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Discussion: Alternative Psychologies (Due 1/17/18)
Thus far in your experience as a psychology student, you have been introduced to the field of psychology in terms of the mind and its functions in relationship to human behavior. Most introductory psychology textbooks and resources for other psychology classes emphasize a cause-and-effect scientific model, which typifies traditional psychology in the United States and the Western hemisphere in general. Throughout this course and in your course text, you read about Western psychology, which is representative of the practice of psychology in the United States.

Alternative psychologies evolved independently of Western psychology because they are suitable for the needs of non-Western cultures. One notable difference is that alternative psychologies prioritize collective or group processes over isolated individual processes. Alternative psychologies view individuals as reflections of the larger culture or society. While the various alternative psychologies do have differences, they also have common themes such as those outlined in your course text: meaning-making, collective construction of psychological reality, time-dependent processes, and normative explanations.

Liberation psychology, which is one type of alternative psychology, has been used to address the needs of the poor and the oppressed in Latin America. With liberation psychology, the focus is on social change. Social change is possible when attempts are made to improve the conditions of the entire community rather than to only address the needs of one specific individual within the group. Additionally, this type of alternative psychology makes a difference by addressing challenges of the native people where they live, in their professions, and in the world around them. Liberation psychology also helps people understand what they need in order to facilitate change.

To prepare for this Discussion:

· Review Chapter 6 in your textbook, Toward a Global Psychology: Theory, Research, Intervention, and Pedagogy. Pay particular attention to the sections about alternative psychologies and liberation psychology.

· Referring to the video clips located in this week’s Optional Resources as examples, utilize the internet to identify one video that illustrates how liberation psychology empowers individuals to address their challenges.

· After viewing your selected video, identify the issues that were particularly challenging for the individuals in the video. Focus on two issues of particular interest to you.

· Reflect on how the common themes of alternative psychologies are evidenced in liberation psychology.

· Consider Walden University’s Mission for Social Change, which is to create scholar-practitioners who can effect positive social change.

With these thoughts in mind:

By Day 3
Post a description of the video you selected. Specify two issues that were particularly challenging for the individuals in the video. Explain how liberation psychology could be or was applied to address the two issues you identified. Discuss how liberation psychology reflects at least two of the themes common to alternative psychologies. Describe how you, as a Walden University scholar-practitioner, might utilize liberation psychology as a means to effect positive social change.

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 6, “Toward a Conceptual Foundation for a Global Psychology”

· Chapter 7, “Qualitative Research Methods for a Global Psychology”

Assignment: Culturally Appropriate Research Methods (Due 1/19/18)

In order to understand research methods that are suitable for global psychology, it is important to state what is meant by “global psychology.” Marsella (1998) refers to global psychology as “concerned with understanding, assessing, and addressing, the individual and collective psychological consequences of global events and forces by encouraging and using multicultural, multidisciplinary, multisectoral, and multinational knowledge, methods, and interventions” (p. 1284).

Culturally sensitive research methods employed by psychologists with a global perspective usually are qualitative, while Western psychologists often employ quantitative approaches. Quantitative approaches emphasize cause and effect and reflect a traditional scientific method. Quantitative methods also are objective and value statistical analyses. Qualitative methods allow more subjectivity and often involve observation and interviews that are harder to quantify. Recently, many Western psychologists have increased their acceptance of qualitative methods or blending quantitative and qualitative methods (mixed methods). However, even in the realm of qualitative methods, psychologists have identified some methods that are more appropriate than others in satisfying the needs of their discipline. Your course text explains four specific, culturally appropriate research methods: action theory, discourse analysis, grounded theory, and focus groups.

Despite global psychology’s preference for culturally appropriate qualitative methods, most peer review committees of professional journals publish studies that use traditional quantitative methods. Thus, psychologists who work internationally or globally continue to encourage researchers to apply culturally appropriate quantitative and qualitative methods.

To prepare for this Assignment:

· Review Chapter 7 in your course text.

· Think about culturally appropriate research methods, such as action theory, discourse analysis, grounded theory, and focus groups.

· Use the link provided in this week’s learning resources to review several past issues of the International Psychology Bulletin.

· Within the past issue of your choice, select one peer-reviewed article which is of interest to you that does not use action theory, discourse analysis, grounded theory, or focus groups.

· Think about whether the research used in the article is quantitative or qualitative.

· Consider how you might use action theory, discourse analysis, grounded theory, or focus groups to conduct a study about this same topic.

· Think about why the research method you selected could benefit a study of this topic.

The Assignment (3–4 pages):

· Summarize the study in the research article you selected, including a description of the type of research method that was used.

· Is the study qualitative or quantitative? Discuss how you know.

· Pick two culturally appropriate research methods (action theory, discourse analysis, grounded theory, or focus groups) and explain how you could apply each method to conduct a study about the same topic described in the research article you selected.

· Explain why the research methods you selected could benefit a study about this topic and describe how they compare to the type of research methods originally used.

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 6, “Toward a Conceptual Foundation for a Global Psychology”

· Chapter 7, “Qualitative Research Methods for a Global Psychology”

Discussion: Healing as a Form of Intervention (Due 1/20/18)
A psychotherapeutic intervention is a treatment that addresses a physical problem, a mental problem, or both. Psychotherapeutic interventions are targeted differently in non-Western cultures. In Western cultures, such interventions tend to focus on the mind. They are separate from medicine, which focuses on the body. Psychotherapeutic interventions in non-Western cultures (referred to as “traditional cultures” in your text) often are identified as healing and focus on the health of the whole person rather than on addressing an individual problem. In non-Western cultures, medical interventions are not separated clearly from psychotherapeutic interventions.

The use of psychotherapeutic interventions in different parts of the world is influenced by both society and culture. Your text refers to these influencers as “the sociocultural context.” The term sociocultural context includes such factors as religion, community beliefs about health and illness, rituals such as initiation or purification ceremonies, and relationships with family.

To prepare for this Discussion:

· Review Chapter 8 in your course text, paying particular attention to the section on psychotherapy in its sociocultural context. Review non-Western healing therapies such as Morita, Naikan, and Zen.

· Review the articles: “Buddhist psychotherapy” and “The effect of yoga on functional recovery level in schizophrenic patients.”

· Review this week’s media about psychotherapy in Argentina. You may wish to view the clips more than once and take notes.

· Select a non-Western psychotherapeutic intervention and think about how that intervention is an expression of its sociocultural context.

· Consider the similarities and differences between the psychotherapeutic intervention you selected and psychotherapeutic interventions in Western cultures.

· Using the Walden University library, search and find one current peer-reviewed article that reports on a psychotherapeutic intervention practiced in traditional cultures.

With these thoughts in mind:

By Day 3
Post a description of the non-Western psychotherapeutic intervention you selected. Explain two ways in which this intervention is an expression of its sociocultural context. Finally, explain two similarities and two differences between the psychotherapeutic intervention you selected and psychotherapeutic interventions in Western cultures

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 8, “Psychotherapeutic and Related Interventions for a Global Psychology”

Shibusawa, T., & Chung, I. (2009). Wrapping and unwrapping emotions: Clinical practice with East Asian immigrant elders. Clinical Social Work Journal, 37(4), 312–319.

Note: You will access this article from the Walden Library databases.

Blando, J. A. (2009). Buddhist psychotherapy with older GLBT clients. Journal of GLBT Family Studies, 5(1/2), 92–81.

Note: You will access this article from the Walden Library databases.

Kavak, F., Ekinci, M. (2016). The effect of yoga on functional recovery level in schizophrenic patients. Archives of Psychiatric Nursing, 30(6), 761–767.

Note: You will access this article from the Walden Library databases.

Online Video: JerichoTV. (2008, August 19). Tango and analysis [Video file]. Retrieved from http://www.youtube.com/watch?v=0rRNczyT0OI&feature=related

This approximately 4-minute video explains why psychoanalysis is so popular in Argentina.

Online Video: JerichoTV. (2007, December 5). Argentina in therapy – Trailor film [Video file]. Retrieved from http://www.youtube.com/watch?v=Uqprzvx4pbY

This approximately 2-minute video reinforces the part that psychotherapy plays in Argentina.

Online Video: JerichoTV. (2008, August 18), Argentina in therapy – Pre-title sequence [Video file]. Retrieved from http://www.youtube.com/watch?v=qNprhvBjmP0&feature=related

This approximately 3-minute video continues to reinforce the part that psychotherapy plays in Argentina.

Assignment: Individual Therapy (Due 1/22/18)
In this week’s Discussion, you considered broad differences between non-Western and Western psychotherapeutic interventions. The focus of this week’s Application is individual therapy, one specific type of psychotherapeutic intervention. Most people think of individual therapy as a client sitting with their therapist to address the client’s concerns. This is indeed one type of individual therapy. This week’s learning resources refer to different approaches in individual therapy such as: psychoanalysis, behavioral therapy, cognitive therapy, and counseling. Regardless of the approach, individual therapy depends on a person’s willingness to seek therapy and the relationship between a therapist and a client. In this Application, you consider how sociocultural context influences individual therapy.

To prepare for this Assignment:

· Review Chapter 8 in your textbook, Toward a Global Psychology: Theory, Research, Intervention, and Pedagogy. Pay particular attention to the following sections: “A Global Panorama of Psychotherapy: Innovations, Modifications, and Elaborations”, “Psychotherapy in its Sociocultural Context”, and “Expectations, Preferences, and Styles: Cultural, Characteristics and Differences”.

· Consider the differences in the expectations, preferences, and styles of psychotherapy with Chinese clients and African and Indian Clients.

· Review the article, ” Wrapping and unwrapping emotions: Clinical practice with East Asian Immigrant Elders,” paying particular attention to attitudes toward psychotherapy and therapist-client relationships.

· Review the following videos: “Tango and Analysis,” “Argentina in Therapy – Trailer Film,” and “Argentina in Therapy – Pre-Title Sequence.” Focus on attitudes toward psychotherapy and therapist-client relationships.

· Consider similarities and differences in attitudes toward individual therapy in Argentina and Eastern Asia.

· Think about how sociocultural context, in general, influences attitudes toward therapy.

· Consider similarities and differences in therapist-client relationships between Argentina and Eastern Asia.

· Reflect on how sociocultural context, in general, influences therapist-client relationships.

The Assignment (3–4 pages):

· Explain how the sociocultural context influences attitudes toward both therapy and therapist-client relationships.

· Compare the differences in the expectations, preferences, and styles of psychotherapy among Chinese, African, and Indian clients.

· Describe the similarities and differences in attitudes toward both individual therapy and therapist-client relationships in Argentina and Eastern Asia.

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 8, “Psychotherapeutic and Related Interventions for a Global Psychology”

Shibusawa, T., & Chung, I. (2009). Wrapping and unwrapping emotions: Clinical practice with East Asian immigrant elders. Clinical Social Work Journal, 37(4), 312–319.

Note: You will access this article from the Walden Library databases.

Blando, J. A. (2009). Buddhist psychotherapy with older GLBT clients. Journal of GLBT Family Studies, 5(1/2), 92–81.

Note: You will access this article from the Walden Library databases.

Kavak, F., Ekinci, M. (2016). The effect of yoga on functional recovery level in schizophrenic patients. Archives of Psychiatric Nursing, 30(6), 761–767.

Note: You will access this article from the Walden Library databases.

Online Video: JerichoTV. (2008, August 19). Tango and analysis [Video file]. Retrieved from http://www.youtube.com/watch?v=0rRNczyT0OI&feature=related

This approximately 4-minute video explains why psychoanalysis is so popular in Argentina.

Online Video: JerichoTV. (2007, December 5). Argentina in therapy – Trailor film [Video file]. Retrieved from http://www.youtube.com/watch?v=Uqprzvx4pbY

This approximately 2-minute video reinforces the part that psychotherapy plays in Argentina.

Online Video: JerichoTV. (2008, August 18), Argentina in therapy – Pre-title sequence [Video file]. Retrieved from http://www.youtube.com/watch?v=qNprhvBjmP0&feature=related

This approximately 3-minute video continues to reinforce the part that psychotherapy plays in Argentina.

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 9, “Macro-Level Interventions: Psychology, Social Policy, and Societal Influence Processes”

Website
Unite for Children (UNICEF). (n.d.). Photo essays. Retrieved January 31, 2017, from http://www.unicef.org/photoessays/index-pe.html

This UNICEF site houses a collection of photo essays which powerfully depict global issues and crises.

Discussion: Community Empowerment (Due 1/24/18)
Last week, you explored how individual therapy is viewed in both Western and non-Western cultures. This week, you discover how global psychology contributes to macro-level interventions. “Macro” refers to interventions that address large-scale needs at community, national, or global levels. Psychologists involved in macro-level interventions often contribute to policy development and social change by addressing psychological issues such as posttraumatic stress, anxiety, and depression.

According to Chapter 9 in your course text, “macro-level interventions consist of community-based programs implemented on a large scale in a manner that contributes to peace and social justice.” Psychologists collaborate with local leaders to gain the support of villages or tribes to initiate and implement interventions. Your course text also describes additional examples of macro-level interventions in which community empowerment was an important mechanism for successfully addressing the intervention and initiatives that address: the HIV/AIDS worldwide pandemic, school desegregation in the United States, and the institutionalization of orphans from war-torn regions.

To prepare for this Discussion:

· Review Chapter 9 in your course text, paying particular attention to the section on “Community Empowerment and Capacity Building.”

· Review photo essays of macro interventions on the UNICEF web site. Select one photo essay that interests you.

· In the photo essay you selected, consider whether you see evidence of community empowerment.

· Think about how community empowerment might have been increased if you do see existing evidence of it or how community empowerment might have been engendered if you do not see evidence of it.

· Consider how a capacity building approach can improve outcomes in at-risk environments.

With these thoughts in mind:

By Day 3
Post a brief description of the photo essay you selected. Explain whether you see evidence of community empowerment. If you see evidence, explain the evidence and explain how community empowerment might have been increased. If you do not see evidence, explain how community empowerment might have been engendered. Lastly, discuss how a capacity building approach can improve outcomes in at-risk environments.

Note: Identify the title of the photo essay you selected in the first line of your post. You will be asked to respond to a colleague who selected a photo essay that you did not.

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 9, “Macro-Level Interventions: Psychology, Social Policy, and Societal Influence Processes”

Website
Unite for Children (UNICEF). (n.d.). Photo essays. Retrieved January 31, 2017, from http://www.unicef.org/photoessays/index-pe.html

This UNICEF site houses a collection of photo essays which powerfully depict global issues and crises.

Assignment: Strategies for Change and Macro-Level Interventions (Due 1/26/18)
Child soldiers, HIV/AIDS, and education in war-torn countries are just some examples of macro-issues of global significance that are in need of macro interventions. Global psychologists intervene by implementing strategies called change strategies. The three change strategies detailed in your text are top-down, bottom-up, and middle-out. Top-down strategies are those that top-level leaders implement by directing action to those who report to them. Bottom-up strategies work from the grassroots. In bottom-up strategies, laypeople work together to create change. Middle-out strategies are implemented by mid-level leaders to influence top-level leaders as well as their public constituencies. In this Application, you review macro-issues and their macro-level interventions, identify a global issue that might benefit from the presence of a psychologist, and consider strategies that might be used to intervene in such situations.

To prepare for this Assignment:

· Review Chapter 9 in your course text, paying particular attention to the section that addresses change strategies.

· Identify one global issue currently in the news that might benefit from a macro-level intervention that includes a psychologist.

· Think about one bottom-up change strategy a psychologist might use to intervene and address the issue, one middle-out strategy, and one top-down strategy.

· For each strategy, consider which specific change strategy might be the most effective in addressing the issue you selected.

The Assignment (3–4 pages):

· Describe the global issue you selected.

· Determine the macro-level intervention (that includes a psychologist) that you assert will work best in this situation. Explain why you believe this intervention will work best.

· Provide examples of how a psychologist may use each of the following change strategies to address the situation:

· Bottom-up

· Middle-out

· Top-down

· Explain which change strategy or which combination of strategies you believe would be the most effective in addressing the situation and why.

· Chapter 9, “Macro-Level Interventions: Psychology, Social Policy, and Societal Influence Processes”

Website
Unite for Children (UNICEF). (n.d.). Photo essays. Retrieved January 31, 2017, from http://www.unicef.org/photoessays/index-pe.html

This UNICEF site houses a collection of photo essays which powerfully depict global issues and crises.

Discussion: Characteristics of Indigenous Psychology (Due 1/28/18)
Indigenous psychology is an emerging field of psychology that relies on a local understanding of human behavior to develop theories, conduct research, and address challenges. Indigenous psychology evolved in response to the use of Western psychology in countries where it did not seem to fit. The main purpose of indigenous psychology is to practice psychology in a way that is appropriate for the social, political, historical, and cultural contexts in the area it serves.

Your course text highlights the limitations of general psychology, a term the authors frequently use interchangeably with Western psychology and mainstream psychology. In the article “Origins and Development of Indigenous Psychologies: An International Analysis,” 15 contributing authors describe the characteristics of indigenous psychology in different regions. They also detail the limitations of Western psychology when applied to non-Western countries.

To prepare for this Discussion:

· Review Chapter 5 in your course text, paying particular attention to the sections on “Limitations of General Psychology” and “Indigenous Psychologies.”

· Review the article “Origins and Development of Indigenous Psychologies: An International Analysis.” Consider the similarities and differences in what authors from different parts of the world have to say.

· Think about the limitations of Western psychology in non-Western countries.

· Reflect on the characteristics of indigenous psychology.

· Think about how indigenous psychology responds to the limitations of Western psychology.

· Select two limitations of Western psychology in non-Western cultures.

· Then, select two characteristics of indigenous psychology that could be used in response to the limitation you selected.

With these thoughts in mind:

By Day 3
Post an explanation of two limitations of Western psychology in non-Western countries. Next, describe two characteristics of indigenous culture that speak to the need for indigenous psychology. Finally, provide examples as to how these two characteristics of indigenous culture could be used in response to the two limitations of Western psychology you identified.

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 5, “Development of Indigenous Psychologies: Understanding People in a Global Context”

Article: Allwood, C. M., & Berry, J. W. (2006). Origins and development of indigenous psychologies: An international analysis. International Journal of Psychology, 41(4), 243–268.

Note: You will access this article from the Walden Library databases.

This seminal article examines the development of indigenous psychology in different parts of the world.

Article: Kim, U., & Park, Y. (2006). Indigenous psychological analysis of academic achievement in Korea: The influence of self-efficacy, parents, and culture. International Journal of Psychology, 41(4), 287–292.

Note: You will access this article from the Walden Library databases.

This article explains how indigenous psychology has contributed to academic achievement in Korea.

Assignment: Applications of Indigenous Psychology: Educational Achievement (Due 1/30/18)
One research area of indigenous psychology is the study of educational achievement in different countries. The research questions why students in some countries perform much better than students in other countries. Their findings have emphasized four major factors that impact educational achievement. The first factor, interdependence and proxy control, refers to a child’s dependence on parents. The second factor, self-regulation, refers to the effort a student puts into academic pursuits. The third factor, collective control, refers to cooperation between family members and educators. Organizational cultural, the fourth factor, refers to the underlying cultural value system that emphasizes human-relatedness. Your text provides further details about each of these factors. The article provided in this week’s resources illustrates the four factors and their effect on educational achievement in Korea. (Note that the authors of the article use the terms educational achievement and academic achievement interchangeably).

Studies show that East Asian students are high academic achievers, particularly in math and science. In contrast, studies indicate that students in the United States perform poorly in science, math, and often other academic areas as well. Psychologists are interested in understanding whether factors that influence high achievement in East Asia might somehow be “imported” into the United States to improve educational achievement.

To prepare for this Assignment:

· Review Chapter 5 in your course text, paying particular attention to the section on understanding achievement in East Asia.

· Review the article “Indigenous psychological analysis of academic achievement in Korea: The influence of self-efficacy, parents, and culture.” Focus on the following sections: “Traditional approaches; cultural values,” “Family and self-cultivation in Korea,” and “Discussion.”

· Think about how the factors of interdependence and proxy control, self-regulation, collective control, and organizational culture contribute to high educational achievement in East Asian countries such as Korea.

· Consider how the absence of interdependence and proxy control, self-regulation, collective control, and organizational culture may correspond with low educational achievement in the United States.

· Think about whether you believe the East Asian approach to interdependence and proxy control, self-regulation, collective control, and organizational culture might somehow be “imported” into American culture in order to improve educational achievement.

The Assignment (3–4 pages):

· Explain how the East Asian approach to interdependence and proxy control, self-regulation, collective control and organizational culture contributes to high educational achievement in East Asian countries.

· Explain how the absence of interdependence and proxy control, self-regulation, collective control, and organizational culture may correspond to low educational achievement in the United States.

· Explain whether you believe the East Asian approach to interdependence and proxy control, self-regulation, collective control, and organizational culture might be “imported” into American culture in order to improve educational achievement. Explain your answer.

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 5, “Development of Indigenous Psychologies: Understanding People in a Global Context”

Article: Allwood, C. M., & Berry, J. W. (2006). Origins and development of indigenous psychologies: An international analysis. International Journal of Psychology, 41(4), 243–268.

Note: You will access this article from the Walden Library databases.

This seminal article examines the development of indigenous psychology in different parts of the world.

Article: Kim, U., & Park, Y. (2006). Indigenous psychological analysis of academic achievement in Korea: The influence of self-efficacy, parents, and culture. International Journal of Psychology, 41(4), 287–292.

Note: You will access this article from the Walden Library databases.

This article explains how indigenous psychology has contributed to academic achievement in Korea.

Discussion 1: Ethics of Global Psychology (Due 2/2/18)
The future of global psychology may rest on the ethics that guide its practice. It is these moral principles that guide global psychologists to act in ways that are the most beneficial for the individual and their communities. Many psychological associations from around the world have established ethical codes or principles for the practice of psychology in the countries or regions they serve. The codes typically include references to dignity and human rights, education and training, privacy and confidentiality, and licensing. In contrast, some countries and regions do not abide by any ethical codes. As psychologists expand their global practice, many associations have expressed a need for a universal code of ethics that is applicable internationally. They argue that a universal code would ensure uniformity as psychologists work throughout the world.

To prepare for this Discussion:

· Review Chapter 10 in your course text, paying special attention to the following sections: “Guidelines for ethical practice,” “Going international,” “Ethical guidelines of allied international associations,” and “Observations on where to go from here.”

· Utilize the websites provided in this week’s resources to review ethical codes from the following associations:

· American Psychological Association

· Psychology and Counseling Organization of the Islamic Republic of Iran

· Singapore Psychological Society

· European Federation of Psychologists’ Associations

· Review the third draft of “The Universal Declaration of Ethical Principles for Psychologists”.

· Review the four ethical situations described below and their related questions to consider in terms of the ethical codes specified above:

4. Suppose Minneapolis, MN is hit by an enormous natural disaster. Many people were unprepared for such a disaster and suffered mental and physical trauma. Would it be ethical for a psychologist to provide his or her services if he or she had not been specifically trained in disaster response? Do the ethical concerns change if the care is provided at the site of the natural disaster as opposed to at an office visit after the disaster has already occurred? Why or why not? Refer to the specific standards involved and provide a rationale for your answer.

4. Iran is under the threat of war from neighboring countries. There is concern that there are enemy sympathizers responsible for attacks within Iranian borders. Under what circumstances is it allowable for an Iranian psychologist to disclose confidential information without the consent of the client? Refer to the specific standards involved. Is there a possibility the Iranian government could misuse these standards? Why or why not?

4. A psychologist in Singapore wishes to refer a client because of a conflict in values and feelings of underlying threats to his safety. Due to these circumstances, the psychologist feels that he cannot provide competent services to his client. What steps should the psychologist take to ensure an appropriate referral? Can the psychologist “warn” the future psychologist that his client may pose harm to them? Why or why not? Refer to the specific standards involved.

4. A psychologist who is bound by the European Federation of Psychologists’ Association is contacted by a former client who, after a six-month absence from therapy, would like to resume his sessions. The psychologist is completely booked. What are the psychologist’s ethical responsibilities to the client? What should the psychologist do? Refer to the specific standards involved.

With these thoughts in mind:

By Day 3
Post a response to one of the four ethical situations described above using the ethical codes specified. Be sure to address each question posed in the situation you selected. Next, select two ethical codes from all listed above that you believe are the most important for the future of global psychology and explain why. Finally, respond to this question: Do you believe it is possible for there to be one set of ethical principles to govern all psychologists globally? Why or why not?

Course Text: Stevens, M. J., & Gielen, U. P. (2007). Toward a glob al psychology: Theory, research, intervention, and pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

· Chapter 3, “Current Trends in Global Psychology”

· Chapter 10, “Toward a Global Professionalization of Psychology”

Article: Berry, J. (2016). Global, indigenous, and regional perspectives on international psychology. In J.L. Roopnarine, D. Chadee, J.L. Roopnarine, D. Chadee (Eds.), Caribbean psychology: Indigenous contributions to a global discipline (pp. 45–68). Washington, DC, US: American Psychological Association. doi:10.1037/14753-003

Note: You will access this article from the Walden Library databases.

Websites
Gauthier, J. (2008). The universal declaration of ethical principles for psychologists: Third draft. Retrieved from http://www.sagepub.com/cac6study/pdf/UniversalDeclaration.pdf

The International Association of Applied Psychology provides a working draft of a Universal Declaration Code of Ethics for Psychology.

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American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/code-1992.aspx

Discussion 2: Is Psychology Global? (Due 2/6/18)
Throughout this course, you have seen the words global and international frequently. Your course text has used the words interchangeably. Chapter 3 in your course text refers to the growth in psychology around the world. In your work throughout this course, you have explored psychological issues from a global perspective, and you have discovered how psychology is practiced internationally. Despite the many times you have seen the phrase global psychology, there are questions about defining psychology as a global discipline. The assigned article “Global, indigenous, and regional perspectives on international psychology” states that psychology “claims” to be a global discipline. What do you think based on what you have examined so far in this course?

To prepare for this Discussion:

· Review Chapter 3 in your course text, paying particular attention to the section titled “Current Global Trends.”

· Review the article “Global, indigenous, and regional perspectives on international psychology” Focus on the following sections: “International Psychology: A Critique,” and “Global Psychology”.

· Consider the reasons given to support the claim that psychology is a global discipline, and think about the status and future of psychology as a global discipline.

· Consider the reasons given to refute the claim that psychology is a global discipline, and think about progress yet to be made toward that goal.

· Reflect on the reasons you believe psychology is or is not a global discipline.

With these thoughts in mind:

By Day 5
Post two convincing reasons why psychology is a global discipline. Explain why each reason you stated reflects future progress in establishing psychology as a global discipline. Next, post two of the most convincing reasons that refute the claim that psychology is a global discipline. Explain why each reason reflects a lack of progress or progress yet to be made. Finally, take a position on whether you believe psychology is a global discipline. Justify your position.

Be sure to support your postings and responses with specific references to the Learning Resources.

The American Psychological Association provides its ethics code.

Psychology Resources from around the World. (n.d.). Iran – Iranian Organization of Psychology and Counseling Code of Ethics. Retrieved March 27, 2017, from http://ethics.iit.edu/ecodes/sites/default/files/iran-code-eng.pdf

European Federation of Psychologists’ Associations. (2008). Ethical principles. Retrieved June 25, 2009, from http://www.efpa.eu/

This is the ethics code of the European Federation of Psychologists’ Associations.

Singapore Psychological Society. (2005). Code of professional ethics. Retrieved June 25, 2009, from https://singaporepsychologicalsociety.org/code-of-professional-ethics/

The Singapore Psychological Society provides its ethics code.

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