Book contents
- Culture Across the Curriculum
- Culture and Psychology
- Culture Across the Curriculum
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Prologue
- Part I Basic Concepts
- Chapter 1 Foundation and Parameters of a Contextualized Global Psychology Education
- Chapter 2 Cultural Competence for Teachers and Students
- Part II Teaching across the Psychology Curriculum
- Epilogue
- Index
- References
Chapter 1 - Foundation and Parameters of a Contextualized Global Psychology Education
from Part I - Basic Concepts
Published online by Cambridge University Press: 30 March 2018
Book contents
- Culture Across the Curriculum
- Culture and Psychology
- Culture Across the Curriculum
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Prologue
- Part I Basic Concepts
- Chapter 1 Foundation and Parameters of a Contextualized Global Psychology Education
- Chapter 2 Cultural Competence for Teachers and Students
- Part II Teaching across the Psychology Curriculum
- Epilogue
- Index
- References
Summary
As psychologists, including teachers of psychology, work with increasingly diverse groups of people, they require effective mindsets and skills. This chapter reviews conceptual models of cultural competence and approaches to assessment of cultural competence. The author discusses the role of cultural intelligence, and the importance of understanding the social construction of culture. The chapter concludes with ideas for the teaching of cultural competence, and a number of resources designed for that purpose.
- Type
- Chapter
- Information
- Culture across the CurriculumA Psychology Teacher's Handbook, pp. 13 - 45Publisher: Cambridge University PressPrint publication year: 2018
References
Adair, J. G., Coelho, A. E. L., & Luna, J. R. (2002). How international is psychology? International Journal of Psychology, 37, 160–170. doi:10.1080/00207590143000351Google Scholar
Adair, J. G., & Huynh, C. L. (2012). Internationalization of psychological research: Publications and collaborations of the United States and other leading countries. International Perspectives in Psychology: Research, Practice, Consultation, 1, 252–267. doi:10.1037/a0030395Google Scholar
Ad Hoc Joint Committee. (2008). Universal declaration of ethical principles for psychologists. Retrieved from www.am.org/iupsys/ethics/univdecl2008.htmlGoogle Scholar
American Council on Education. (2012). Mapping internationalization on U.S. campuses. Retrieved from www.acenet.edu/news-room/Pages/Mapping-Internationalization-on-U-S-Campuses.aspxGoogle Scholar
American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. Retrieved from www.apa.org/ed/precollege/about/psymajor-guidelines.pdfGoogle Scholar
Anderson, T. (2008). The theory and practice of online learning. Athabasca: Athabasca University Press.Google Scholar
Antony, P., & Gayathri, V. (2002). Child labour: A perspective of locale and context. Economic and Political Weekly, 37, 5186–5189.Google Scholar
Araújo, S. F. (2012). História e filosofia da psicologia: Perspectivas contemporâneas [History and philosophy of psychology: Contemporary perspectives]. Juiz de Fora: Editora Universidade Federal de Juiz de Fora.Google Scholar
Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63, 602–614. doi:10.1037/0003–066X.63.7.602CrossRefGoogle ScholarPubMed
Baker, D. B. (Ed.). (2012). The Oxford handbook of the history of psychology: Global perspectives. New York, NY: Oxford University Press.Google Scholar
Bastian Duarte, A. I. (2012). From the margins of Latin American feminism: Indigenous and lesbian feminisms. Signs, 38, 153–178. doi:10.1086/665946Google Scholar
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York, NY: Basic Books.Google Scholar
Berry, J. W. (1999). On the unity of the field of culture and psychology. In Adamopoulos, J. & Kashima, Y. (Eds.), Social psychology and cultural context (pp. 7–15). Thousand Oaks, CA: Sage. doi:10.4135/9781452220550.n2Google Scholar
Berry, J. W. (2013). Achieving a global psychology. Canadian Psychology/Psychologie canadienne, 34, 55–61. doi:10.1037/a0031246CrossRefGoogle Scholar
Berry, J. W. (2015). Living successfully in two cultures. International Journal of Intercultural Relations, 29, 697–712. doi:10.1016/j.ijintrel.2005.07.013Google Scholar
Berry, J. W., & Hou, F. (2016). Immigrant acculturation and well-being in Canada. Canadian Psychology/Psychologie canadienne, 57, 254–264. doi:10.1037/cap0000064CrossRefGoogle Scholar
Berry, J. W., Poortinga, Y. H., Breugelmans, S. M., Chasiotis, A., & Sam, D. L. (2011). Cross-cultural psychology: Research and applications (3rd ed.). New York, NY: Cambridge University Press. dx.doi.org/10.1017/CBO9780511974274Google Scholar
Bullock, M. (2012). International psychology. In Freedheim, D. K. & Weiner, I. B. (Eds.), Handbook of psychology (2nd ed., pp. 562–596). New York, NY: Wiley. doi:10.1002/9781118133880.hop201027Google Scholar
Bullock, M. (2015). Internationalization in psychology: A process, not an outcome. Psiencia. Latin American Journal of Psychological Science, 7, 105–108.Google Scholar
Butler, H. A., & Halperin, D. F. (2012). Educating psychologically-literate students: The importance of critical thinking. In McCarthy, S., Dickson, K. L., Cranney, J., Trapp, A., & Karandashev, V. (Eds.), Teaching psychology around the world: Volume 3 (pp. 231–246). Newcastle: Cambridge Scholars Publishing.Google Scholar
Butler, J. (1995). Contingent foundations: Feminism and the question of “postmodernism.” In Benhabib, S., Butler, J., Cornell, D., & Fraser, N. (Eds.), Feminist contentions: A philosophical exchange (pp. 35–57). London: Routledge.Google Scholar
Carby, H. (1997). White woman listen! Black feminism and the boundaries of sisterhood. In Hennessy, R. & Ingraham, C. (Eds.), Materialist feminism: A reader in class, difference, and women’s lives (pp. 110–128). New York, NY: Routledge.Google Scholar
Cardoso, F. H. (2008). Um mundo surpreendente [An amazing world]. In De Barros, O. & Giambiagi, F. (Eds.), Brasil globalizado: o Brasil em um mundo surpreendente (pp. 1–62). São Paulo: Elsevier.Google Scholar
Chinese Psychological Society. (2007). Code of ethics for counseling and clinical practice. Retrieved from www.am.org/iupsys/ethics/ethic-com-natl-list.htmlGoogle Scholar
Collins, P. H. (1993). Toward a new vision: Race, class, and gender as categories of analysis and connection. Race, Sex, and Class, 1, 25–45.Google Scholar
Comissão de Aperfeiçoamento de Pessoal do Nível Superior. (2011). Ciência sem Fronteiras: Um programa especial de mobilidade internacional em ciência, tecnologia e inovação [Science without Borders: A special program of international mobility in science, technology and innovation]. Retrieved from www.capes.gov.br/images/stories/download/Ciencia-sem-Fronteiras_DocumentoCompleto_julho2011.pdfGoogle Scholar
Conway, J. N., Amel, E., & Gerwien, D. P. (2009). Teaching and learning in the social context: A meta-analysis of service learning’s effects on academic, personal, social, and citizenship outcomes. Teaching of Psychology, 36, 233–245. doi:10.1080/00986280903172969CrossRefGoogle Scholar
Correa-Chávez, M., Mangione, H., & Black, K. (2015). In and out of the classroom: The intersection of learning and schooling across cultural communities. In Jenson, L. A. (Ed.), The Oxford handbook of human development and culture: An interdisciplinary perspective (pp. 292–306). New York, NY: Oxford University Press.Google Scholar
Costa, A. L. F., Coelho-Lima, F., Pereira da Costa, J., de Souzsa Seixas, P., & Yamamoto, O. H. (2014). Internacionalização da pós-graduação em psicologia: Estudo comparativo dos cursos de doutorado no Brasil e na Espanha [Internationalization of graduate programs in psychology: A comparative study of doctorates in Brazil and Spain]. Revista Brasileira de Pós-Graduação, 11, 789–818. doi:10.21713/2358–2332.2014.v11.548Google Scholar
Cranney, J., & Dunn, D. S. (2011a). Psychological literacy and the psychologically literature citizen: New frontiers for a global citizen. In Cranney, J. & Dunn, D. S. (Eds.), The psychologically literate citizen: Foundations and global perspectives (pp. 3–12). New York, NY: Oxford University Press. doi:10.1093/acprof:oso/9780199794942.003.0014Google Scholar
Cranney, J., & Dunn, D. S. (Eds.). (2011b). The psychologically literate citizen: Foundations and global perspectives. New York, NY: Oxford University Press. doi:10.1093/acprof:oso/9780199794942.001.0001Google Scholar
Cranney, J., Morris, S., & Botwood, L. (2015). Psychological literacy in undergraduate psychology education. In Dunn, D. S. (Ed.), The Oxford handbook of undergraduate psychology education (pp. 863–872). New York, NY: Oxford University Press.Google Scholar
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299. doi:10.2307/1229039Google Scholar
Danziger, K. (2006). Universalism and indigenization in the history of modern psychology. In Brock, A. C. (Ed.), Internationalizing the history of psychology (pp. 208–225). New York, NY: New York University Press.Google Scholar
Deardorff, D. (2009). The Sage handbook of intercultural competence. Thousand Oaks, CA: Sage.Google Scholar
DeSouza, E. R., Stevens, M. J., & Metivier, R. M. (2011). Government retaliation against terrorism: A cross-national study. Behavioral Sciences of Terrorism and Political Aggression, 3, 1–19. doi:10.1080/19434472.2010.512216Google Scholar
Downey, C. A., & Chang, E. C. (2014). History of cultural context in positive psychology: We finally come to the start of the journey. In Pedrotti, J.T. & Edwards, L. M. (Eds.), Perspectives on the intersection of multiculturalism and positive psychology (pp. 3–16). New York, NY: Springer. doi:10.1007/978–94-017–8654-6_1CrossRefGoogle Scholar
Dutra, R. C. A., & Azevedo, L. F. (2016). Programa “Ciência sem Fronteiras”: geopolítica do conhecimento e o projeto de desenvolvimento brasileiro [Science without Borders program: Geopolitics of knowledge and the Brazilian development project]. Ciências Sociais Unisinos, 52, 234–243. doi:10.4013/csu.2016.52.2.10Google Scholar
Feitosa, M. A. G. (2007). Implicações da internacionalização da educação para a formulação de currículos em psicologia [Implications of internationalizing education for the design of curricula in psychology]. Temas em Psicologia, 15, 91–103.Google Scholar
Fox, D., Prilleltensky, I., & Austin, S. (Eds.). (2009). Critical psychology: An introduction (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
Gauthier, J., Pettifor, J., & Ferrero, A. (2010). The universal declaration of ethical principles for psychologists: A culture-sensitive model for creating and reviewing a code of ethics. Ethics and Behavior, 20(3&4), 1–18. doi:10.1080/10508421003798885CrossRefGoogle Scholar
Gelfand, M. J., Nishii, L. H., Holcombe, K. M., Dyer, N., Ohbuchi, K., & Fukumo, M. (2001). Cultural influences on cognitive representations of conflict: Interpretations of conflict episodes in the United States and Japan. Journal of Applied Psychology, 86, 1059–1074. doi:10.1037/0021–9010.86.6.1059Google Scholar
Georgas, J., van de Vijver, F. J. R., & Berry, J. W. (2004). The ecocultural framework, ecosocial indices, and psychological variables in cross-cultural research. Journal of Cross-Cultural Psychology, 35, 64–96. doi:10.1177/0022022103260459Google Scholar
Gergen, K. J. (2001). Psychological science in a postmodern context. American Psychologist, 56, 803–813. doi:10.1037/0003–066X.56.10.803Google Scholar
Gomes, W. B., & Fradkin, C. (2015). Historical notes on psychology in Brazil: The creation, growth and sustenance of postgraduate education. Psicologia: Reflexão e Crítica, 28(S), 2–13. doi.org/10.1590/1678–7153.2015284002Google Scholar
Halperin, D. F., & Butler, H. A. (2015). How to create a better future using the quality principles for undergraduate education. In Dunn, D. S. (Ed.), The Oxford handbook of undergraduate psychology education (pp. 853–861). New York, NY: Oxford University Press.Google Scholar
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Science, 33, 61–83. doi:10.1017/S0140525X0999152XGoogle Scholar
Hogan, J. D., & Vaccaro, T. P. (2007). International perspectives on the history of psychology. In Stevens, M. J. & Gielen, U. P. (Eds.), Toward a global psychology: Theory, research, intervention, and pedagogy (pp. 39–67). Mahwah, NJ: Erlbaum.Google Scholar
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (Eds.). (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage.Google Scholar
Howe, N., & Strauss, W. (2007). What to do? In Howe, N. & Strauss, W. (Eds.), Millennials go to college: Strategies for a new generation on campus (pp. 85–153). Great Falls, VA: Lifecourse Associates.Google Scholar
Huguet, P. (2014). Commentary on ‘Bridging scientific universality and cultural specificity in PET’. In Silbereisen, R., Ritchie, P. J.-L., & Pandey, J. (Eds.), Psychology education and training (pp. 164–166). Hove: Psychology Press.Google Scholar
Hutz, C. S., Gauer, G., & Gomes, W. B. (2012). Brazil. In Baker, D. B. (Ed.), Oxford library of psychology global perspectives (pp. 34–50). New York, NY: Oxford University Press. doi:10.1093/oxfordhb/9780195366556.013.0003Google Scholar
Hutz, C. S., McCarthy, S., & Gomes, W. (2004). Psychology in Brazil: The road behind and the road ahead. In Stevens, M. J. & Wedding, D. (Eds.), Handbook of international psychology (pp. 127–144). New York, NY: Brunner-Routledge.Google Scholar
Inglehart, R., & Baker, W. E. (2000). Modernization, cultural change, and the persistence of traditional values. American Sociological Review, 65, 19–51. doi:10.2307/2657288Google Scholar
International Project on Competence in Psychology Work Group. (2016). International declaration on core competences in professional psychology. Retrieved from www.asppb.net/news/297538/International-Project-on-Competence-in-Psychology-IPCP-.htmGoogle Scholar
Killick, D. (2015). Developing the global student: Higher education in an era of globalization. New York, NY: Routledge.Google Scholar
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41, 212–264. doi:10.1207/s15430421tip4104_2Google Scholar
Krauss, A. (2016). Understanding child labour beyond the standard economic assumption of monetary poverty. Cambridge Journal of Economics, bew019. dx.doi.org/10.1093/cje/bew019CrossRefGoogle Scholar
Kuhn, T. S. (l970). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.Google Scholar
Kurtis, T., & Adams, G. (2013). A cultural psychology of relationship: Toward a transnational feminist psychology. In Ryan, M. K. & Branscombe, N. R. (Eds.), The Sage handbook of gender and psychology (pp. 251–267). Thousand Oaks, CA: Sage. doi:10.4135/9781446269930.n16Google Scholar
Kurtis, T., & Adams, G. (2015). Decolonizing liberation: Toward a transnational feminist psychology. Journal of Social and Political Psychology, 3, 388–413. doi:10.5964/jspp.v3i1.326Google Scholar
Leong, F. T. L., Pickren, W. E., Leach, M. M., & Marsella, A. J. (Eds.). (2012). Internationalizing the psychology curriculum. New York, NY: Springer. doi:10.1007/978–1-4614–0073-8Google Scholar
Lo Bianco, A. C. (2009). Da globalização inevitável à internacionalização desejável [From inevitable globalization to desirable internationalization]. Revista Latinoamericana de Psicopatologia Fundamental, 12, 445–453. doi:10.1590/S1415–47142009000300002CrossRefGoogle Scholar
Lowman, R. L. (Ed.). (2013). Internationalizing multiculturalism: Expanding professional competencies in a globalized world. Washington, DC: American Psychological Association.Google Scholar
Lutsky, N., Velayo, R., Whittlesey, V., Woolf, L., & McCarthy, M. (2005). APA Working Group on Internationalizing the Undergraduate Psychology Curriculum: Report and recommended learning outcomes for internationalizing the undergraduate curriculum. Retrieved from www.apa.org/ed/precollege/about/international.pdfGoogle Scholar
Macedo, J. P., Dimenstein, M., Pereira de Sousa, A., Carvalho, D. M., Magalhães, M. A., & Silva de Sousa, F. M. (2014). Novos cenários de formação em psicologia no Brasil [New scenarios of training in psychology in Brazil]. Avances en Psicología Latinoamericana, 32, 321–332. dx.doi.org/10.12804/apl32.2.2014.10Google Scholar
Mamo, W. G., & Haney, D. (2014). Attitudes and behaviors regarding traffic regulations in Addis Ababa, Ethiopia. International Perspectives in Psychology: Research, Practice, Consultation, 3, 37–47. dx.doi.org/10.1037/a0035244Google Scholar
Marsella, A. J. (1998). Toward a global-community psychology: Meeting the needs of a changing world. American Psychologist, 53, 1282–1291. doi:10.1037/0003–066X.53.12.1282CrossRefGoogle Scholar
McGovern, T. V., Corey, L. A., Cranney, J., Dixon, W. E. Jr., Holmes, J. D., Kuebli, J. E., … Walker, S. (2010). Psychologically literate citizens. In Halperin, D. F. (Ed.), Undergraduate education in psychology: A blueprint for the discipline’s future (pp. 9–28). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Menandro, P. G. M., Linhares, M. B. M., Bastos, A. & Dell’Aglio, D. B. (2015). The Brazilian psychology postgraduate system and the internationalization process: Critical aspects, evaluation indicators and challenges for consolidation. Psicologia: Reflexão e Crítica, 28, 57–65. dx.doi.org/10.1590/1678–7153.2015284009Google Scholar
Moghaddam, F. M., & Harré, R. (1996). Psychological limits to political revolutions: An application of social reduction theory. In Hasselberg, E., Martienssen, L., & Radtke, F. (Eds.), Der dialogbegriff am ende des 20 jahrhunderts [The concept of dialogue at the end of the 20th century] (pp. 230–240). Berlin: Hegel Institute.Google Scholar
Ochs, E., & Izquierdo, C. (2009). Responsibility in childhood: Three developmental trajectories. Ethos, 37, 391–413. doi:10.1111/j.1548–1352.2009.01066.xGoogle Scholar
O’Gorman, J., Shum, D. H. K., Halford, W. K., & Ogilvie, J. (2012). World trends in psychological research output and impact. International Perspectives in Psychology: Research, Practice, Consultation, 1, 268–283. doi:10.1037/a0030520Google Scholar
Park, J., Haslam, N., Kashima, Y., & Norasakkunkit, V. (2016). Empathy, culture and self-humanizing: Empathizing reduces the attribution of greater humanness to the self more in Japan than Australia. International Journal of Psychology, 51, 301–306. doi:10.1002/ijop.12164CrossRefGoogle Scholar
Pawlik, K., & Rosenzweig, M. R. (Eds.). (2000). The international handbook of psychology. Thousand Oaks, CA: Sage.Google Scholar
Pecanha, V. de C., & McGrath, B. (2015, June). Master of arts in international psychology curriculum development. In Uslu, F. (Ed.), Proceedings of SOCIOINT15 – 2nd international conference on education, social sciences and humanities (pp. 332–342). Istanbul: International Organization Center for Academic Research.Google Scholar
Pickren, W. E., Marsella, A. J., Leong, F. T. L., & Leach, M. M. (2012). Playing our part: Crafting a vision for a psychology curriculum marked by multiplicity. In Leong, F. T. L., Pickren, W. E., Leach, M. M., & Marsella, A. J. (Eds.), Internationalizing the psychology curriculum (pp. 307–321). New York, NY: Springer.Google Scholar
Pickren, W. E., & Rutherford, A. (2010). A history of modern psychology in context. Hoboken, NJ: Wiley.Google Scholar
Pinquart, M., & Bernardo, A. B. I. (2014). Results of the IUPsyS survey of psychology education and training worldwide. In Silbereisen, R., Ritchie, P. J.-L., & Pandey, J. (Eds.), Psychology education and training (pp. 21–44). Hove: Psychology Press.Google Scholar
Piocuda, J. E., Smyers, J. O., Knyshev, E., Harris, R. J., & Rai, M. (2015). Trends of internationalization and collaboration in U.S. psychology journals 1950–2010. Archives of Scientific Psychology, 3, 82–92. doi:10.1037/arc0000020Google Scholar
Price, C. (2009). Why don’t my students think I’m groovy? The Teaching Professor, 23, 7–8.Google Scholar
Rich, G., Gielen, U. P., & Takooshian, H. (Eds.). (2017). Internationalizing the teaching of psychology. Charlotte, NC: Information Age Publishing.Google Scholar
Rodgers, N. (2012). Social constructionism and graduate professional training: Challenges for teaching, supervision and research. In McCarthy, S., Dickson, K. L., Cranney, J., Trapp, A., & Karandashev, V. (Eds.), Teaching psychology around the world: Volume 3 (pp. 410–422). Newcastle: Cambridge Scholars Publishing.Google Scholar
Ryan, A. M., & Gelfand, M. (2012). Going global: Internationalizing the organizational psychology curriculum. In Leong, F. T. L., Pickren, W. E., Leach, M. M., & Marsella, A. J. (Eds.), Internationalizing the psychology curriculum (pp. 245–262). New York, NY: Springer.Google Scholar
Sam, D. L., & Berry, J. W. (Eds.). (2006). The Cambridge handbook of acculturation psychology. New York, NY: Cambridge University Press. doi:10.1017/CBO9780511489891CrossRefGoogle Scholar
Shaull, R. (2000). Foreword. In Freire, P., Pedagogy of the oppressed. New York, NY: Continuum.Google Scholar
Shweder, R. (1989). Cultural psychology: What is it? In Stigler, J., Shweder, R., & Herdt, G. (Eds.), Cultural psychology: The Chicago symposia on culture and development (pp. 1–46). New York, NY: Cambridge University Press.Google Scholar
Shweder, R. (2000). The psychology of practice and the practice of the three psychologies. Asian Journal of Social Psychology, 3, 207–222. doi:10.1111/1467–839X.00065Google Scholar
Silbereisen, R., & Ritchie, P. L.-J. (2014). Introduction to psychology education and training: A global perspective. In Silbereisen, R., Ritchie, P. J.-L., & Pandey, J. (Eds.), Psychology education and training (pp. 3–17). Hove: Psychology Press.Google Scholar
Stevens, M. J. (2008). Professional ethics in multicultural and international context. In Gielen, U. P., Draguns, J. G., & Fish, J. M. (Eds.), Principles of multicultural counseling and therapy (pp. 135–166). Mahwah, NJ: Erlbaum.Google Scholar
Stevens, M. J. (2010). Etic and emic in contemporary psychological ethics. Europe’s Journal of Psychology, 6(4), 1–7. doi:10.5964/ejop.v6i4.219Google Scholar
Stevens, M. J. (2012). Psychological ethics and macro-level change. In Leach, M. M., Stevens, M. J., Lindsay, G., Ferrero, A., & Korkut, Y. (Eds.), The Oxford handbook of international of psychological ethics (pp. 375–393). New York, NY: Oxford University Press. doi:10.1093/oxfordhb/9780199739165.013.0027Google Scholar
Stevens, M. J., & Gielen, U. P. (Eds.). (2007). Toward a global psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Erlbaum.Google Scholar
Stevens, M., & McGrath, B. (2017). A stand-alone course on international psychology. In Rich, G., Gielen, U. P., & Takooshian, H. (Eds.), Internationalizing the teaching of psychology (pp. 23–38). Charlotte, NC: Information Age Publishing.Google Scholar
Stevens, M. J., & Wedding, D. (Eds.). (2004). Handbook of international psychology. New York, NY: Brunner-Routledge.Google Scholar
Stevens, M. J., & Zeinoun, P. (2013). International psychology. In Keith, K. (Ed.), The encyclopedia of cross-cultural psychology (pp. 758–764). Hoboken, NJ: Wiley-Blackwell. doi:10.1002/9781118339893.wbeccp303Google Scholar
Takooshian, H., Gielen, U. P., Plous, S., & Rich, G. J. (2016). Internationalizing undergraduate psychology education: Trends, techniques, and technologies. American Psychologist, 71, 136–147. doi:10.1037/a0039977Google Scholar
Takooshian, H., Gielen, U. P., Rich, G. J., & Velayo, R. S. (2016). International psychology. In Dunn, D. S. (Ed.), Oxford bibliographies. New York, NY: Oxford University Press. doi:10.1093/obo/9780199828340–0184Google Scholar
Tourinho, E. Z., & Bastos, A. V. B. (2010). Desafios da pós-graduação em psicologia no Brasil [Challenges to graduate courses in psychology in Brazil]. Psicologia: Reflexão e Crítica, 23, 35–46. doi:10.1590/S0102–79722010000400005Google Scholar
United Nations General Assembly. (2015). Transforming our world: The 2030 agenda for sustainable development [GA document A/RES/70/1]. Retrieved from www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=EGoogle Scholar
van de Vijver, F. J. R. (2013). Contributions of internationalization to psychology: Toward a global and inclusive discipline. American Psychologist, 68, 761–770. dx.doi.org/10.1037/a0033762Google Scholar
Webbink, E., Smits, J., & de Jong, E. (2013). Household and context determinants of child labor in 221 districts of 18 developing countries. Social Indicators Research, 110, 819–836. dx.doi.org/10.1007/s11205-011-9960-0Google Scholar
Weber, L. (2007). Foreword. In Landry, B. (Ed.), Race, gender and class: Theory and methods of analysis (pp. xi–xiv). Upper Saddle River, NJ: Pearson Education. doi:10.1016/j.advenzreg.2007.01.003Google Scholar
Williams, P. H., & Falk, A. (2010). Service learning and millennial students: Benefits and challenges to a team-based approach. Professional Development: The International Journal of Continuing Social Work Education, 13, 16–24.Google Scholar
World Health Organization. (2015). Global status report on road safety 2015. Retrieved from www.who.int/violence_injury_prevention/road_safety_status/2015/en/Google Scholar
- 5
- Cited by