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Investing the Wealth: Intentional Strategies for Psychology Training in Developing Countries Mark R Digital Commons @ George Fox University Faculty Publications - Grad School of Clinical Graduate School of Clinical Psychology Psychology 2004 Investing the Wealth: Intentional Strategies for Psychology Training in Developing Countries Mark R. McMinn George Fox University, [email protected] Vitaliy L. Voytenko Follow this and additional works at: http://digitalcommons.georgefox.edu/gscp_fac Part of the Psychology Commons Recommended Citation McMinn, Mark R. and Voytenko, Vitaliy L., "Investing the Wealth: Intentional Strategies for Psychology Training in Developing Countries" (2004). Faculty Publications - Grad School of Clinical Psychology. Paper 171. http://digitalcommons.georgefox.edu/gscp_fac/171 This Article is brought to you for free and open access by the Graduate School of Clinical Psychology at Digital Commons @ George Fox University. It has been accepted for inclusion in Faculty Publications - Grad School of Clinical Psychology by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. Investing the Wealth: Intentional Strategies for Psychology Training in Developing Countries Mark R. McMinn and Vitaliy L. Voytenko Wheaton College The knowledge and skills of psychology can be useful in developing countries where indigenous mental health resources are sometimes scarce. Although it may be useful for psychologists to provide short-term training in developing countries, the potential for long-term change is best accomplished by investing in training students from developing countries, especially those committed to returning to their homeland after completing their training. Three “investment strategies” are suggested for training students from developing countries: faculty awareness, intentional mentoring, and facilitated launching. Challenges and implications for professional psychologists are discussed. Pervasive mental health needs and increasing ideological ten- Fuks, 1998; Inger, 1998; McMinn, Meek, Canning, & Pozzi, 2001; sions throughout various countries of the world leave little doubt Weine et al., 2002). An example of this can be found in an earlier that psychologists have important knowledge and skills to offer in Professional Psychology article in which Pedulla and Pedulla promoting international relations (Levant, 2002). The scientific (2001) described an innovative model for cross-cultural service bases and professional applications of psychology can be useful in provision. They titled their article “Sharing the Wealth.” establishing public policy and advocacy efforts on behalf of civil While affirming Pedulla and Pedulla’s (2001) short-term model liberties, dispelling myths that lead to hate crimes, developing for delivering services, we believe it is equally important to think prevention programs that teach effective problem-solving and rec- of long-term strategies for investing the wealth. Investing in less onciliation tactics, assessing needs and perceptions of disparate developed countries requires long-term commitments that ulti- cultural groups, and helping those in the aftermath of trauma. But mately result in increasing the psychological resources available the supply of psychologists is sparse in many developing countries within the country. Ultimately, this is a training task, calling on of the world—sometimes because of political regimes that have psychologists in countries with highly developed psychological discouraged psychological exploration—resulting in many under- expertise to invest in training psychologists in countries with less served international populations (see David, Moore, & Domuta, developed psychology resources. 2002). To some extent, this long-term international investment occurs In response to the need for psychological training in less devel- naturally as students come from other countries to study psychol- oped countries, psychologists and other mental health profession- ogy in the United States or other countries with respected graduate als from the United States have been involved increasingly in programs in psychology. But there are limits to this sort of train- international training and service ventures. These endeavors in- ing: Students from the most needy countries often do not have the clude assessment of mental health needs (Ellens, McMinn, Lake, awareness or resources to consider studying abroad, international Hardy, & Hayen, 2000; Levers, 1997; McMinn, Roh, et al., 2001), students may not receive mentoring that helps them apply what providing of direct services (Mwiti & Gatewood, 2001; Pedulla & they are learning to the cultural context of their country, and many Pedulla, 2001; Weine et al., 2002), and training of local mental students do not return to their homeland after completing their health providers and instructors (Bacigalupe, 1998; Bacigalupe & studies. Many doctoral and internship programs provide training for international students, but to what extent are these programs culturally relevant (Gergen, Gulerce, Lock, & Misra, 1996) and intentional about investing in international students for the sake of MARK R. MCMINN received his PhD in clinical psychology from Vander- promoting psychological knowledge and services around the bilt University in 1983 and is an American Board of Professional Psychol- world? ogy diplomate in clinical psychology. He is Dr. Arthur P. Rech and Mrs. Jean May Rech professor of psychology at Wheaton College, where he directs the Center for Church–Psychology Collaboration. His research Investment Strategies interests pertain to clergy–psychologist collaboration and the relationship of psychology, theology, and spirituality. We suggest three strategies for investing in international stu- VITALIY L. VOYTENKO is a PsyD candidate in clinical psychology at dents. These involve faculty awareness, intentional mentoring, and Wheaton College in Illinois and has research interests in church– facilitated launching. psychology collaboration and ethics in psychology. A native of Ukraine, he plans to return to his home country to promote the field of clinical psychology in the Ukrainian academy. Faculty Awareness CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Mark R. McMinn, Department of Psychology, Wheaton College, Wheaton, IL Most psychologists trained in the United States have not re- 60187. E-mail: [email protected] ceived extensive training in international psychology, which can easily lead to international students feeling marginalized or mis- mandated program of international student mentoring would be understood. As is true for any diversity issue in professional successful. Rather, as faculty are encouraged to develop interna- psychology, a distinct set of challenges emerges when trying to tional interests and awareness, the hope is that they will sponta- apply psychological theories and principles developed in one cul- neously develop mentoring relationships with international tural context to individuals and groups living in a different context. students. For many international students, these cultural differences are In our situation, we have fostered a mentoring relationship amplified by language differences. As a result, international stu- through three means. First, we have collaborated on an interna- dents may sometimes experience their classes and clinical training tional service project, developing a Web site for Ukrainian pastors. to be only marginally relevant to the work they aspire to do in their The site gives basic information about depression and other com- homelands. Thus, it is important for faculty who wish to invest in mon mental health challenges. The content of the Web site was another country’s psychological resources to have some initial informed by a needs and resources assessment conducted during exposure to the challenges of international psychology (see Du- an earlier trip to Ukraine (Ellens et al., 2000). The Web develop- mont & Louw, 2001; Sabourin, 2001). Of course it is not reason- ment project—available in both English and Russian—provides a able to travel to each country from which a potential student may service for Ukrainian religious leaders while also providing a come, but a general level of awareness can be developed through vehicle for mentoring and impetus to keep thinking about ways to reading, membership in international psychology organizations, make the content of a U.S. professional psychology program and travel to one or more countries with less developed psychol- relevant in a Ukrainian context. This helps keep me (Voytenko) ogy resources. focused on Ukraine and sustains my intention to return there upon In our situation, one of us (McMinn) is a U.S. psychologist completion of doctoral training in the United States. teaching at a doctoral program accredited by the American Psy- Second, we have worked on research projects together. These chological Association, and one of us (Voytenko) is a Ukrainian have involved projects specific to Ukraine as well as a more student receiving doctoral training with plans to return to Ukraine general research program investigating ethics training in U.S. upon graduation. The relationship began, in one sense, before we seminaries. These research projects have led to presentations at met. I (McMinn) went to teach intensive courses on basic coun- national meetings and coauthored journal articles. Research men- seling methods at two Ukrainian seminaries. Before making the toring has a long and rich history in psychology (Hollingsworth & trip I read and
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