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Following the Republic of Uzbekistan's socioeconomic independence, dramatic changes in society occurred. Despite the fact that this time in the personality society was brief, it opened the ground for a major transition in the Republic's social, political, and psychological existence. In this regard, research into the psychology of the victim as a result of violations in the country's life was also undertaken.

This provocation reimagines the dominant indigenisation discourse of psychology in South Africa, which conceives the process of "decolonizing" as equivalent to "Africanizing". I argue that some African psychologists' indefatigable insistence on narrow localism and ethno-theorising, is a cowardly defeatism and an accessory to domination. The in toto refusals of Western psychology, are themselves ahistorical and totally ignorant of the historicity and historical anteriority of Africa in science. Western knowledge is neither monolithic, nor the sole property and prerogative of the West. Africa has significantly contributed to its creation and should admissibly make foundational claims on it. I gesture at a different decolonial ethics, grounded on the Dusselian transmodernity, pluriversalism and ethical universalism, to negotiate the incongruous obscure particularism of some African psychologists, and also disabuse modernist psychology of its false universalisms. The paper reads ultra-essentialist responses to modernism as still being intrinsically Eurocentric, in that they have rather ironically continued to reinforce the process of "Othering" and negating through their fixation with identity politics and cultural reductionism. ; http://www.scielo.org.za/scielo.php?script=sci_serial&pid=1015-6046&lng=en&nrm=iso ; am2017 ; Psychology

An article published in : Global Journal of Community Psychology Practice; vol.3, no. 4, Dec. 2012, pp. 71-72 ; In this presentation I explore and discuss the importance and relevance of community psychology as a paradigm in understanding the dialectics of oppression and mental health in occupied Palestine, specifically in the occupied West Bank and Gaza. I survey key historical turning points in the Palestinian context and advance an argument for a critical and liberating community psychology. I end by presenting a program of community psychology we are in the process of developing at Birzeit University. Rather than presenting another review of the international development of community psychology, for the purpose of understanding the specific context of Palestine it is suffice to state that community psychology as praxis involves the scientific study of people within their particular socio-political environment while using this knowledge to help improve the mental health of individuals, groups and communities (Orford, 1992). Community psychology, as a sub-discipline within psychology, emerged when critical psychologists realized that the genesis of mental health disorders among members of the oppressed and marginalized communities are rooted in the objective conditions of oppression, discrimination, injustice and social deprivation within their social environment. Similar to Paulo Freire's (1970) pedagogy of the oppressed and liberation education, community psychology may as well be perceived as the psychology of liberation of the oppressed. The Latin American model of liberation social psychology (Burton, 2004) provides an ideal framework to understanding and arguing for the necessity of critical community psychology in occupied Palestine. In 1948, the state of Israel was established consequential to an ethnic cleansing campaign leading to the mass explosion of more than two thirds of the indigenous Palestinian population, leaving a fragile minority behind (Morris, 1989). In 1967 the remaining of historical Palestine, namely the West Bank and Gaza Strip, were occupied by the Israeli invading army. Since 1967 the two populations of Palestinians in historic Palestine have been divided by the virtual "green line" living under two contradictory political conditions; one group as formal Israeli citizens and one under military occupation. Palestinian refugees in exile account for the remaining half of the Palestinian people and they are about five million today spread between refugee camps in neighboring Arab countered and in the west. In this paper we discuss community psychology and mental health among the Palestinian population in the occupied West Bank and Gaza Strip. During the first two decades of resisting occupation, the Palestinian people in the West Bank and community level committees, including student unions, women groups, labor unions and a wide variety of professional organizations. In the foundation of this sense of community and collective responsibility was a spectacular drive for volunteerism and contribution to the public good and the national cause. When the first Intifada erupted in 1987, it was these grassroots organizations and community groups that carried out and sustained the struggle and provided the needed social and psychological support to victims of political violence.

The full costs of armed conflict are enormous and total world military expenditure is huge. Psychological theories and concepts to explain support for war and militarism at individual and group levels include: warfare as a masculine institution; social identity theory; nationalist versus internationalist attitudes; and the contact hypothesis. At a collective level militarism is legitimised. War and deadly weapons are portrayed in positive and unrealistic ways. Support for militarism permeates civic society and citizens are 'cognitively disarmed' about it and the role they play in supporting it. Psychologists have promoting militarism by working for the military and the changing nature of war and armaments, such as the use of drones, is providing further temptations to do so. Psychology has at best been ambivalent about militarism. Peace psychology has not taken an unambiguous position on it, often speaking of the absence of war in the absence of social justice as 'negative peace'. The British Psychological Society is failing to recognise and oppose militarism. Community psychology should take a lead in arguing for a more clearly identified Psychology Against Militarism (PAM).

Desde un punto de vista historiográfico se realizó una descripción de la investigación y publicaciones producida por docentes de los años fundacionales de las carreras de psicología en universidades nacionales argentinas. A partir de un trabajo archivístico y de relevamiento bibliográfico, se indagaron las condiciones institucionales, políticas y sociales de dichas carreras. En particular, se analizaron cuatro de las cinco primeras carreras en universidades nacionales: Universidad de Buenos Aires, Universidad Nacional de Cuyo / San Luis, Universidad Nacional de La Plata y Universidad Nacional de Córdoba. Se reconstruyeron historiográficamente sus planteles docentes en el período comprendido entre 1957 y 1982, y se rastrearon las publicaciones en psicología (artículos de revista y libros) entre 1958 y 1982, de tales autores. Las mismas se analizaron sociobibliométricamente para obtener una primera descripción, teniendo en cuenta: relación plantel docente / autores; rangos de productividad general; características de las publicaciones: idioma, nacionalidad, tipo de editorial, revistas y editoriales más productivas, áreas de investigación, y enfoque teórico ; A description of the research and publications produced by Professors at Argentine National Universities during the foundational ages of Psychology Programs was made. The analysis included institutional, political and social issues. The work involved archives and bibliography tracing, and it focused on Professors' publications. Four Psychology Programs at National Universities were especially analyzed: University of Buenos Aires, National University of Cuyo / San Luis, National University of La Plata and National University of Córdoba. Their Professors' staffs in the period 1957 and 1982 were historically reconstructed, and their psychology publications (journal articles and books) between 1958 and 1982 were traced. Publications were analyzed with bibliometric approach to get a first description, taking into account: relation between Professors / authors, general productivity, publications features: language, nationality, publishing house, journals and publishing houses productivity, research areas and theoretical approaches ; Fil: Piñeda, Maria Andrea. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico San Luis; Argentina. Universidad Nacional de San Luis; Argentina

Lists in chronological order, unclassified reports issued between Oct. 1, 1945 and Dec. 1957. ; Mode of access: Internet.

In a democratic society, law is an important means to express, manipulate, and enforce moral codes. Demonstrating empirically that law can achieve moral goals is difficult. Nevertheless, public interest groups spend considerable energy and resources to change the law with the goal of changing not only morally-laden behaviors, but also morally-laden cognitions and emotions. Additionally, even when there is little reason to believe that a change in law will lead to changes in behavior or attitudes, groups see the law as a form of moral capital that they wish to own, to make a statement about society. Examples include gay sodomy laws, abortion laws, and Prohibition. In this Chapter, we explore the possible mechanisms by which law can influence attitudes and behavior. To this end, we consider informational and group influence of law on attitudes, as well as the effects of salience, coordination, and social meaning on behavior, and the behavioral backlash that can result from a mismatch between law and community attitudes. Finally, we describe two lines of psychological research—symbolic politics and group identity— that can help explain how people use the law, or the legal system, to effect expressive goals.

Includes bibliographical references (275-298) and index. ; Forms of methodology in political psychology -- Theoretical concepts in political psychology -- Cognitions and attitudes : what we think we know and why -- Behavior : do actions speak louder than words? -- Emotion : why we love to hate -- Psychobiography -- Leadership -- Group processes. ; Mode of access: Internet.

Bibliography: leaves 240-257. ; This thesis proposes to answer a single question: do the stylistic features of cognition operate independently of cognitive contents? The question itself has a history, and the way it has been framed, and the types of answers it has attracted have been related to ideological and political interests. Chapter 1 reviews four social psychological theories of the relationship between cognitive style and ideological beliefs - authoritarianism, extremism theory, context theory, and value pluralism theory. It argues that these (empiricist) accounts have been bedeviled by a tension between theoretical universalism and political critique, and have fostered the view that cognitive traits are stable, general, and pervasive properties of individual psychology. Chapter 2 focuses on the construct of intolerance of ambiguity, and shows how - in the manner of Danziger's (1985) "methodological circle" - universalistic assumptions have become incorporated into measurement instruments; and how all evidence of individual variability in cognitive style has been accommodated by interactionist models of personality, leaving the empiricist view intact. Roy Bhaskar's critical realism is used as an alternative to a empiricist psychology, and Michael Billig's rhetorical psychology is used as an alternative to universalistic theories of cognitive style. A measurement procedure is developed which can assess cross-content variability in ambiguity tolerance. Three studies are performed in order to justify a move towards an anti-universalistic conception of cognitive style. Study l evaluates the hypothesized generality of ambiguity tolerance on a sample of university students. Factor analysis and correlational matrices show that ambiguity tolerance toward different authorities is domain specific, and that different factors are related to each other positively, negatively, and orthogonally. Study 2 employs the same sample, and uses polynomial regression analysis to show that the relationship between ambiguity tolerance and ideological conservatism is highly variable across content domain. Study 3 replicates these central findings with another student sample and with different scale contents. The results of all three studies arc contrary to the predictions of the social psychological accounts of cognitive style. They show that expressions of cognitive style are context- and content-dependent, and suggest that the empiricist "thing-like" ontology be replaced with a praxis- and concept-dependent ontology.

The development and spiritual potential of a democratic society largely depends on the content of psychological and educational education provided to these children. As each child lives in a society, he or she strives to have a unique place and an independent position in it, so he or she demonstrates unique aspirations, abilities and activism, examples of intellectual labor. There are a number of pedagogical disciplines that study the interactions between children and the role of each individual in society and the nature of his or her different social relationships, among which psychology has a special place.

The 6th International Conference on Community Psychology was held in the city of Durban in South Africa in 2016. The conference theme 'Global Dialogues on Critical Knowledges, Liberation and Community' reflected the country's current political struggle for transformation and the connection to issues of social and economic inequality internationally. Guided by storytelling as a methodology, this paper draws on individual reflections of delegates from NAME University to explore the implications of the conference for us individually and collective in terms of teaching, research and action. We organise our collective reflections on our conference experience around two themes: the constraints and challenges of psychology teaching and training, and the value and challenges associated with critical and contextualised approaches to community psychologies. Drawing on these reflections, the implications for teaching, research and practice is discussed as well as the importance of forging spaces for networking, support for contextualised approaches to community psychology.

Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universities

Res-Publica : Revista Lusófona de Ciência Política e Relações Internacionais ; Em consequência da globalização e dos actuais conflitos mundiais, milhares de pessoas deixaram a sua pátria para viver durante alguns anos noutros países, frequentemente junto dos seus familiares. Alguns partem pela sua própria vontade, porque trabalham para o seu Governo, para as suas empresas ou para uma organização internacional, porque querem estudar no estrangeiro ou simplesmente porque procuram um emprego e uma vida melhor. Outros, normalmente num contexto violento, são forçados a partir e apenas procuram paz e apoio. Este artigo apresenta um panorama das contribuições da Psicologia para as relações internacionais (RI). Propõe cinco tipos de actores de RI: diplomatas(incluindo pessoal consular e administrativo), voluntários internacionais (ONG e participantes em missões de paz), expatriados (incluindo estudantes), migrantes (documentados e não documentados) e refugiados. Define as suas tarefas (e/ou necessidades) e os problemas inerentes, também para a família. Depois, trata as seguintes áreas de pesquisa que podem ajudar os actores a realizar as suas tarefas e resolver os seus problemas: análise de acontecimentos políticos, análise de conflitos; resolução e prevenção; negociação e mediação; tomada de decisão, análise da linguagem, análise de factores culturais,operações de peacekeeping & desenvolvimento da paz pós-conflito, saúde mental, e know- -how e gestão organizacional. É feita uma breve consideração sobre cada área, enfatizando assuntos práticos. ; As a consequence of globalization and current world conflicts, thousands of people leave their homeland, to live some years in other countries, often together with their families. Some leave on their own decision, because they work for their Government, for their enterprise or for an international organization, because they want to study abroad or simply because they are looking for a job and a better life. Other persons are forced to leave, usually in a violent context, and they just look for peace and relief. This paper presents a panorama of the contributions of Psychology to the international relations (IR). It proposes five types of actors of IR: diplomats (including consular and administration personnel), international volunteers (NGOs and participants in peace missions), expatriates (including students), migrants (documented and undocumented) and refugees. It defines their tasks (and/or the needs) and the inherent problems, also for the family. Then, it reviews the following research fields, that can help the actors to accomplish their tasks and to resolve their problems: analysis of political events; conflict analysis, resolution & prevention; negotiation & mediation; decision making, analysis of language, analysis of cultural factors, peacekeeping & post conflict peace building, mental health, and organizational & management know-how. A brief account of each field is made, emphasizing practical issues".

A collection of miscellaneous pamphlets. ; Angell, J. R. The relations of structural and functional psychology to philosophy. 1903. -- Balz, A. G. A. The predicament of democracy . [1935?] -- Dennis, Wayne & Bolton, Cecile. Producing brain lesions in rats without opening the skull. 1935. -- Cattell, J. M. Some psychological experiments; address of the retiring president of the American association for the advancement of science . Kansas City . 1925. [1926] -- Dewey, J. Logical conditions of a scientific treatment of morality. 1903. -- Dodd, S. C. International group mental tests. c1926. -- Gross, P. Der briefwechsel von Leibniz mit dem landgrafen Ernst von Hessen-Rheinfels. 1874. -- Klein, J. The concept of numbers in Greek mathematics and philosophy . a paper delivered before the Philosophy club of the University of Virginia on March 6, 1939. -- Koepke, E. De Chamaeleontis Heracleotae vita librorumque reliquiis disputavit . 1856. -- Matte Blanco, I. Some reflections on psycho-dynamics. [1940] -- Miller, F. E. The banner of universal harmony. [c1919] -- Religiao da humanidade fundada . 1927. -- Romero, F. Contribucion al estudio de las relaciones de comparacion. 1939. -- Southern society for philosophy and psychology. Philosophy in the South . [1936?] -- Truitt, R. C. P. Adolescent instability . [1925?] -- Taft, Julia Jessie. Early conditionings of personality in the preschool child. [1925?] -- Truitt, R. C. P. The relation of social work to psychiatry. [1925?] ; Mode of access: Internet. ; 14

Citation: Stump, Lois. The psychology of suggestion. Senior thesis, Kansas State Agricultural College, 1903. ; Morse Department of Special Collections ; Introduction: Heredity and environment make the individual what he is. Heredity represents a mass of potent suggestions transmitted through the medium of "heredity-carriers" called gerni-plasmo which in uniting form the embryo of the human being. Environment may be defined as the suggestion to the maturing and educating self by surrounding influences. Suggestibility may be divided into two classes, that of suggestibility in the normal state of the individual or normal suggestibility and that of suggestibility in the abnormal state of the individual, or abnormal suggestibility. The soils favorable for the seeds of suggestion exist in the normal individual. The suggestible element is a constituent of our nature. Normal suggestibility though always with us rarely attracts our attention as it manifests itself in but trivial things. When, however it rises to the surface in great fury and cripples on its way every thing it can destroy, menace life and throws social order in the wildest state of confusion, we call it a mob. Deep down in the nature of man we find hidden the spirit of suggestibility. Man is often defined as a social animal; this is true, but it gives little insight into the psychical state of the individual composing the society. He has also been termed a rational animal but this scarcely holds true to all classes of men. It is not sociality nor rationality that best characterize the average specimen of mankind, but suggestibility, for man is a suggestible animal. This fact of suggestibility existing in the normal individual is of the utmost importance in the theoretical field of knowledge, in psychology, ethics, sociology, history as well as in practical life, politics, economics, and in education. For the work of this paper, however, the discussion will be confined mostly to that of suggestibility in the abnormal state or abnormal suggestibility, studying its relation to the subjective or hypnotic state and various other psychic phenomena.