Undergraduate Education in Political Psychology

This article describes ways in which political psychology can be incorporated into undergraduate course curricula. The challenges of teaching political psychology to undergraduate students are discussed, and possibilities for the content and structure of undergraduate courses in political psychology are examined in the context of active learning. Suggestions for the development of an undergraduate major in political psychology are offered.     

西方心理学的马克思主义研究取向评述

当今国外心理学研究的各流派中涌现出了马克思主义新取向。这显示了马克思主义思想要素的影响力及其对心理学科发展的积极贡献,体现出马克思主义新的生命活力和科学创新精神。但同时,心理学的马克思主义取向研究也遇到了巨大的阻抗力量,马克思主义也面临着严峻的考验。当前,如何认识心理学研究中马克思主义的理论资源,在辩证唯物主义精神的指引下推动心理学的研究,是中国心理学界需要进一步研究和解决的重大问题之一。     

Scratching the Surface: Internationalization,Cultural Diversity and the Politics of Recognition

Within recent years a number of scholars have called on the discipline of psychology to expand beyond the confines of Western society in an effort to address a range of issues in an increasingly interconnected and multicultural world. While scholars interested in the internationalization of psychology have addressed both organizational and representational issues surrounding the development of a global psychology, there has been relatively little effort to understand the theoretical dimensions of internationalization. To the extent that contextualist challenges to universalism focus exclusively on ethnocentrism, these challenges fail to adequately interrogate the economic foundations of internationalization and globalization. Ultimately, a politics of recognition must be balanced with a renewed focus on the redistributive dimensions of social justice.     

FEPSAC's role and position in the past and in the future of sport psychology in Europe

ObjectivesOn the occasion of the 40th anniversary of the European Federation of Sport Psychology (FEPSAC), this article aims to give an overview of the development of sport psychology in Europe and the role FEPSAC played in this period, and draw some conclusions for the future challenges facing FEPSAC.MethodHermeneutical interpretation of historical documents available from FEPSAC and other sources.Results and conclusionIt is argued that sport psychology in Europe developed independently from the discipline in America, but also with great variety, due to different cultural, linguistic, and psychological traditions. The separation of Europe in two socio-economical and political blocks after World War II even strengthened these differences. When sport psychology started to recover after the damages of the war, a continental organisation was established as a logical consequence of the historically related differences. The strategic orientation of FEPSAC in the period of the two blocks is characterised by a diplomatic balance and high respect of the language and cultural differences, necessary requirements to allow maintaining the mutual exchange in areas of common interest. After the fall of the Berlin wall, the major strategic goals of FEPSAC revolved around: keeping contact with the Eastern European sport psychologists despite the economic difficulties in these countries; finding a common European understanding and giving this a voice in the world; and the support of the young generation and the development of sport psychology as a professional field. Unification and diversification are identified as the future challenges FEPSAC will be facing when attempting to remain the leading sport psychology organisation in Europe.     

The institution of the institutional practice of psychology: health care reform and psychology's future workforce

Implications for the future of professional psychology are discussed and related to the Patient Protection and Affordable Care Act, patient-centered health care homes and accountable care organizations, and the growing importance of interprofessional competencies in health care. The need for increased information about the psychology workforce is related to the history of the institutional practice of psychology and how that data must be used to plan for the supply of psychologists required to meet the service demands of the changing health care system. Several challenges to the field of psychology are offered, along with steps that must be taken by the profession to prepare for increased institutionally based health care services in the future. (PsycINFO Database Record (c) 2011 APA, all rights reserved).     

Professional Development in Sport Psychology: Relating Learning Experiences to Learning Outcomes

To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences (e.g., courses, teachers) were related to the development of practical know-how. Learning from others (e.g., peers, colleagues) was related to professional development (i.e., dealing with issues, challenges, and dilemmas that occur in sport psychology practice). Practical experience and reflective activities were related to both know-how and professional development. These results can be used to shape effective sport psychology education.     

Confounding the Divine and the Spiritual: Challenges to a Psychology of Spirituality

The pervasive inclusion of God or “God-substitutes” (the “sacred,” the “supernatural,” the “ultimate”) in the psychology of spirituality prevents the development of a truly psychological understanding. Misidentification of the spiritual with the divine projects the determinants of spirituality into a non-human, vaguely defined, ultimately intractable, and non-falsifiable realm. Two other difficulties follow: confusion about the essential nature of spirituality and indeterminacy regarding criteria to adjudicate true and false spiritualities. These three intertwined issues represent unavoidable challenges for the social sciences in general and psychology in particular. Building on the work of Bernard Lonergan, invoking the thought of Viktor Frankl, and citing long-standing Western theological and philosophical principles, this article elucidates these challenges and intimates a response, an explanatory and normative non-theological psychology of spirituality, which is open to theological elaboration.     

智能时代的工程心理学

智能技术为智能时代的工程心理学研究和应用提供了新的机遇。为此, 系统提出了智能时代工程心理学的工作框架。该工作框架包括工程心理学研究和应用的对象、核心问题空间、学科理念、研究重点、应用范围、方法等。智能时代的人机关系呈现出一种新的形式: 人机组队式的人机合作关系。“以人为中心的人工智能”应该是智能时代工程心理学的学科理念。针对智能技术, 近期工程心理学研究者开始开展围绕新型人机关系的理论框架和基本问题、人机组队中的心理结构和决策控制、人机交互等方面的研究工作。为有效支持智能系统的研发, 概括总结了一些工程心理学新方法和提升的方法。最后, 针对当前工程心理学所面对的一些挑战提出了具体的建议。     

Challenges to professional psychology education in the 21st century: response to Peterson

Professional psychology education faces many critical challenges brought about by the major changes occurring in the health care arena. This article shows that professional schools and programs have a good record of responding to these challenges and of taking proactive steps sponding to prepare their graduates for new health care roles and delivery systems. Data on admissions to psychology doctoral training programs demonstrate little support for the toral concerns raised by Donald R. Peterson (2003, this issue) about the preparation of students for graduate training in professional programs. Although quality concerns are important to investigate, such examination best resides with portant the American Psychological Association's Committee on Accreditation, which has the promotion of quality and excellence in professional psychology education and training as its major goal and responsibility.     

Integrating Cultural Community Psychology: Activity Settings and the Shared Meanings of Intersubjectivity

Cultural and community psychology share a common emphasis on context, yet their leading journals rarely cite each other’s articles. Greater integration of the concepts of culture and community within and across their disciplines would enrich and facilitate the viability of cultural community psychology. The contextual theory of activity settings is proposed as one means to integrate the concepts of culture and community in cultural community psychology. Through shared activities, participants develop common experiences that affect their psychological being, including their cognitions, emotions, and behavioral development. The psychological result of these experiences is intersubjectivity. Culture is defined as the shared meanings that people develop through their common historic, linguistic, social, economic, and political experiences. The shared meanings of culture arise through the intersubjectivity developed in activity settings. Cultural community psychology presents formidable epistemological challenges, but overcoming these challenges could contribute to the transformation and advancement of community psychology.     

Facilitating Adolescent Well‐Being: A Review of the Challenges and Opportunities and the Beneficial Roles of Parents,Schools, Neighborhoods,and Policymakers

Adolescents face exceptional challenges and opportunities that may have a lifelong impact on their consumption and personal and societal well‐being. Parents, community members (schools and neighborhoods), and policymakers play major roles in shaping adolescents and influencing their engagement in consumption behaviors that are either developmentally problematic (e.g., drug use and unhealthy eating) or developmentally constructive (e.g., academic pursuits and extracurricular activities). In this article, we discuss two main topics: (a) the challenges and opportunities that characterize adolescence, based primarily on research in epidemiology and neuroscience, and (b) the ways that parents, community members, and policymakers can facilitate positive adolescent development, based on research from many disciplines including marketing, psychology, sociology, communications, public health, and education. Our goal is to summarize the latest scientific findings that can be used by various stakeholders to help adolescents navigate this turbulent period and become well‐adjusted, thriving adults.     

The virtual industrial/organizational psychology class: Learning and teaching in cyberspace in three iterations

The virtual industrial/organizational psychology course is an asynchronous, discussion-based undergraduate class that exists on the Internet, featuring lectures and class discussion in a Usenet group. The development, evolution, and successes and challenges from three iterations of this virtual course are described. While networked computer technology has enabled virtual classrooms for collaborative learning in which learners and teachers interact through computer-mediated communication, perhaps the most intriguing aspect of this course is the issue of experiential learning. In the virtual industrial/organizational psychology course, students are experiencing the organization of the future (networked, virtual) while learning about industrial/organizational psychology and the conceptual underpinnings of the world of work in the future.     

Virtual reality in psychotherapy: review.

Virtual reality (VR) has recently emerged as a potentially effective way to provide general and specialty health care services, and appears poised to enter mainstream psychotherapy delivery. Because VR could be part of the future of clinical psychology, it is critical to all psychotherapists that it be defined broadly. To ensure appropriate development of VR applications, clinicians must have a clear understanding of the opportunities and challenges it will provide in professional practice. This review outlines the current state of clinical research relevant to the development of virtual environments for use in psychotherapy. In particular, the paper focuses its analysis on both actual applications of VR in clinical psychology and how different clinical perspectives can use this approach to improve the process of therapeutic change.     

Building academic partnerships in psychology: the Psychology Partnerships Project

The increased number and mobility of psychology students, the need for a more coordinated curriculum and a more diverse student population in psychology programs, and the need to prepare students for a changing marketplace pose serious challenges for psychology educators. Partnerships among psychology teachers in high schools, community colleges, 4-year colleges and universities, and graduate programs in research universities can help teachers address these challenges effectively. This article outlines how academic partnerships across educational levels can help psychology teachers address educational challenges, examines factors that facilitate the formation and maintenance of these partnerships, and presents the American Psychological Association's successful Psychology Partnerships Project: Academic Partnerships to Meet the Teaching and Learning Needs of the 21st Century, describing the organizational features that enhanced its success.     

心理学对和谐社会的贡献

心理学在现代社会中具有满足社会需求的任务。多数国家都有这种社会需求,使得心理学成为真正意义上的跨国界学科。心理学确实能够提供解决问题的一般方法,但在面对某个国家的具体国情时则需要特殊的处理方法。在不同体制国家里所做的研究并不一定完全适用于其他国家,这意味着对一个国家里提出的心理学问题,还必须在本国内做进一步的基础研究。每个国家都需要这种心理学的本土化过程。本文提供一些研究案例,其研究成果既是有意义的,但还需要进一步研究。如何为和谐社会做贡献,作者提出了一个研究框架     

Racial/ethnic diversity in doctoral programs of psychology: Challenges for the twenty-first century

Changing demographics and accompanying cultural pluralism pose challenges to psychology departments in terms of multicultural curriculum, generation of culturally sensitive research and theory, and representation of racial/ethnic minority students and faculty. The impact of the European-American worldview as the foundation of the dominant culture is explored as it relates to psychology. Implicit and explicit examples of ethnocentrism are offered, which reflect the imposition of the dominant culture on other cultures. Universal psychology is challenged as culture-bound and subsequently viewed as nonexistent. Organizational and individual multicultural development models are advanced, along with specific strategies for how departments can embrace diversity through commitment to structural change and inclusion of paradigms that reflect alternate worldviews.     

Development of Community Psychology

The growth and development of community psychology in Zambia has been necessitated by many social problems encountered by Zambians be they health, economic or psychological. The work of governmental and nongovernmental organizations at community level has contributed to the development of this sub-field of psychology. Community psychology in Zambia has many challenges to overcome, including the lack of trained manpower and availability of funds. Community psychology has great potential to contribute to the wellbeing of different communities in Zambia.     

Doctoral training in statistics, measurement, and methodology in psychology: replication and extension of Aiken, West, Sechrest, and Reno's (1990) survey of PhD programs in North America

In a survey of all PhD programs in psychology in the United States and Canada, the authors documented the quantitative methodology curriculum (statistics, measurement, and research design) to examine the extent to which innovations in quantitative methodology have diffused into the training of PhDs in psychology. In all, 201 psychology PhD programs (86%) participated. This survey replicated and extended a previous survey (L. S. Aiken, S. G. West, L. B. Sechrest, & R. R. Reno, 1990), permitting examination of curriculum development. Most training supported laboratory and not field research. The median of 1.6 years of training in statistics and measurement was mainly devoted to the modally 1-year introductory statistics course, leaving little room for advanced study. Curricular enhancements were noted in statistics and to a minor degree in measurement. Additional coverage of both fundamental and innovative quantitative methodology is needed. The research design curriculum has largely stagnated, a cause for great concern. Elite programs showed no overall advantage in quantitative training. Forces that support curricular innovation are characterized. Human capital challenges to quantitative training, including recruiting and supporting young quantitative faculty, are discussed. Steps must be taken to bring innovations in quantitative methodology into the curriculum of PhD programs in psychology.