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Overview

This 32-page document* consists of resource materials for developing whole courses and lectures on genocide, ethnopolitical conflict, and human rights issues. For incorporating specific topics into existing courses, lecture suggestions and selected references are given. For developing and revising whole courses, sample syllabi are provided. In addition, lists of relevant videotapes, Web sites, Internet discussion lists, and professional organizations are included.

* See the companion document, Incorporating Genocide, Ethnopolitical Conflict, and Human Rights Issues into the Psychology Curriculum: Informational Resources.

Outline of Contents

I. Internationalizing the Psychology Curriculum and Promoting Social Responsibility (pp. 2-3)

This introductory section discusses why genocide, ethnopolitical conflict, and human rights issues should be incorporated into existing psychology courses as well as be developed into full courses.

II. Incorporating Topics into Existing Courses: Lecture Suggestions (pp. 4-9)

This section offers lecture suggestions and recommended readings for use within traditional psychology courses and is organized by course titles in alphabetical order. Suggestions are given for the following courses: Abnormal Psychology, Clinical/Counseling Psychology, Community Psychology and Health Psychology, Cross-Cultural Psychology, Developmental Psychology, Ethics, Introductory Psychology, History and Systems of Psychology, Learning and Cognition, Personality Theories, Psychology and Women, Research Methods, and Social Psychology. The issues of fundamental human rights, refugees, torture, mass violence, ethnopolitical conflict, genocide, and the concept of peace psychology all can be integrated into existing courses. Below is a listing of lecture suggestions that can be integrated into traditional courses. Recommended readings are included. For additional information regarding most of the listed recommended resources, see the companion document, "Incorporating Genocide, Ethnopolitical Conflict, and Human Rights Issues into the Psychology Curriculum: Informational Resources."

Abnormal Psychology

Various psychological disorders, which have in part their roots in trauma, can be discussed within the context of survival from ethnopolitical conflict, torture, or displacement. Topics with an extensive literature related to the above sources of trauma include post traumatic stress disorder, depression, depersonalization, and derealization. Secondary stress in second generation, human rights workers, and care providers also can be discussed.

Some recommended resources:

Hass, A. (1995). The aftermath: Living with the Holocaust. Cambridge, England: Cambridge University Press.

Lykes, M. B. (1996). Meaning making in a context of genocide and silencing. In M. B. Lykes, A. Banuazizi, R. Liem, M. Morris, & G. W. Albee (Eds.), Myths about the powerless: Contesting social inequalities (pp. 159-178). Philadelphia: Temple University Press. Critiques the usefulness of PTSD diagnoses.

Clinical/Counseling

Treatment issues related to work with refugees, displaced persons, and survivors of torture, war, and genocide can be discussed in clinically related courses. Areas that can be discussed are the applicability of Western diagnoses with non-Western populations, unique concerns related to refugee and survivor mental health, unique ethical concerns, and the need for emotional care for the clinician or caregiver. Additionally, case studies including victims of extreme trauma and refugees can be examined.

Some recommended resources:

Ajdukoviç, D. (Ed.). (1997). Trauma recovery training: Lessons learned. Zagreb, Croatia: Society for Psychological Assistance.

Amery, J. (1980). At the mind's limits: Contemplations by a survivor on Auschwitz and its realities. New York: Schocken Books. Includes his personal experience of torture and its impact.

Becker, D. (1995). The deficiency of the concept of posttraumatic stress disorder when dealing with victims of human rights violations. In R. J. Kleber, C. R. Figley, & P. R. Gersons (Eds.), Beyond trauma: Cultural and societal dynamics (pp. 99-110). New York: Plenum Press.

Kornfeld, E. L. (1995). The development of treatment approaches for victims of human rights violations in Chile. In R. J. Kleber, C. R. Figley, & P. R. Gersons (Eds.), Beyond trauma: Cultural and societal dynamics (pp. 115-131). New York: Plenum Press.

Levav, I. (1998). Individuals under conditions of maximum adversity: The Holocaust. In B. Dohrenwend (Ed.), Adversity, stress, and psychopathology (pp. 13-33). New York: Oxford University Press.

Silove, D. (1999). The psychosocial effects of torture, mass human rights violations, and refugee trauma: Toward an integrated conceptual framework. Journal of Nervous and Mental Disease, 187, 200-207.

Weine, S. M., Becker, D. F., McGlashan, T. H., & Laub, D. (1995). Psychiatric consequences of "ethnic cleansing": Clinical assessments and trauma testimonies of newly resettled Bosnian refugees. American Journal of Psychiatry, 152, 536-542.

Community Psychology and Health Psychology

A discussion of genocide and conflict as public health concerns can be included.

Some recommended resources:

Langholtz, H. J. (Ed.). (1998). The psychology of peacekeeping. Westport, CT: Praeger. Includes a very good chapter on the impact of landmines.

Pilisuk, M., & Ober, L. (1976). Torture and genocide as public health problems. American Journal of Orthopsychiatry, 46, 388-392.

Cross-Cultural Psychology

Any discussion of cross-cultural psychology is incomplete unless it includes the topics of refugees, displaced persons, migration, human rights, torture, mass violence, ethnopolitical conflict, genocide, nationalism, and peace psychology. Also, difference in cultures or cultural events can be examined in relation to predispositions towards mass violence and genocide.

Some recommended resources:

Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology: An International Review, 46, 5-68.

Bracken, P. J., Giller, J. E., & Summerfield, D. (1995). Psychological responses to war and atrocity: The limitations of current concepts. Social Science and Medicine, 40, 1073-1082.

Comas-Diaz, L., Lykes, M. B., & Alarcon, R. (1998). Ethnic conflict and the psychology of liberation in Guatemala, Peru, and Puerto Rico. American Psychologist, 53, 778-792. Emphases the need to understand all aspects of a culture for work in that culture.

duPreez, P. (1997). In search of genocide: A comparison of Rwanda and South Africa. Peace and Conflict: Journal of Peace Psychology), 3, 245-259.

Elsass, P. (1992). Strategies for survival: The psychology of cultural resilience in ethnic minorities. New York: New York University Press.

Soldatova, G. U. (1997). Strangers in the homeland: Ethnopsychological problems of forced immigrants in Russia. In D. F. Halpern & A. E. Voiskounsky (Eds.), States of mind: American and post-Soviet perspectives on contemporary issues in psychology (pp. 291-305). Oxford, England: Oxford University Press.

Developmental Psychology

A discussion of moral development and its relation to perpetrator behavior can be examined. For example, the discussion could address the question of, "At what stage of Kohlberg's moral development would most perpetrators or rescuers during the Holocaust be placed?" The impact of extreme trauma and displacement on child development including the development of the self and self-esteem can be discussed. Information concerning the potential for human cruelty and genocide can be examined in relationship to a discussion of parenting styles. Information concerning effective conflict resolution is not only relevant to international relations but also interpersonal and intrafamilial relationships. It can be taught within this context. There is a growing literature on aging survivors of genocide, torture, and so forth, and this can be related to topics such as generativity and life review.

Some recommended resources:

Kay, A. (1998). Generativity in the shadow of genocide: The Holocaust experience and generativity. In D. P. McAdams & E. de St. Aubin (Eds.), Generativity and adult development: How and why we care for the next generation (pp. 335-359). Washington, DC: American Psychological Association.

Staub, E. (1996). Cultural-societal roots of violence: The examples of genocidal violence and of contemporary youth violence in the United States. American Psychologist, 51, 117-132.

For additional suggestions, see Children and Adolescents section of bibliographic lists in companion document.

Ethics

A course in ethics or sections of research methods courses dealing with ethics can examine the origins of the early ethical guidelines for research such as the Nuremberg Code. The Code was written after the Nazi doctors' medical trial and outlines ethical guidelines for research. It places heavy emphasis on the issue of informed consent. A discussion of the unethical experiments conducted within the Nazi concentration camps or the Japanese biochemical warfare experiments can be used as a basis for ethical discussion. Additionally, the question of the use of unethically obtained data such as research conducted in Nazi concentration camps can be addressed.

Some recommended resources:

Annas, G., & Grodin, M. (Ed.). (1992). The Nazi doctors and the Nuremberg Code: Human rights in human experimentation. Oxford, England: Oxford University Press.

Berger, R. L. (1990). Nazi science: The Dachau hypothermia experiments. New England Journal of Medicine, 322, 1435-1440.

Bleich, J. D. (1991). Utilization of scientific data obtained through immoral experimentation. Tradition, 26, 65-76.

Harris, S. (1994) Factories of death: Japanese biological warfare, 1932-45, and the American cover-up. London: Routledge.

Jonsen, A. R., & Sagan, L. (1978). Torture and the ethics of medicine. Man and Medicine, 3, 33-49.

Introductory Psychology

The topic of peace psychology is an excellent addition to an introductory psychology course demonstrating the global ramifications of psychological research and study. Issues related to peace psychology also can be integrated throughout the course. For example, ethnocentrism and misperception can be discussed as aspects of perception, errors in thinking and judgement based on belief systems can be discussed in conjunction with cognition, and hedonic balancing can be discussed in relation to motivation. Material related to all courses described in this resource can be integrated into an introductory course.

Some recommended resources:

Bilu, Y. (1989). The other as a nightmare: The Israeli-Arab encounter as reflected in children's dreams in Israel and the West Bank. Political Psychology, 10, 365-389. Can be included in the section on sleep and dreams.

Southern Poverty Law Center. The shadow of hate: A history of intolerance in America. Southern Poverty Law Center (www.splcenter.org/--see Teaching Resources sub-page).

History and Systems in Psychology

The role that psychologists and psychological theory played during the Holocaust can be examined. This can include an examination of the early eugenics movement within psychology. Additionally, behaviorism can be studied in part as a reaction against these theories. A discussion of Cattell's theory of Beyondism also can be studied within this context.

Additionally, the impact of the Holocaust, subsequent genocides, and ethnopolitical conflict can be studied in relation to the development of the fields of social, political, and peace psychology.

A recommended resource:

Smith, M. B. (1999). Political psychology and peace: A half-century perspective. Peace and Conflict: Journal of Peace Psychology, 5, 1-16.

Learning and Cognition

Topics include the nature and causes of aggression, stereotyping and prejudice formation, and decision-making particularly within the moral realm. Additionally, many of the topics discussed in relation to social psychology are also applicable.

Some recommended resources:

Haritos-Fatouros, M. (1995). The official torturer: A learning model for obedience to the authority of violence. In R. D. Crelinsten & A. P. Schmid (Eds.), The politics of pain: Torturers and their masters (pp. 129-146). Boulder, CO: Westview Press.

Opotow, S. (Ed.) (1990). Moral exclusion [Special issue]. Journal of Social Issues, 46(1).

Personality Theories

A course in personality theory can stress the effect of the political context on theory development. For example, an analysis of Jung's anti-Semitic writings or Frankl's existentialist theory could be included. Cattell's theory of Beyondism and its relation to the eugenics movement raises interesting questions for discussion and debate. A course in personality also can include discussions of the research concerning personality and helping behavior, prosocial behavior, altruism and human cruelty. These also can provide a basis for discussion about theory development and research methodology within the study of personality.

Some recommended resources:

Alford, C. F. (1990). The organization of evil. Political Psychology, 11, 5-27. Draws on the work of Melanie Klein.

Kahana, B., Kahana, E. F., Harel, Z., & Segal, M. (1985-1986). The victim as helper: Prosocial behavior during the Holocaust. Humboldt Journal of Social Relations, 13, 357-373.

Kressel, N. (1996). Mass hate: The global rise of genocide and terror. New York: Plenum Press. Of particular interest, the chapter on the personality of the perpetrator.

Lifton, R. J. (1986). Reflections on genocide. Psychohistory Review, 14, 39-54. Includes Lifton's discussion of doubling.

Staub, E. (1993). The psychology of bystanders, perpetrators, and heroic helpers. International Journal of Intercultural Relations, 17, 315-341.

Psychology and Women

Women and children make up approximately 80% of the world's refugees. The special needs of the women and the impact of displacement can be discussed. Additionally, there is a growing literature on women and genocide that can be included for study. The issue of women's rights as human rights, global domestic violence, and sexual violence, torture, and slavery also can be discussed. See Women's section of bibliographic lists in companion document.

Research Methods

Traditional experimental methods may not be applicable to the study of genocide, ethnopolitical conflict, and large-scale human rights violations. Thus, research methods courses should include field methodologies such as in-depth interviewing, ethnographic research methods, and oral histories. Examples of these methodologies can be taken from the literature on genocide, human rights, torture, and ethnopolitical conflict.

Some recommended resources:

Bales, K. (1999). Disposable people: New slavery in the global economy. Los Angeles: University of California Press. Includes a chapter on methods used for this research.

Baron, L. (1985-1986). The Holocaust and human decency: A review of research on the rescue of Jews in Nazi occupied Europe. Humboldt Journal of Social Relations, 13, 237-251. Includes a discussion of methods.

Greenspan, H. (1998). On listening to Holocaust survivors: Recounting and life history. Westport, CT: Praeger.

Social Psychology

The history of social psychology is linked to attempts to understand the Holocaust. Thus, many topics lend themselves to discussion. At the forefront are topics related to stereotyping, prejudice, and discrimination, obedience to authority, conformity, social-role theory, groupthink, moral exclusion, diffusion of responsibility, bystander behavior, altruistic behavior, in-group/out-group behavior, and group dynamics. Multiple examples of the impact of each of these can be examined through analysis of genocides such as the Holocaust or the Cambodian autogenocide. Additionally, the roots of genocide can be included as a lecture topic.

Some recommended resources:

Charny, I. W. (1980). A contribution to the psychology of genocide: Sacrificing others to the death we fear ourselves. Israel Yearbook on Human Rights, 10, 90-108.

Glass, J. M. (1997). Against the indifference hypothesis: The Holocaust and the enthusiasts for murder. Political Psychology, 18, 129-145.

Mandel, D. R. (1998). The obedience alibi: Milgram's account of the Holocaust reconsidered. Analyse & Kritik, 20, 74-94.

Miller, A. G. (Ed.). (1999). Perspectives on evil and violence [Special issue]. Personality and Social Psychology Review, 3(3).

Sabini, J. P., Silver, M., Lifton, R. J., Kelman, H. C., Hamilton, V. L., & Fairbank, J. K. (1993). Political psychology of destructive obedience and genocide. In N. J. Kressel (Ed.), Political psychology: Classic and contemporary readings (pp. 185-245). New York: Paragon House.

Staub, E. (1999). The origins and prevention of genocide, mass killing, and other collective violence. Peace and Conflict: Journal of Peace Psychology, 5, 303-336.

See also the Teaching Materials section of the Society for the Psychological Study of Social Issues (SPSSI) Web site. The URL is listed in the Internet Resources section (under "Prejudice and Intolerance").

III. Whole Courses on Selected Topics: Sample Syllabi

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V. Internet Resources on Selected Topics

Web Sites by Topic

Holocaust and Genocide Studies

The Centre for Comparative Genocide Studies:

Center for the Study of the Holocaust, Genocide, and Human Rights:

Cybrary of the Holocaust:

The Genocide Research Project:

Holocaust/Shoah Educational Projects/Resources:

I*EARN Holocaust/Genocide Project:

Nizkor: A Holocaust Remembrance:

Rudolph Rummel Home Page: Freedom, Democracy, Peace; Power, Democide, and War:

Simon Wiesenthal Center: li>Survivors of the Shoah Visual History Foundation:

A Teacher's Guide to the Holocaust: Books:

he U.S. Holocaust Museum:

Web Genocide Documentation Centre - Internet Resources on Genocide and Mass Killings:

Women And The Holocaust:

Yad Vashem Home Page:

Additional Holocaust and Genocide Studies Links and Bibliography

http://www.webster.edu/~woolflm/holocaust.html

Human Rights

AAAS Directory of Human Rights Resources on the Internet: http://shr.aaas.org/dhr.htm

Amnesty International: li>Hatewatch: An Educational Resource Combating Online Bigotry:

The Hate Directory: Hate Groups on the Internet compiled by Raymond A. Franklin:

Human Rights Internet:

Human Rights Watch:

Peace and Conflict

Centre for Peace and Conflict Studies:

Exploring Global Conflict: An Internet Guide to the Study of Conflict:

Internet Resources on Peace, Conflicts and International Women's Human Rights (Phyllis Holman Weisbard):

Peace and Conflict - The Home of Peace Studies on the World-Wide Web:

Peace Education Commission:

Peace Resource Center:

The United States Institute of Peace:

The WWW Virtual Library: International Affairs Resources: Peace, Conflict Resolution, and International Security:

United Nations (UN):

United Nations Educational, Scientific and Cultural Organization (UNESCO):

United Nations High Commissioner for Refugees:

United Nations - Human Rights:

Women's International League for Peace and Freedom:

Additional Peace and Conflict Links:

Prejudice and Intolerance

The Society for the Psychological Study of Social Issues (see Teaching Materials Program):

The Southern Poverty Law Center (see Teaching Resources sub-page):

Discussion Lists

H-Holocaust Discussion List: To subscribe go to http://www.h-net.msu.edu/~holoweb/

Peace Discussion List: To subscribe send the message "SUBSCRIBE PEACE your name" without the quotation marks to majordomo@csf.colorado.edu

Peace Education Commission Discussion List: To subscribe, send the message "subscribe space your name" without the quotation marks to listserv@csd.uwm.edu VI. Additional Resources for Educators

Annotated List of Curriculum and Teaching Guides

Fabick, S. (1997). Us & them: The challenge of diversity. Michigan Psychologists for Social Responsibility, c/o Steve Fabick, 250 Martin Street, Suite 209, Birmingham, MI 48009-3383.

Manual of workshop materials designed to address the issue of "us & them" and the "challenge of diversity". Manual provides lecture outlines and other related materials, structured exercises and activities, and follow-up information. Excellent packet of materials.

Forcey, L. R., & Harris, I. M. (1999). Peacebuilding for adolescents: Strategies for educators and community leaders. New York: Peter Lang.

Much of this volume consists of essays concerning school violence. However, it also includes some important articles addressing issues of peace and conflict education.

Freedman-Apsel, J., & Fein, H. (1992). Teaching about genocide: A guidebook for college and university teachers: Critical essays, syllabi and assignments. Ottawa, Canada: Human Rights Internet.

Provides essays concerning genocide and the teaching of genocide. Includes a syllabi and course assignment collection representing a variety of disciplines including psychology and sociology.

Klare, M. T. (Ed.). (1994). Peace and world security studies: A curriculum guide. Boulder, CO: Lynne Rienner.

Designed for college and university faculty. Includes essays concerning peace, conflict, and teaching methods. Includes numerous syllabi related to specific topics.

Merryfield, M. M., & Remy, R. C. (1995). Teaching about international conflict and peace. Albany, NY: State University of New York Press.

For those just beginning to teach in the area of international peace and conflict, this text provides essays covering a broad range of topics, appendices full of resources, and two chapters focused on teaching methodology. Principally geared towards secondary social studies teachers, it is still a valuable resource for those teaching undergraduates.

Society for the Psychological Study of Social Issues (SPSSI) - Teaching Materials Program:

The Society for the Psychological Study of Social Issues maintains a curriculum collection concerning prejudice and intergroup relations. Includes syllabi, classroom activities, reading lists, and video suggestions. Materials can be accessed through the URL provided above.

United States Holocaust Memorial Museum (1999). Teaching about the Holocaust: A resource book for educators. Washington, DC: United States Holocaust Memorial Museum.

Resource book for educators at all levels from primary grades through adult education. Includes background information, teaching guidelines, annotated bibliography and videography, information on children and the Holocaust, and an extensive chronology.

Professional Organizations for Psychologists and Student Affiliates

Interamerican Society of Psychology
Wanda C. Rodriguez Arocho
Universidad de Puerto Rico
P.O. Box 23345
San Juan, PR 00931-3345

International Council of Psychologists
Kay C. Greene, Secretary-General
ICP Secretariat
30 Waterside Plaza
Suite 13E
New York, NY 10010-2630.

International Psychology
Division 52-Administration Office
American Psychological Association
750 First Street, NE
Washington, DC 20002-4242, USA

Psychologists for Social Responsibility (PsySR)
2607 Connecticut Ave, NW
Washington, DC 20008 USA

Psychologists for the Promotion of World Peace (PPOWP)
P.O. Box 744
Bayswater, Victoria, 3153, Australia

Society for the Psychological Study of Social Issues (SPSSI)
SPSSI Central Office
P.O. Box 1248
Ann Arbor, MI 48103

Society for the Study of Peace, Conflict, and Violence: Peace Psychology (Division 48: Peace Psychology)
Administrative Office
50 First Street, NE
Washington, DC 2002-4242