International Perspectives in Psychology, Volume 13, Issue 1, 2024
Abstracts, Implications, and APA Citation
Journal Online (free access to this issue) https://econtent.hogrefe.com/toc/ipp/13/1
International Psychology for Peace and Prosperity
Mendiola Teng-Calleja and Ines Meyer
Published Online: January 30, 2024
APA Style Citation: Teng-Calleja, M., & Meyer, I. (2024). International psychology for peace and prosperity [Editorial]. International Perspectives in Psychology, 13(1), 1-2. https://doi.org/10.1027/2157-3891/a000095
We are six years away from reaching our collective promise, as humankind, to ensure “peace and prosperity for people and the planet, now and into the future” made concrete by Goal 16 (Peace, Justice and Strong Institutions) of the 2030 United Nations Sustainable Development Goals (SDGs; https://sdgs.un.org/goals). The SDGs explicitly acknowledge that prosperity, or human thriving, go hand in hand with peace. Embedded in the SDGs is the acknowledgment that we can only realize them through global partnerships. The SDGs thus represent a systems and ecological perspective. Peace and prosperity for humanity need to be worked on by us all – developed and developing countries, world/state leaders and individual citizens. Nonetheless, this logical and seemingly simple standpoint becomes extremely complex in practice when lived out, from day-to-day interactions with individuals who we perceive as different, to decisions that promote group or national interests that impact thousands, sometimes even millions of lives.
In the past year, we again mourned thousands of lives which were taken due to conflicts across the world, and the gravity of the humanitarian crisis, suffering, and additional trauma it created. As psychologists, we know that it is not a single event which determines reactions in conflict situations. Our perceptions and actions are wrought by our nuanced and shared histories, cultures, and identities. Colonization and semi-colonization, fascism, manipulation, and cruelty enabled by greed and the desire for power and superiority, for example, perpetuate othering and dehumanization. This is reflected illustratively in the media, in the language used and in what receives how much attention. In 2023, conflicts leading to large numbers of fatalities occurred across the world. Even though not considered equally newsworthy, they have in common that humans are suffering. The statement by Martin Griffiths, United Nations Humanitarian Relief Chief, on 14 October 2023 that “The past week has been a test for humanity, and humanity is failing” thus does not just apply to events in the Middle East. All conflict situations are tests for humanity, and we could only pass the test if we can stop dehumanizing others. Dehumanization occurs when those in an outgroup are viewed as lacking human qualities and are thus considered as less human than those in one’s own group (Vaes et al., 2012). Dehumanization is used to justify the inhumane treatment of an outgroup, which serves as a precursor for oppression and violence. As emphasized by Denton-Borhaug (2023, para 1) “Dehumanization always precedes and paves the way for the horrors of war. Human beings won’t kill other humans if they truly believe their lives are as worthy as their own”.
Humanization, on the other hand, means valuing others as fellow human beings regardless of perceived differences. It encourages empathy and support (Kirkwood, 2017) and is strongly related to trust – both are important elements in fostering peace (Montiel et al., 2019). For decades, psychologists have sought to understand how to create the conditions which allow us to see each other as human. In his Intergroup Contact Theory, Allport (1954) stipulated the importance of creating opportunities for positive interactions among members of different social groups through which to minimize bias, prejudice, and discrimination (for a recent overview see Christ & Kauff, 2019). Haji and Noguchi (2020) found that these interactions need not be in-person. Indirect contact through knowing a member of one’s own group having a close relationship with a person in an outgroup or observations of cross-group friendship (vicariously or through parasocial contact in media) can foster positive views of people perceived as different from us. We argue that as psychologists we have a social responsibility to use our knowledge and skills about individual and intergroup behavior to advance less destructive ways of dealing with conflict, to ensure no human life is considered more worthy of protection than another’s and in this way to contribute to achieving SDG Goal 16 (Peace, Justice, and Strong Institutions).
We hope that through the articles included in International Perspective of Psychology: Research, Practice, Consultation the journal creates a space in which psychologists, practitioners, academics, students, and its wider readership get to know more about different cultural backgrounds, religions, social milieus, etc., and get to share new, locally applicable but globally relevant approaches of fostering peace. Having access to “research that examines human behavior and experiences around the globe… that is contextually informed, (and) culturally inclusive” (International Perspectives in Psychology: Research, Practice, Consultation, 2023) hopefully contributes to battling misinformation and ignorance. The articles included in this first issue of 2024 reflect these thrusts with research coming from the Carribean (Asnaani et al., 2024), Ghana (Nonterah et al., 2024), the Philippines (Baquiano, 2024), and Vietnam (Nguyen et al., 2024) as well as the multicultural study of Gopal et al. (2024).
We hope that through these efforts, no matter how small, IPP will be able to contribute to global peace building and to reaching our collective commitment to come closer if not to fully achieving the SDGs in 2030 and beyond. May 2024 bring greater peace for all.
Collective Self-Esteem and Well-Being Among College Students in Ghana
Camilla W. Nonterah, Rebecca R. Hubbard, Gita Taasoobshirazi, Nathasha C. Hahn, Janelle S. Peifer, Shawn O. Utsey
Published Online: July 18, 2023
APA Style Citation:
Nonterah, C. W., Hubbard, R. R., Taasoobshirazi, G., Hahn, N. C., Peifer, J. S., & Utsey, S. O. (2024). International Perspectives in Psychology, 13(1), 3-13. https://doi.org/10.1027/2157-3891/a000084
Abstract: Collectivist values may influence one’s display of self-esteem. Past research has established an association between psychological well-being and individuals’ appraisal of their value as a member of a social group, self-evaluation as an individual, and perception of others’ evaluation of their group (collective self-esteem). This study examined collective self-esteem, specifically whether private and public collective self-esteem and member self-esteem predicted psychological well-being alongside individual self-esteem in a sample (N = 416) of university students in Ghana. A linear regression tested the predictive ability of collective self-esteem for depression and anxiety symptoms. The results indicated that while individual self-esteem was related to lower levels of anxiety and depression symptoms, collective self-esteem was unrelated. In our sample of Ghanaian students, these findings suggest that personal self-esteem is more meaningful than collective self-esteem for their psychological well-being. This knowledge is instrumental for informing mental health interventions for this group.
Impact and Implications: This study improves our understanding of the link between collective self-esteem, individual self-esteem, and psychological well-being among Ghanaian university students. This study addresses the United Nations Sustainable Development Goal of reducing inequality within and among countries by contributing to the promotion of social inclusion. This is done through the examination of factors that influence well-being in an understudied group, based on ethnicity and culture. Our results have implications for mental health interventions for enhancing self-esteem among Ghanaian university students.
Understanding Research Engagement Among Academics in the Philippines Using the Theory of Planned Behavior
Marshaley J. Baquiano
Published Online: October 17, 2023
APA Style Citation: Baquiano, M. J. (2024). Understanding research engagement among academics in the Philippines using the theory of planned behavior. International Perspectives in Psychology, 13(1), 14-23.https://doi.org/10.1027/2157-3891/a000087
Abstract: This study evaluates the Theory of Planned Behavior’s ability to predict and explain academics’ research engagement behaviors using structural equation modeling. The results of a survey of 412 academics from the Philippines show that attitudes, subjective norms, and perceived behavioral control significantly and positively predict intention to engage in research, and intention predicts actual research behavior. The model showed acceptable goodness of fit: SRMR = 0.5, CFI = .94, NFI = .9, RMSEA = .05. The findings provide support for the use of the Theory of Planned Behavior in understanding and predicting research-related behaviors. The results of the study have implications for university research policies and programs.
Impact and Implications: This paper provides support in predicting and explaining the academics’ research engagement behaviors. The study’s findings have implications for improving the education of future generations by encouraging more academics to engage in research and publication (in line with SDG 4, Quality Education). The results also point to enhancing the research capacity of academics through high-quality research training and developing policies that encourage research productivity.
Facilitating Faculty Development for Training in Multicultural Competence in Health Service Psychology Graduate Programs Through an International Collaboration
Baiju Gopal, Ann Kathleen Burlew, Greta D’Souza, Tony Sam George, Kelamparampil Joseph Varghese, and Vaishali V. Raval
Published Online: October 17, 2023
APA Style Citation:
Gopal, B., Burlew, A. K., D’Souza, G., George, T. S., Varghese, K. J., & Raval, V. V. (2024). Facilitating faculty development for training in multicultural competence in health service psychology graduate programs through an international collaboration. International Perspectives in Psychology, 13(1), 24-39. https://doi.org/10.1027/2157-3891/a000089
Abstract: A critical aspect of strengthening graduate-level clinical and counseling psychology training in cultural competence is to build capacity among faculty teaching in these programs to provide effective training. We addressed this need through an international collaboration between a university in India and another in the United States that included faculty travel to another country, peer mentoring groups, and review of curricula. This article describes faculty perceptions of this program and its perceived impact on their professional development and outlines curricular and research outcomes that resulted from the program. Across 4 years, a total of eight faculty visits took place with Indian faculty (n = 13) visiting the United States and US faculty (n = 11) visiting India. After each visit, faculty at both institutions responded to open-ended questions about the usefulness of these visits and completed a rating scale at the end of the program through an online survey. Faculty from both countries indicated that the visits contributed to enhanced cultural awareness and sensitivity by broadening their perspectives and learning about cultural similarities and differences. Indian faculty described learning about new pedagogical methods and enhanced motivation to engage in research and publish, along with new collaborative opportunities. US faculty described incorporating cultural competence more centrally in their teaching and clinical supervision through increased commitment, as well as inclusion of more global and diverse content and assignments aimed to increase students’ cultural competence. These responses provide preliminary support for the usefulness of cultural immersion experiences for faculty professional development.
Impact and Implications: Our findings support the benefits of cultural immersion experiences for educators to facilitate their engagement in inclusive teaching and scholarship consistent with United Nations’ Sustainable Development Goal of inclusive and equitable quality education for all.
Impact of a Brief Training on Mental Health Stakeholders’ Implementation of Evidence-Based Strategies for Trauma in the Caribbean Within the Context of COVID-19
Anu Asnaani, Manuel Gutierrez Chavez, Rosalia Samuel, Angela Pham, Robyn Charlery White
Published Online: June 5, 2023
APA Style Citation: Asnaani, A., Chavez, M. G., Samuel, R., Pham, A., White, R. C. (2024). Impact of a brief training on mental health stakeholders’ implementation of evidence-based strategies for trauma in the Caribbean within the context of COVID-19. International Perspectives in Psychology, 13(1), 40-48. https://doi.org/10.1027/2157-3891/a000083
Abstract: Objective: Lack of governmental funding/infrastructure for mental health has created urgent need for effective training in evidence-based treatments for trauma in the Caribbean for under-resourced providers. Furthermore, impacts of the COVID-19 health crisis on providers’ implementation of skills in this region are currently unknown. Method: We examined impacts of a one-day training workshop for stakeholders in the Caribbean providing psychoeducation on trauma and PTSD and training in short-term interventions. Participants (n = 46) were surveyed at preworkshop and postworkshop and at 3-month and 6-month follow-up (which coincided with the first 6 months of the COVID-19 pandemic) to assess retention of any changes in perceived knowledge about trauma/effective treatments and subsequent skill implementation. Results: Participants reported significant pre–post workshop increases in perceived knowledge (pre M = 31.61, post M = 44.63) about trauma and its effective treatments (t[45] = −6.17, p < .001). This perceived knowledge was significantly maintained over time (3M M = 42.66, 6M M = 40.75). Furthermore, participants reported significant use of several of the strategies taught at the workshop at follow-up. Higher reported emotional distress related to the pandemic was associated with lower implementation at 6M, despite significant retention in perceived knowledge from the workshop (B = −0.02, β = −1.55, p < .05). Conclusions: Brief trauma-focused trainings can be helpful for providers in under-resourced global settings with observable impact on implementation practices over time, but providers’ emotional distress stemming from public health crises can influence practice behaviors. Subsequent impacts on policy/budget allocations are discussed.
Impact and Implications: This study found a brief 1-day training in evidence-based strategies to positively impact providers serving female and LGBTQ + trauma survivors in the Caribbean over time in terms of how much they believed to have learned about trauma from the training and their willingness to use the skills they were taught. The results highlight the importance of addressing emotional distress due to the COVID-19 pandemic in these providers to support the best delivery of care for trauma survivors in this global setting. Taken together, this study aligns with the UN SDGs of ensuring healthy lives and promoting wellness for all (Goal 3), empowerment of women (Goal 5), building resilient mental health infrastructure (Goal 9), and reducing inequality within and among countries (Goal 10).
Supporting social entrepreneurship among Vietnamese youth
Minh-Hieu Thi Nguyen, Darrin Hodgetts, Stuart Carr
Published Online: October 17, 2023
APA Style Citation: Nguyen, M.-H. T., Hodgetts, D., & Carr, S. (2024). Supporting social entrepreneurship among Vietnamese youth [Policy Brief]. International Perspectives in Psychology, 13(1), 50-53. https://doi.org/10.1027/2157-3891/a000083
Abstract: Social entrepreneurship is gaining increased prominence internationally as a vehicle for addressing a range of socioeconomic issues, including access to decent and inclusive work. In Vietnam, such enterprises have become a key component of the country’s sustainable development strategy, with national competitions awarding start-up prizes for a few of the many young would-be social entrepreneurs. Competitions like this risk a sense of broken promise, in which unsuccessful and thereby disappointed applicants quit the sector prematurely. Recent research in Vietnam highlights a pivotal retentive support role for mentoring these promising social entrepreneurs, based on traditional village values of cooperation. Research shows these values to be central to social entrepreneurial resilience and success in Vietnam. It further suggests an extant network of successful social entrepreneurs who could mentor young runners-up, so that their ideas, energy, and career pathways are not lost. A national network of social entrepreneurs has been formed; and its mentors have indicated their willingness to support young people. This brief thereby proposes a next step: creation of a pro bono nationwide academy, dispersed in location but united in purpose, to support social entrepreneurship among Vietnamese youth.
Impact and Implications: This brief speaks to the following United Nations Sustainable Development Goals (UN SDGs): SDG-1 – Eradicating poverty, SDG-8 – Decent work and Economic Growth, and SDG-17 – Partnerships for development.