for its conference to be held on

July 14-15, 2014, in London. The conference themes are:

• Assessment, prevention, and treatment of child and ado-

lescent psychopathology

• General issues (risk and protective factors, use of mental

health services, different approaches to mental health

services delivery)

• Cross cultural issues in child and adolescent psycho-

pathology

There are three submission deadlines:

January 31, 2014: Notification of acceptance by February 7,

2014.

March 31, 2014: Notification of acceptance by April 7, 014.

May 31, 2014: Notification of by June 7, 2014.

For more information, visit http://www.roehampton.ac.uk/

Research-Centres/Centre-for-Applied-Research-and-

Assessment-in-Child-and-Adolescent-Wellbeing/Child-and-

Adolescent-Psychopathology-Conference/

Call for Applications: International

Scientific Meeting Support Award

The APA Office of International Affairs is accepting applica-

tions for the International Scientific Meeting Support Award

(http://www.apa.org/about/awards/sci-mtg.aspx), funding

scientific meetings that foster the exchange of knowledge

among psychologists across the world. This fund typically

provides grants of $500-$1000 in support of international sci-

entific meetings. Funds may be used for the following activi-

ties associated with meetings: scientific meeting organizing

expenses; scholarships for travel and/or registration for tar-

geted groups; support for special events associated with the

meeting; social or cultural events associated with the meet-

ing; or planning activities in years leading up to the confer-

ence.

Organizations of psychology are eligible to apply, and will be

prioritized by organizations that: have collaborative relation-

ships with APA; are holding socially significant and relevant

events; are in transitional and developing countries; have

U.S. members; have events attended by U.S. citizens; cele-

brate events attended by 500 or more people; or are holding

new or single occasion events that are socially relevant. The

deadline for applications is March 1, 2014.

Call for Applications: APA Division In-ternational Activities Grant (DIAG)

Program

APA's Committee on International Relations in Psychology

(CIRP) is accepting proposals for its Division International

Activities Grant (DIAG) Program (http://www.apa.org/

about/awards/international-diag.aspx). Consistent with its

strategic priorities, CIRP will provide support for division

initiated programs aimed at fostering internationalization and

international members outreach. The expectation is that the-

se grants will serve as seed funding for the development of

sustained international initiatives. Proposals must be submit-

ted by at least one division of APA and may be submitted

jointly by two or more divisions. The project must be com-

pleted within 12 months of receipt of funding. The proposed

budget should not exceed $500 for a one-year period. The

deadline for submissions is March 1, 2014.

Call for Applications: Small Grants for Program Development of National

Psychology Associations

The APA Office of International Affairs is accepting applica-

tions for its Small Grants for Program Development of Na-

tional Psychology Associations (http://www.apa.org/about/

awards/cirp-small-grants.aspx). The goal of this award is to

contribute to the development of psychology around the

globe by providing funds to support the growth and develop-

ment of national psychology associations to either: (1) sup-

port or partially support an educational or training program

organized under the auspices of the national psychology or-

ganization; or (2) support directly the growth or development

of the national psychology organization. Typical awards

Psychology International ◦ December 2013

www.apa.org/international/pi 15

range from $500 to $1,500. The deadline for applications is March 1, 2014.

Call for Applications: Fulbright NEXUS

Regional Scholar Program

The 2014 Fulbright Regional Network for Applied Research

(NEXUS) Program will bring together a network of junior

scholars, professionals and mid-career applied researchers

from the United States, Brazil, and other Western Hemi-

sphere nations for a series of three seminar meetings and a

Fulbright exchange experience. The program will provide a

platform for scholars to engage in collaborative thinking,

analysis, problem-solving and multi-disciplinary research in

one of five areas:

◦Social and Behavioral Adaptation to Climate Change;

◦Renewable Energy, including Micro-Grid Innovations;

◦Measuring Climate Change and its Impact (Metrics and

Standards);

◦Climate Change and Biodiversity;

◦Climate Change and Food and Water Security

Meetings will be held in Brasilia and in Washington, D.C.

Fulbright NEXUS Scholars will receive funding in the

amount of USD$35,000 for the duration of the program. This

allowance is intended to support travel to all program meet-

ings, travel and maintenance for the exchange visit, research

materials and assistance for grantees only. Accommodations

and meals for program seminar meetings will be covered sep-

arately. The deadline to apply is April 1, 2014. For more

information, visit http://www.cies.org/NEXUS/

Call for Applications: APA Travel

Grants for U.S. Psychologists to At-tend International Conferences

APA's Travel Grants for U.S. Psychologists to Attend Inter-

national Conferences will provide funding for conference

registration fees at international conferences held outside the

United States and Canada. APA and APAGS members are

eligible to apply. Application deadlines are March 1, July 1,

and November 1, 2014. Visit http://www.apa.org/about/

awards/international-conference-grant.aspx for more infor-

mation and the application form.

For More Announcements: see http://www.apa.org/international/resources/networks/

announcements.aspx