Fulbright

A Window to the World

www.apa.org/international/fulbright

(Photo courtesy of Pauline Ginsberg)

Introduction
Many call the Fulbright experience transformative it is one of the unique ways that academics can learn about other countries from the inside and about their own countries from the outside while pursuing study, research and teaching. This volume was compiled to accompany APAs celebration of the Fulbright as a means of fostering such international understanding and exchange. It contains the abstracts from presentations by Fulbright scholars who were invited to the 2008 American Psychological Association annual convention as part of this celebration. We pondered how to organize the abstracts by country, by region of the world, by topic. In the end no single organization seemed better than another for capturing the scope and depth of the presentations, so we give them to you alphabetically with information on the location and date of each Fulbrighters experience. As you browse through the capsule descriptions, we hope that you will be inspired by the richness of experience, scholarship and breadth of psychologys reach to many countries and continents. We also hope that you will be inspired to encourage yourself, your students and your colleagues to support and engage in such international activities.

APA Office of International Affairs, 2009

Presenters and Abstracts

Wayne V. Adams, PhD, George Fox University; 2005-2006, China Development of a Memory Measure for Chinese Children James Allen, PhD, University of Alaska Fairbanks; 2003-2004, Norway Trauma, Involuntary Acculturation, and Resiliency: International Refugee Mental Health Gonzalo Bacigalupe, PhD, University of Massachusetts, Boston; 2003-2004, Spain Latino Immigrants Health Care Access in Catalua, Spain: The Discourse of Patients and Providers Paul T. Bartone, PhD, National Defense University; 2006-2007, Norway Norwegian Adaptation of the DRS: Dispositional Resiliency Scale for Measuring Hardiness Under Stress Gerlinde Berghofer, PhD, Kuratorium Psychosoziale Dienste Wien (Vienna, Austria); 2001-2002, United States. Patient Satisfaction with Outpatient Psychiatric Care: Development and Implementation of a Cross-Cultural Assessment Tool Dinka Corkalo Biruski, PhD, University of Zagreb, Croatia; 2003-2004, United States Nationalism or Patriotism? National Attachment of American and Croatian Students 1 2

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Michael J. Boivin, PhD, MPH, Michigan State University; 2003-2004, Uganda Long-term Cognitive Effects of Cerebral Malaria in Ugandan Children Pamela Brouillard, PsyD, Texas A&M - Corpus Christi; 2004-2005, Croatia Cross-cultural Teaching: Introducing Gender Studies to a Traditional Psychology Curriculum Karen S. Budd, PhD, DePaul University; 2004, Czech Republic Glimpses of Prague, Charles University, and Child Policies in a Formerly Communist Country Ralph Carlson, PhD, University of Texas Pan American; 2002-2003, Brazil Human Figure Drawings and Mental Growth Curves Ruth Chung, PhD, University of Southern California; 2006-2007, Korea Differences in Perceived Parenting Style, Intergenerational Conflict, and Self-Esteem Between Korean and Korean-American College Students Frederick L. Coolidge, PhD, University of Colorado at Colorado Springs; 1987/1992/ 2005-2006, India. My Three Fulbright Fellowships to India: Advice, Suggestions, and Recommendations

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Mary Crawford, PhD, University of Connecticut; 2004-2005, Nepal Sex Trafficking in Nepal: A Critical Feminist Analysis 9 Jack Croxton, PhD, State University of New York at Fredonia; 2000-2001, Bulgaria My Bulgarian and Russian Fulbright Experiences: The Ripple Effect of a Cultural Immersion 9 Yasmin Farooqi, PhD, University of the Punjab, Lahore, Pakistan; 2002, United States The Post 9/11 Traumatized America 10 Katherine Fiori, PhD, Intercultural Institute on Human Development and Aging; 2000-2001, Germany. Paving the Way Towards Understanding Mechanisms and Engaging in International Collaborations 11 Lisa A. Fontes, PhD, Union Institute and University; 2006-2007, Argentina Teaching About Child Abuse and Forensic Interviewing in Buenos Aires 11 Peter Gager, PhD, SUNY Downstate Medical Center; 1995-1996, New Zealand Evaluating a Bicultural Model for a Community Health and Social Services Center in New Zealand: An Ethnographic Perspective 12 Pauline Ginsberg, PhD, Utica College; 2001-2002, Kenya Teaching Psychology in a Developing Nation: A Lifetime of Responsibility 12

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 Mria Glasov, PhD, Comenius University, Bratislava, the Slovak Republic; 2001-2002, United States. Confronting Central European and U.S. Experience in Child Psychology and Ethics Lisa L. Harlow, PhD, University of Rhode Island; 2001-2002, Toronto, Canada Widening the Halls and Lowering the Walls of Quantitative Science Mary J. Heppner, PhD, and Puncky P. Heppner, PhD, University of Missouri-Columbia; Li-Fei Wang, PhD, National Taiwan Normal University, Taipei, Taiwan R.O.C; Yu-Wei Wang, PhD, Southern Illinois University Carbondale; Dong-Gwi Lee, PhD, Yonsei University, Seoul, South Korea; and Hyun-Joo Park, PhD, Dongguk University, Seoul, South Korea; 2001-2002, Taiwan R.O.C. Collectivistic Coping and Beyond: Some Outcomes of Fulbrights in Taiwan Robert Hill, PhD, University of Utah and Jonathan Codell, PhD, University of Utah; 2003-2004, The Netherlands. The Fulbright Fellowship: A Doorway for Global Collaboration at Home and Abroad

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Shulan Hsieh, PhD, National Chung-Cheng University, Min-hsiung, Chia-yi, Taiwan R.O.C.; 1999-2000, United States. Electrophysiological Studies of Task Switching 16 Hafiz Muhammad Iqbal, PhD, University of the Punjab, Lahore, Pakistan; 2004-2005, United States. Comparison of American and Pakistani Students Use of Study Strategies 16 Dana Jack, PhD, Western Washington University; 2000-2001, Nepal Gender, Depression and Self-Silencing in Nepal 17 Laura R. Johnson, PhD, University of Mississippi; 2000-2001, Uganda Towards Integrated Treatment for Depression in Uganda 18 Julie S. Johnson-Pynn, PhD, Berry College; 2006-2007, Uganda Civic Engagement in East African Youth: Developing Leaders in Environmental Conservation 18 Jyotsna M. Kalavar, PhD, Penn State, New Kensington; 2004, India Pay and Stay Homes in India: An Emerging Living Arrangement for Seniors 19 Shagufa Kapadia, PhD, Maharaja Sayajirao University of Baroda, Vadodara, Gujarat, India; 2003-2004, United States. Adolescent-Parent Relationships: A Perspective on Universal and Culturally Variable Features in the Context of Globalization 20 Christopher Kilmartin, PhD, University of Mary Washington; 2006-2007, Austria Alpine Postcards: A Scholar Romps through Austria 20

Greg Kim-ju, PhD, California State University-Sacramento; 1999-2000, Korea Collective Identities of Korean Young Adults: A Cross-sectional and Longitudinal Study of Two Sociopolitical Cohorts Vinod Kool, PhD, SUNY Institute of Technology-Utica-Rome; 2005-2006, India Nonviolent Behavior and Peace Cultures in the Himalayan Region Laura L. Koppes, PhD, University of West Florida; 2003-2004, Czech Republic Higher Education and Human Resources Practices in the Czech Republic: A Culture in Transformation Vesna Kutlesic, PhD, National Institutes of Health/AAAS; 2003-2004, Yugoslavia Developing Childrens Mental Health Services in Serbia through Direct Service, Training, and Policy Reforms

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Cindy Lahar, PhD, York County Community College; 2003-2004, Cambodia Building Capacity in Higher Education in Cambodia Frederick Lopez, PhD, University of Houston; 2000, Portugal Counseling Psychology in Portugal: A Fulbright Experience

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Sherri McCarthy, PhD, Northern Arizona University-Yuma; 2003-2004, Russia Developing International Collaborations in Psychology

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Benedict T. McWhirter, PhD, University of Oregon; 2003-2004, Chile Fulbright Supported School-based Research in Chile Ellen H. McWhirter, PhD, University of Oregon; 2003-2004, Chile Finding Common Ground for Continued International Collaboration J. Jeffries McWhirter, PhD, Arizona State University; 1979, Turkey/1985, Australia Historical Antecedents of Counseling Psychology and the Fulbright Program

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Paula T. McWhirter, PhD, University of Oklahoma; 1994-1995, Chile Intrafamiliar and Youth Violence Reduction in Chile, South America Debjani Mukherjee, PhD, Rehabilitation Institute of Chicago; 2006-2007, India Social and Ethical Dimensions of Long-term Adjustment to Traumatic Brain Injury in Kolkata, India Kate Murray, PhD, Arizona State University; 2006-2007, Australia International Comparison of Refugee Resettlement: Australia & the U.S.

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Carnot Nelson, PhD, University of South Florida; 2006-2007, Turkey Developing Collaborative Relationships Between two Universities in Turkey and One in the United States

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Elena Nikolaeva, PhD, Herzen State Pedagogical University; 2005-2006, United States Cross-cultural Analysis of the Methods of Reward and Punishment in Families

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John Nixon, PhD, SUNY Canton; 2000-2001, Ukraine A Conundrum-Teaching Psychology in Ukraine

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Thomas Oberlechner, PhD, Webster University, Vienna, Austria; 2002-2003, United States How Psychology Determines Decision-making in Financial Markets 31 Beverly Palmer, PhD, California State University, Dominguez Hills; 2001, Malaysia Exotic Borneo Kathleen Pike, PhD, Temple University Japan Campus, Tokyo; 2000-2001, Japan Risk Factors for Eating Disorders in Japan

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Rory Remer, PhD, University of Kentucky; 2002-2003, Taiwan R.O.C. Nuances, Assumptions, and the Butterfly Effect (Redux).

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Robert Roeser, PhD, Tufts University; 2005, India The Modem and the Mango Tree: Assessing Adolescents Cultural Identity Development in India Lisa Sethre-Hofstad, PhD, Concordia College; 2003-2004, Norway Arctic Adventure Come Full Circle: Fulbright in the Far North

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Jefferson A. Singer, PhD, Connecticut College; 2003-2004, United Kingdom Exploration of Autobiographical Memory, Personality, and Clinical Psychology David Skeen, PhD, Muskingum College; 2005-2006, Lithuania Psychology and Liberal Arts Eastern Europe Michael Smyer, PhD, Boston College; 2000, Japan Aging & Work: Global Comparisons

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James Song, Harvard University; 2005-2007, Uganda The Efficacy of Behavioral Stress Management in Asymptomatic HIV+ Patients

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Fernando Soriano, PhD, California State University San Marcos; 2005, Northern Ireland Youth Conflict and Violence in Northern Ireland: A Comparative Analysis with Youth Violence in America Djuradj Stakic, PhD, Penn State Brandywine; 2002-2003, Serbia Doing Better and Doing More with Less: Creating Child-Centered, Family Focused and Community-Based System of Care in Country in Democratic Transition

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Marilyn Stern, PhD, Virginia Commonwealth University; 2006, Israel Psychosocial Functioning in Israeli Adolescent Cancer Survivors: A Senior Fulbright Scholarship Project

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Nan Sussman, PhD, The College of Staten Island, CUNY; 1985, Japan/2004, Hong Kong Returning Home: Cultural Identity and Emotional Outcomes of Repatriation Among Japanese and Hong Kong Sojourners Bruce Svare, PhD, State University of New York at Albany; 2006-2007, Thailand Bringing Behavioral Neuroscience to Thailand

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Hsiu-Lan Shelley Tien, PhD, National Taiwan Normal University, Taipei, Taiwan R.O.C.; 2005-2006, United States. Predictors of Outcome of Dream Work for East Asians Serving as Volunteer Clients: Dream Factors, Anxious Attachment, Asian Values, and Therapist Input

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Annie Tsai, PhD, Azusa Pacific University; 2005-2006, Taiwan R.O.C. Comparing Apples and Oranges? Conducting Meaningful Cross-cultural Experiments in East Asia

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Angela Veale, PhD, University College Cork, Ireland; 2006-2007, United States What Constitutes Efficacious Child Protection Programs for Children in Post-conflict Contexts? Psychosocial Interventions and Justice Frameworks 42 Sally Wall, PhD, College of Notre Dame of Maryland; 2005, Slovak Republic Navigating Unfamiliar Waters

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Sandra K. Webster, PhD, Westminster College; 1989-1990, Nigeria/2000-2001, South Korea Culturally Sensitive Research and Teaching in Nigeria and South Korea 43 Danny Wedding, PhD, University of Missouri-Columbia School of Medicine; 1999, Thailand Buddhism, Mindfulness and Psychotherapy . Lou Ann Wieand, PhD, Humboldt State University; 1999, China A Clinical Psychology Program in China

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Brian L. Wilcox, PhD, Center on Children, Families, and the Law, Lincoln, NE; 2005, Brazil Sexual Debut, Condom Use, and Religiosity Among Low-income Brazilian Youth: A Longitudinal Study Gerrit Wolf, PhD, State University of New York, Stony Brook; 1992-1993, Hungary Entrepreneurship in Hungary after the Fall of the Berlin Wall

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Ronald Wright, PhD, Mount Vernon Nazarene University; 2007, Romania Teaching the Philosophy, Theory, and Practice of Relational Psychotherapy in Romania Pei-li Wu, PhD, National Taiwan Normal University, Taipei, Taiwan R.O.C.; 2005-2006, United States. Individual and Family Resilience: Resources for Surviving Stress in Immigrant Families

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Background Information about the Fulbright Program

Fulbright Programs Fulbight Academy of Science and Technology 47 49

Wayne V. Adams, PhD, George Fox University; 2005-2006, China Development of a Memory Measure for Chinese Children

This research project was supported by a Fulbright Research Scholar grant and was conducted in Wuhan, China within the Department of Public Administration at Wuhan University. The Fulbright award was for a 5-month (one semester) stay. My Chinese host and host institution were interested in adapting an existing measure of memory used in the US, so that a similar but culturally appropriate and psychometrically sound measure would result. The project began prior to arriving in China. The existing instrument (the Wide Range Assessment of Memory and Learning, Second Edition) was translated into Mandarin and then back-translated to ensure literal accuracy. Verbal and visual aspects of immediate and delayed memory in children 6- to 12-years of age were evaluated. Initially, my host and his Wayne V. Adams in China team of graduate students were mentored in important aspects of test development so they understood the rationale behind the various aspects of the project in which they would participate. The following method of test development was followed: 1) Face and content validity were established using a panel of expert judges; 2) Subtest directions and items were then modified in an attempt to make them universally understood regardless of the Chinese childs age, place of residence or gender; 3) Item try-out using a convenience sample was completed for each preliminary subtest; 4) Item difficulties were determined and items selected and ordered based upon this analysis; 5) Steps 2 and 3 were repeated until a full and non-redundant ordering of increasingly difficult items was generated, maintaining an adequate ceiling and floor for the age range selected; 6) A manual with procedures and directions was finalized using impressions gained from steps 3 5; 7) A representative sample within the province was defined using stratification based upon education, gender, and geographic region (rural, small urban, large urban); 8) A stratified sample of 162 children (6-, 9-, and 12-year old subgroups) was administered the test in standardized fashion; 9) Person and Item separation statistics were evaluated and coefficient alphas computed in order to create a standardization version of the test which is awaiting a gradually implemented national standardization. The resultant measure is one of the few cognitive tests that was developed by Chinese professionals, for Chinese children and whose norms were obtained using a representative Chinese sample.

James Allen, PhD, University of Alaska Fairbanks; 2003-2004, Norway Trauma, Involuntary Acculturation, and Resiliency: International Refugee Mental Health The Psychosocial Centre for Refugees was a specialized center for studies in international refugee mental health in the School of Medicine at the University of Oslo. The Centre provided specialized treatment services to severely traumatized international refugees with histories of torture and other forms of severe human rights violation. Centre studies included research on treatment outcome, consequences and resiliency factors associated with forced migration, violation of human rights, and trauma, as well as cultural psychology and international mental health. The work at the Centre provided an excellent match to my own interests in cultural psychology, and trauma related consequences and resiliency factors among Alaska Natives, who similar to refugees, experience involuntary acculturation. Because of the time required to mount a study with a transcultural (From left) James Allen with Nora populations in the area of trauma and acculturation, my research work Sveaas, Psychosocial Center for Refugees Director and wife Claudia French was collaborative with existing projects. I assisted in data analysis and writing with Centre investigators, and I consulted on research design and analysis during research meetings and individual consultations. I also authored a number of peer-reviewed journal articles on cross-cultural research methodology, mental health services for multicultural populations, and recently completed studies of Alaska Native resiliency, acculturation, and protective factors. Finally, I co-authored an integrative review for a book chapter on acculturation and refugees that appeared in the Cambridge Handbook of Psychological Acculturation. This chapter was capstone to my seminar, lecture, and workshop attendance and reading, allowing development of a model of refugee acculturation along with a conceptual model mapping co-occurring psychological processes in involuntary acculturation and trauma experience. In teaching, I contributed to the organization and teaching of the Centres graduate courses on crosscultural research methodology, mental health, and trauma. I also lectured as part of a number of lecture series and undergraduate psychology courses at the University of Oslo.

Gonzalo Bacigalupe, PhD, University of Massachusetts, Boston; 2003-2004, Spain Latino Immigrants Health Care Access in Catalua, Spain: The Discourse of Patients and Providers The Family Therapy School at the Autonomic University of Barcelona, an academic setting in a large urban teaching hospital, was the primary setting from which I launched my fieldwork. To locate health service providers and develop trust within the health system, I observed therapeutic sessions, provided consultation, and gave lectures early on to graduate students and faculty. The focus of the work related to collaborative services 2

Gonzalo Bacigalupe in Spain

to immigrants. The study investigated health care access of immigrant Latinos in the largest urban enclave of Catalua. To explore the barriers, challenges, and solutions, the author interviewed government officials, nongovernmental professionals and activists, providers, and patients in Barcelona. The methodology included an extensive review of the epidemiological and qualitative oriented research literature, in-depth individual and group interviews, observations of clinical interviews in a hospital setting, observations at primary care centers, and other ethnographic fieldwork methods. This presentation highlights the discursive complexity associated to health care for Latino immigrants and of conducting reliable cross-cultural research in an evolving policy and political situation. Like findings in the U.S., the discourse about barriers to care for immigrants in Spain has been categorized as internal (i.e., negative past experiences) and external (i.e., institutional neglect). The findings suggest that bilingual skills seem less important for Latino immigrants in Spain although the same situation makes them less visible as the health system design interculturally viable mechanisms of care. The study suggests the importance of intercultural inter-sector initiatives, setting up easy access to neighborhood primary care centers, the incorporation of integrated mental health assistance, among others. The author will briefly review the principles that guide the health care of immigrants in the Catalua context and review potential applications in the U.S.

Paul T. Bartone, PhD, National Defense University; 2006-2007, Norway Norwegian Adaptation of the DRS: Dispositional Resiliency Scale for Measuring Hardiness Under Stress Research was conducted at the University of Bergen, Bergen, Norway, with collaborators in the Psychosocial Sciences Department. Multiple data collection efforts included administering the DRSDispositional Resilience Scale in several forms to bilingual samples of students at the University of Bergen, as well as to Norwegian Navy and Army samples. In addition to this work, I also serve as advisor to several graduate students in the Operational Psychology Research Group, and taught a number of classes in the area of occupational and personality psychology. The Fulbright work has also led to an edited book Paul Bartone (right), with colleagues in Norway which is in preparation, titled: Enhancing Human Performance in Security Operations: International and Law Enforcement Perspective (editors Bartone, P.T., Johnsen, B.H., Eid, J., Violanti, J. & Laberg, J.C., Charles C. Thomas Publishers). Several psychometric techniques and strategies, including DIF (Differential Item Functioning) were used in the creation of an improved Norwegian hardiness (resilience) measure. Hardiness is a personality style marked by high levels of commitment, control and challenge. Hardiness is associated with highly resilient, healthy responses to stress (Maddi & Kobasa, 1984). A short 15-item hardiness measure (Dispositional Resilience Scale or DRS-15) was administered to comparable groups of Norwegian and American military cadets. Simple Delta Plot methods,

and more elaborate DIF techniques including Mantel-Haenszel and logistic regression analyses were applied to American and Norwegian data sets. Results show that while most of the DRS-15 items appear to operate similarly in the Norwegian and American versions, five items display some evidence of DIF. These results informed a new revision of the Norwegian DRS-15 hardiness scale, and have also led to improvements in the original English language DRS-15. The Norwegian version is already in wide use throughout the Norwegian armed forces.

Gerlinde Berghofer, PhD, Kuratorium Psychosoziale Dienste Wien (Vienna, Austria); 2001-2002, United States Patient Satisfaction with Outpatient Psychiatric Care: Development and Implementation of a Cross-Cultural Assessment Tool I was a Fulbright Scholar at the Mailman School of Public Health at Columbia University, NYC in 2001-2002. My research project was to study the socio-psychological constructs underlying psychiatric outpatients perceptions of their mental health care treatment. Dr. Bruce Link, director of the Psychiatric Epidemiology Program at Columbia, greatly supported my endeavors and helped me achieve these goals. Throughout my stay at Columbia, a highly inspiring professional exchange provided me with many opportunities to work with the foremost experts in psychiatric epidemiology. I was able to form most valuable long-term professional and personal relationships as a Fulbright scholar.
Gerlinde Berghofer

My specific research aim was to develop a valid and standardized patient satisfaction questionnaire for use in psychiatric outpatient mental health care. This goal was achieved in developing the Evaluation of Client Services ECS (Berghofer & Struening, 2002), the English version of an existing German patient satisfaction questionnaire, the Vienna Patient Satisfaction Inventory WPI (Berghofer et al. 2006). Today, both questionnaires are used either in routine quality assurance projects conducted by psychiatric community mental health services or in specific research studies. The ECS was recently employed in Community Outcomes of Assisted Outpatient Treatment, a large-scale research project funded by the New York State Office of Mental Health. I was personally included in the research team at Columbia which conducted this study. Analyses of the data collected in this project will allow me to ascertain the psychometric properties of the ECS questionnaire and to refine it. Furthermore, these data will lead to a better understanding of the impact of assisted psychiatric community treatment on patients satisfaction with services and to learn more about the role of patient satisfaction in psychiatric treatment.

Dinka Corkalo Biruski, PhD, University of Zagreb, Croatia; 2003-2004, United States Nationalism or Patriotism? National Attachment of American and Croatian Students I spent the academic year 2003/2004 at the Department of Psychology University of Massachusetts at Amherst as a Fulbright scholar, with the aim to conduct a study on nationalism and patriotism among American students and compare their results with my students in Croatia. My task was accomplished; however my Fulbright experience was much more: it was challenging, fruitful and stimulating. I enjoyed sharing my work with other colleagues and some of those discussions were really inspiring. I deeply believe that this kind of exchange program is the best avenue for promoting better understanding between people and cultures. My research project dealt with an attachment one has towards his/ her countries and/or nation. I assumed that American and Croatian
Dinka Corkalo Biruski

students would differ in how they related to their county, hypothesizing that American students would be more civic oriented in their patriotic allegiance while Croatian students would share a more ethnic form of patriotic attachment. A questionnaire measuring few types of national allegiance (national identity, constructive and blind patriotism, ethnic/cultural patriotism) was administered in the sample of 535 participants: 271 American and 264 Croatian university students. A measure of social distance towards in-group and various outgroups was also taken. Results revealed a different level of national identity and patriotic feelings in participants from two sub-samples, with American students, somewhat unexpectedly, scoring higher in almost all measures of group allegiance. The results of social distance correlate with the measures of group allegiance, indicating negative correlation between in-group loyalty and attitudes towards outgroup. However, the strength of the correlation varies, depending on who the out-group is. The results will be commented by highlighting the differences in types of national allegiances we found among Croatian and American students and implications these allegiances have on inter-group relations.

Michael J. Boivin, PhD, MPH, Michigan State University; 2003-2004, Uganda Long-term Cognitive Effects of Cerebral Malaria in Ugandan Children The present study was conducted to determine the long-term effects of cerebral malaria (CM) on the cognitive function of these children. We hypothesized that CNS cytokine levels are elevated in human cerebral malaria and involved in subsequent neurocognitive impairment. Methods: Children 5-12 years of age presenting to Mulago Hospital, Kampala, Uganda with CM (n=44) or uncomplicated malaria (UM, n=54), along with healthy, asymptomatic community children (CC, n=89), were enrolled in a prospective cohort study of cognition. Cognitive testing was performed at enrollment, 6 months, and 2 years later. In part two of our study, cerebrospinal fluid (CSF) and serum Michael J. Boivin (left) with his family in Uganda levels of 12 cytokines or chemokines important in P. falciparum infection or other central nervous system infections were measured in 76 CM Ugandan children during illness, and 8 control children. These measures were related to cognitive performance at 6 month followup. Findings: At 6-month follow-up, 21.4% of CM children had cognitive impairment in either attention, working memory, or tactile-based learning. Only 5.7% of the CC children had cognitive impairment (P=.01). At 2 year follow-up testing, 26.3% of children with CM and 12.5% with UM had cognitive deficits in one or more areas, as compared to 7.6% of CC (P=0.006 and 0.37 for children with CM and UM, respectively). Deficits in children with CM were primarily in the area of attention (CM, 18.4% vs. CC, 2.5%, P=0.005). Elevated TNFa levels on admission were correlated negatively with age-adjusted scores for attention (Spearmans rho, -0.34, P=0.04) and working memory (Spearmans rho, -0.32, P=0.06) 6 months after the CM episode. Conclusions: CM is associated with long-term cognitive impairments in one out of four child survivors. Our immunology findings provide the first human evidence of CNS production of cytokines and chemokines in survivors of CM, and these are associated with subsequent neurologic and cognitive impairment. Future studies should further investigate the immunopathogenic mechanisms involved in CM brain injury.

Pamela Brouillard, PsyD, Texas A&M - Corpus Christi; 20042005, Croatia Cross-cultural Teaching: Introducing Gender Studies to a Traditional Psychology Curriculum As a Fulbright scholar to Croatia, I taught the first course in gender studies offered in the psychology department at the University of Zagreb. A relatively new topic in Croatian professional psychology, I was subsequently invited to lecture at a variety of venues on issues related to gender, including a student symposium on gender roles organized by Dr. Stulhofer with participants from across Eastern Europe. Our continuing collaboration has resulted in presentations at the International Student Symposium on Contemporary Sexuality held in Groznjan, Croatia, in May of 2007 and 2008, as well the bi-cultural study described below.

Pamela Brouillard

Sexually Explicit Materials, Sexual Socialization and Satisfaction--A Bi-Cultural Study. In spite of a growing presence of pornography in contemporary life, little is known about its potential effects on the sexual socialization of young people and their sexual satisfaction. This study tested a theoretical model of the effects of sexually explicit materials using a novel instrument, the Sexual Scripts Overlap Scale, developed by Stulhofer et al., (2007), to measure the influence of pornography on sexual socialization. Data on Croatian and the U.S. college students was collected using an on-line survey format. The comparison samples were similar in preferred sexual orientation and age, as well as reported condom use. While the Croatian sample reported higher rates of sexual satisfaction in general, the U.S. sample reported a greater number of sexual partners in the last year as well as higher rates of pornography use (primarily internet), both ongoing and at an earlier age, and were more likely to report problems in their relationships related to pornography use. Significant differences by gender, both between and within groups, also emerged. The need for education based interventions that assist young people in the critical interpretation of pornographic imagery and its impact on sexual satisfaction is also discussed.

Karen S. Budd, PhD, DePaul University; 2004, Czech Republic Glimpses of Prague, Charles University, and Child Policies in a Formerly Communist Country I was a Fulbright Senior Scholar at Charles University in Prague, Czech Republic, from February 1 to June 30, 2004. I taught three courses in Psychology Introduction to Clinical Psychology, Behavior Modification, and Cultural Perspectives of Parenting -- and met informally on numerous occasions with the psychology faculty and students. I also interviewed several Czech leaders in child development and psychology in order to learn about cross-cultural perspectives of parenting and social science, and I presented at international meetings and diplomatic gatherings. As many others have noted, international exchange is a lifechanging experience, both professionally and personally. My understanding and appreciation of historic, cultural, political, and psychological issues have been greatly expanded by living in Prague. Being a Fulbrighter has allowed me to learn in ways I could not have done even as the most avid tourist to observe and interact with Czech students, faculty, community professionals, embassy staff, Fulbright staff, and

Karen S. Budd (left) with host Lenka Sulova

other Fulbrighters. Prague is a living lesson in art, literature, architecture, and history. In particular, I have a better sense of the impact of communism in the areas of academics, mental health, family life, and social relationships. I had an opportunity to hear individual stories about defecting from the country, marriages broken up due to ideological conflicts, and the impact of communist ideology on peoples professional careers. On a personal level, I have delighted in meeting individuals of exceptional talent and commitment. Fortunately, some of these contacts have developed into friendships, and I returned to Prague in 2008 for a short visit to renew these relationships. I heartily recommend the Fulbright program to others as an incredible learning experience; it has been a highlight of my professional career.

Ralph Carlson, PhD, University of Texas Pan American; 2002-2003, Brazil Human Figure Drawings and Mental Growth Curves A validity study of human figure drawings (HFD) in Brazil. Three thousand three hundred and forty (N=3,340), 1731 females and 1609 males, ages 5 through 12 years old from five Brazilian states were administered two types of drawings: man and woman. A three-way factorial analysis of variance (2x14x2) with two between factors, gender (2) and age (14), and one within factor type of drawings (2). There is a difference between gender, type of figure (drawing), and interaction between gender and type of figure (p<.01), however, the effect size, eta squared, is negligible, that is, 2% or less of the variance is accounted for or explained by each of these factors and interaction.

(From left) Dra. Ver Lucia Trindade Gomes, Dra. Solange Wechsler, and Ralph Carlson

There is a difference among age levels (p< .01) and the effect size, eta squared, is .43. There is no interaction effect between gender and age, type of figure and age, and type of figure, gender and age (p>.01). Validation of HFD is supported by age differentiation, that is, the means and variance performance of subjects successful increased across age level with 43% of the total variance accounted for or explained by age.

Ruth Chung, PhD, University of Southern California; 2006-2007, Korea Differences in Perceived Parenting Style, Intergenerational Conflict, and Self-Esteem Between Korean and Korean-American College Students I received a Fulbright award to conduct research and teach in Korea, at Sogang University. I taught courses on Emotional Intelligence, Positive Psychology, and the Korean-American Experience. In addition, I conducted a research project examining similarities and differences in various aspects of family functioning between Korean and Korean Americans. In collaboration with Haerim Choi, a colleague in the psychology department and JihyunYoon,

Ruth Chung in Seoul, Korea

a graduate student, we surveyed Korean (n=196), Korean American (n=158), and other Asian American (n=196) college students to examine if there are differences in parenting style and intergenerational conflict, and to examine which type of parenting style predicts specific areas of intergenerational conflict. For parenting style, a 1-way MANOVA for the scores of the Parental Authority Questionnaire (Buri, 1991) resulted in overall group differences with subsequent analyses revealing differences in Permissive (p = .0001) and Authoritarian (p = .002) parenting. For Permissive parenting, Asian Americans had significantly lower scores than Koreans. For Authoritarian parenting, Koreans had significantly higher scores than Asian Americans. For group differences in intergenerational conflict, a 1-way MANOVA for the Intergenerational Conflict Inventory (Chung, 2001) was significant with subsequent analyses revealing differences only in Education and Career subscale (p = .0001) with Asian Americans and Korean Americans reporting more conflict than Koreans. Multiple regressions with parenting style predicting intergenerational conflict revealed a similar pattern of Authoritarian parenting predicting greater conflict in all three areas of conflict (Dating and Marriage, Education & Career, and Family Expectations) for Korean and other Asian Americans. However, for Koreans, Authoritative parenting predicted lower conflict (Family Expectations and Education & Career). These findings help to better understand the familial environment of Korean immigrant families and define which aspects of the Korean immigrant experience is unique in contrast to both their Korean and other Asian American counterparts.

Frederick L. Coolidge, PhD, University of Colorado at Colorado Springs; 1987/1992/2005-2006, India My Three Fulbright Fellowships to India: Advice, Suggestions, and Recommendations I have received three Fulbright Fellowships to India (1987, 1992, 2005). Before my first Fulbright Fellowship to India in 1987, I had never traveled to India, and I had no contacts there, academic or otherwise. It had simply been a dream of mine for a very long time to visit India. My preconceptions of India were all based on Kiplings Jungle Book stories. In 1986, I applied for a Fulbright Fellowship as a General Lecturer for Introductory Research Methods, without specifying a specific discipline or a location. In the summer of 1987, I received a letter from India from the National Institute of Mental Health and Neurosciences (NIMHANS), Bangalore, India inviting me for 4 months to be a General Guest Lecturer residing in the Department of Clinical Psychology. The Departments Chair had noted a breadth in my vita so I was asked to give occasional lectures on research methodology, dream analysis as a psychotherapeutic technique, advanced multivariate statistical methods, and I was asked to make myself available for other talks to other departments such as Social Work, Psychiatry, and Neurology. The Psychology Chair also encouraged me to travel to surrounding areas and distant cities, in order to have a complete Indian experience. I loved India and its people so much that I returned on 2 more Fulbright Fellowships in 1992 and 2005. In 1992, I think I received my Fulbright because I made so many contacts in 1987 in academic departments of colleges and universities and in my 4 months there in 1992, I gave give 68 talks in 13 different cities. In 2005, I received a travel Fulbright to India but this time, I worked to get invitations to about 6 institutions prior to my Fulbright application. In 2005, I traveled about lecturing, and renewed some of my older contacts in India, and I created many new possibilities for future collaborations. Frederick L. Coolidge in India 8

Mary Crawford, PhD, University of Connecticut; 2004-2005, Nepal Sex Trafficking in Nepal: A Critical Feminist Analysis This research was conducted in 2004 2005 in collaboration with a Nepali nongovernmental organization (NGO) that maintains shelters for survivors of sex trafficking and conducts programs aimed at preventing trafficking. The research goal was to aid in developing better anti-trafficking interventions. Trafficking of girls and women into prostitution, a rapidly expanding global industry, is most acute in Asia, which is estimated to contribute some 250,000 cases a year. Although accurate figures on Nepal/India trafficking are difficult to obtain, the best estimate is that 5,000 to 7,000 Nepali girls and women are trafficked each year and at least 200,000 Nepali girls and women currently work in Indian brothels. How can effective interventions be developed? Nepal is a complex web of societies with 70 languages, many ethnic groups, several major religions, a pervasive caste system, and marked gender inequity. It is also one of the worlds poorest countries, struggling with a decadelong Maoist insurgency and a fragmenting social organization. Sex trafficking is a recently recognized social problem and has been accorded a great deal of publicity. Based on field work, survey and case file research I describe how Nepali womens rights activists and aid agencies construct the victims, the perpetrators, the problem, and the solutions within the context of their rapidly changing gender system and their more stable caste system. As (upper caste) activists seek to protect and destigmatize (lower caste) victims of trafficking, they sometimes portray the victims as both naive and backward, erasing the victims agency and the limited choices they have. My analysis shows how social problems in this case, a particularly egregious form of violence against girls and women are socially constructed within prevailing discourses, with consequences for victims of violence, perpetrators of violence, and intervention effectiveness.

Jack Croxton, PhD, State University of New York at Fredonia; 2001, Bulgaria/2008 Russia My Bulgarian and Russian Fulbright Experiences: The Ripple Effect of a Cultural Immersion I was a Fulbright Scholar at Burgas Free University in Bulgaria from February to June 2001. I taught Social Psychology as well as modules in Health Psychology and States of Consciousness. I was recently a Fulbright Scholar at Nizhni Novgorod State University in Russia from September 2007 to January 2008 where I taught Organizational Psychology and Applied Social Psychology. In addition to my teaching responsibilities at my host universities, I made presentations at Sofia University, Varna Free University, and Veliko Turnovo University in Bulgaria; Moscow State University, St. Petersburg State University, the Nizhni Novgorod Institute of

Jack Croxton (back row, second from left) with his students in Russia

Management and Business, and the Nizhni Novgorod Linguistics University in Russia; and the University of Tallinn in Estonia. I lectured on: Expectations and the Self-Fulfilling Prophecy, Social Cognition and Interpreting the Behavior of Others, Social Cognition and Interaction Processes, and The Impact of Social Interactions on our Physical Health. I presented a paper at a conference on education held in Kazan, Russia and I participated in international conferences held in Kurdzhali, Bulgaria and on the Black Sea Coast. I also conducted a program evaluation for the Psychology Department at Tallinn University. My research has focused on cross-cultural stereotypes. I have collected data from Bulgarians, Russians, and Americans. Students in Bulgaria and Russia have assisted me on these projects. We have found similarities in self-perceptions but these do not coincide with the stereotypes that the nationalities have of one another. I recently carried out a joint project in Russia and the United States that studied how gender, physical attractiveness and tone of voice (high or low) affect impressions. The results are currently being analyzed. I am working with faculty and administrators at various universities in Russia and Estonia to initiate student and faculty exchanges, as well as collaborative research projects. I have made presentations to campus organizations, professional societies, and community groups upon my return from both Bulgaria and Russia.

Yasmin Farooqi, PhD, University of the Punjab, Lahore, Pakistan; 2002, United States The Post 9/11 Traumatized America During the post 9/11 phase, the need for mutual understanding, tolerance and networking between the West and the East has become urgent in the light of continuous threats from the terrorists and unresolved conflicts in the world. Unfortunately, the human connection seems to be lost in the jargons of the clash of civilizations; fundamentalism; Islamic Fascism; and Jihadi Movement across the globe. It may be argued that it is only through mutual exchange of knowledge and scholars from various nationalities, cultures and religions that human understanding, tolerance, sharing and caring can be revived again for the progress, prosperity and development of human beings in this age of information technology that has converted the world into a global village. Certainly, the Fulbright program fosters promotion of mutual understanding, people-to-people contact, friendship, peace and exchange of knowledge between people of different countries, cultures and religions in the world. This paper reflects the unique and rich cultural and educational experiences of a Pakistani scholar during her post-doctoral fellowship at University of California, Santa Barbara as a Senior Fulbright Scholar/ Researcher. In addition to her professional development and cross cultural research work on suicide attempts among Pakistani and American psychiatric patients; the author highlights how people-topeople ties, compassion and friendship during her short stay in Santa Barbara left an enduring impact on her personality as a professor, a

Yasmin Farooqi (left) with colleagues in Santa Barbara

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researcher, a social scientist and a clinician. Furthermore, and enriching culture trips organized by Dr. Kerr gave her a wonderful opportunity to understand the American culture, family structure and heritage along with growth enhancing interactions with Fulbrighters from Asia, Africa, Australia, Europe, Russia and the Middle East during these excursion trips. The author hopes that our future generations would be able to live in a world alien to the concept of war, terrorist attacks and hatred as was envisioned by Senator J. Fulbright.

Katherine Fiori, PhD, Intercultural Institute on Human Development and Aging; 2000-2001, Germany Paving the Way Towards Understanding Mechanisms and Engaging in International Collaborations My Fulbright year was spent at the Max Planck Institute for Human Development in Berlin, Germany. While there, I developed and completed an independent research project entitled, Religiosity and Subjective Well-being: Sense of Control as a Mediator using data from the Berlin Aging Study (BASE; Baltes et al., 1993), attended graduate-level courses at the Free University, and had guest status in the Free University Graduate Program on the Psychology and Psychiatry of Aging. Perhaps most importantly, I established working relationships with both senior researchers and graduate students at the Max Planck. My research during my Fulbright year was driven by findings in the literature showing that the use of resources such as religion and spirituality are not always beneficial. It became clear to me that their impact on health may be mediated by complex psychological factors, such as perceived control. To test this hypothesis, I used data from BASE and found that perceived control partially mediated the association between religiosity and wellbeing among older adults (Fiori & Smith, August 2002). This initial foray into research helped shape the nature of my future research, both in graduate school and beyond. Specifically, in my research I continuously look for mechanisms to explain existing empirical inconsistencies. More broadly, I seek to counter the assumption of homogeneity of experience among older adults that has belied the complexity of their lives and has contributed to these inconsistencies. As such, my research program is focused on exploring the multidimensional nature of social resources (e.g., social relationships, religiosity) and psychological factors (e.g., sense of control, interpersonal dependency) as a means of understanding pathways to health and well-being among older adults. In addition, I still collaborate with several of the senior researchers and former graduate students from the Max Planck, resulting in numerous publications and conference presentations.
Katherine Fiori

Lisa A. Fontes, PhD, Union Institute and University; 2006-2007, Argentina Teaching About Child Abuse and Forensic Interviewing in Buenos Aires I taught a course on Forensic Interviewing of Children for Child Sexual Abuse at the University of Buenos Aires. The attendees included psychologists, social workers, attorneys, judges, and forensic medical examiners who work with families and children affected by child sexual abuse. In this weekly course, students learned about research-based approaches to forensic child interviewing that are employed in the U.S. and Europe. The Argentine criminal justice system uses responses to inkblots to determine whether children have been abused. This non-scientific system disregards childrens statements. If a criminal case against a person accused of child sexual abuse is lost, people involved in the initial charges 11

Lisa A. Fontes

and report are often be sued for libel, resulting in reluctance in teachers, psychotherapists, and social workers to report suspicions of child abuse. Through this course, students learned how to interview children to obtain accurate statements, how to document interviews, and ways to organize the legal and child protection systems to offer greater protection to children. A number of students in the course have the power to influence the judicial handling of child sexual abuse cases in Buenos Aires province. Through the course, they also established networks with colleagues, and accessed international resources to guide them in their quest to modernize the Argentine legal systems handling of these cases. I also taught a course in Innovations in Child Maltreatment Prevention and Intervention that was attended mostly by social work and psychology faculty. This course will influence how these materials are conveyed to future generations of professionals.

Peter Gager, PhD, SUNY Downstate Medical Center; 1995-1996, New Zealand Evaluating a Bicultural Model for a Community Health and Social Services Center in New Zealand: An Ethnographic Perspective Fulbright grant for academic year 1995-1996 to study Maori language and models of biculturalism in New Zealand (NZ). Located in Christchurch and affiliated with the University of Canterbury. Ethnographic study of a non-profit community health and social services center operated explicitly under a bicultural model for service provision and management. Research methods included in-depth interviews and participant-observation of activities including mens health group, social activities, funerals, food bank, and management meetings. Major findings include: A shared vision between Maori and White members that the Center is a national model for ethnic/racial integration. Discrepant views between Maori and White members on the equity of the power structure and allocation of resources within the Center. Maori members privately voiced concerns that, despite the equal representation of both cultural groups in the leadership, White members tended to dominate on major decisions. While the Center was modeled on the tenets of a traditional Marae and meeting house complex, Maori members desired a more strict adherence to traditional beliefs and structures, such as empowering respected elders to make major decisions. In contrast, White members tended to idealize Center functions and governance and appeared to be unaware of the level of frustration of many Maori members. Feedback on findings was provided in a group meeting of managers and community participants. This research project enabled me to broaden my development as a psychologist in three crucial ways. First, a crosscultural perspective informed all subsequent clinical work and research, including published work on culture bias in school-based social skills training programs in the US. Second, I had the opportunity to learn about qualitative and process-based research methods. Through lectures, I was able to share these new experiences and techniques with my colleagues at Rutgers University. Third, the intensity of my involvement with participants through participantobservation created new ethical issues with which I had to grapple, such as the tension between providing feedback to participants and not wanting to interfere or disrupt their lives in a paternalistic way.

Pauline Ginsberg, PhD, Utica College; 2001-2002, Kenya Teaching Psychology in a Developing Nation: A Lifetime of Responsibility At the University of Nairobis Department of Psychology, I taught undergraduate students in secondary education (n= 420) and in counseling psychology (n=80) for 6 months 4-6 days a week. Outside class, I tutored, loaned books, advised students, consulted regarding curriculum, participated in department meetings and meetings related to Kenyas public mental health system. I gave guest lectures, attended meetings of the Schizophrenia Foundation of Kenya (a consumer organization), met with mental health professionals, wrote, chaired a small study group,

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baked cookies, attended social and cultural events, visited rural areas and was Auntie Pauline to my department chairs family. My teaching relieved a staff shortage, contributed to student progress and aided departmental planning. With help from a university student and an 8th grader, I published a pamphlet for families of adolescents. A paper presented in Kenya led to later publication. Following up on earlier research, on my return I published a monograph on Kenyas public mental health system. Daily life, albeit punctuated by lack of educational materials as basic as chalk boards and textbooks, power outages, water Mbutu wa Kariuki (far left), an undergraduate student at the shortages and safety issues, was pleasant. University of Nairobi with Pauline Ginsberg (second to left) with his parents and a colleague. Old friendships deepened; new friendships emerged. Kenya taught me important lessons only learned from living among those who do much with little and engage in education with dedicated intensity. In return, I believe I continue to owe something more. Thus, I correspond with former colleagues and students, tutoring, advising and writing letters of recommendation. I send books and money, serve on the board of an organization concerned with education, water conservation, and womens micro-enterprise. I lobby my local members of congress on matters regarding Kenya. One to one, I interpret US culture for East Africans and vice versa. Perhaps most importantly, with my Kenyan department chair, I am now working on an adolescent development textbook for local publication acknowledging Kenyan researchers and incorporating contextually appropriate research.

Mria Glasov, PhD, Comenius University, Bratislava, Slovak Republic; 2001-2002, United States Confronting Central European and U.S. Experience in Child Psychology and Ethics Being a Fulbright Scholar in U. S. since October 2001 until June 2002 was a unique experience for me as a professional psychologist, university lecturer, and a Central European grown up in a totalitarian regime, in particular. Besides confronting prevailed models of psychological clinical intervention in children with serious somatic disease or mental disorders in Slovakia (or former Czechoslovakia) with those in United States, my special interest was focused on ethical issues related to clinical research and practice with children and families. For the fostering of good quality practice in mental health care in Slovakian children hospital settings, a robust knowledge has been acquired by the studies at the Center for Health Care Ethics, St. Louis University. Invaluable in this regard was also the exchange of experiences in clinical practice with colleagues from the Department of Psychology, Cardinal Glennon Childrens Hospital in St. Louis and those involved in a special system of care for dying children of the Footprints and Path projects. By the additional research undertaken at the Kennedy Institute of Ethics at Georgetown University and the National Institutes of Health, highly specific information in the area of ethical issues related to mental health care for children and families has been obtained. Since the child and family therapy was not performed completely freely in Czechoslovakia because of the previous regime, studying and training in Relationship Enhancement and Filial Therapy models at the Institute for the Psychological Sciences in Arlington, Virginia and the National Institute of Relationship Enhancement in Bethesda, Maryland, were of utmost importance. The implementation of the acquired knowledge by training students and practitioners, and its further introduction into clinical practice, has become my permanent professional goal. 13

Lisa L. Harlow, PhD, University of Rhode Island; 2001-2002, Toronto, Canada Widening the Halls and Lowering the Walls of Quantitative Science My overarching interest has been to encourage wider access to, as well as greater interest, understanding and diversity in, quantitative science and research. During my Fulbright Award at York University in Toronto, Ontario, Canada, I worked with quantitative scientists at the Statistical Consultation Service of the Institute for Social Research, the largest of its kind in Canada. My multifaceted focus was on elucidating quantitative methodology by: (1) teaching innovative courses in quantitative methods and research; (2) working on a book that focuses on the essence of quantitative thinking; and (3) establishing a multidisciplinary network with which to collaborate with Canadian researchers in the areas of quantitative science and research. At York University, I collected pre- and post-course survey data from 100+ students in my introductory statistics learning community (LC) that involved students with several Lisa Harlow learning enhancement activities (peer mentoring, problem-based learning scenarios, applied projects). I presented survey results, co-authored with Dan Denis, my Canadian teaching assistant, in Canada and at the 2002 annual meeting of APA in Chicago, Illinois. Based on the Canadian work, I continued an LC at the University of Rhode Island to invigorate the research and statistical skills of undergraduate students. In 2004 and 2005, collaborative work derived from this LC was presented by students and me at several conferences. I also co-authored two papers (Harlow, Burkholder & Morrow, 2002; 2006) describing the LC activities that revealed a decrease in anxiety and an increase in self-efficacy in learning quantitative and research material among LC students. As a result of my sabbatical work in Canada, I also published a 2005 book on The Essence of Multivariate Thinking. During my sabbatical in 2009, I plan to draft a second edition of this multivariate book that will incorporate work conducted in Australia and the Netherlands to further the quantitative reach.

Mary J. Heppner, PhD, and Puncky P. Heppner, PhD, University of MissouriColumbia; Li-Fei Wang, PhD, National Taiwan Normal University, Taipei, Taiwan R.O.C; Yu-Wei Wang, PhD, Southern Illinois University Carbondale; Dong-Gwi Lee, PhD, Yonsei University, Seoul, South Korea; and Hyun-Joo Park, PhD, Dongguk University, Seoul, South Korea; 2001-2002, Taiwan Collectivistic Coping and Beyond: Some Outcomes of Fulbrights in Taiwan The first two authors received Fulbright Fellowships to Taiwan in 2002 and were engaged in teaching graduate level courses, research, and professional service. This poster depicts multiple outcomes of these awards both during the six months in Taiwan as well as in the ensuing six years across an array of cross-national professional activities, not only involving the two authors but a Taiwanese host and three graduate students. More specifically, the primary immediate research outcome was the development of the Collectivistic Coping Scale (CCS) based on 3,000 participants from a geographically stratified sample from around the island. The results revealed a factor structure depicting collectivistic styles of coping, and consisted of very different factors than existing western-based coping inventories. The results of this published study will be presented in the poster, as well as a complete description of CCS which is now being used around the world. In addition, the Fulbright experience resulted in the development of a very productive collaborative relationship between the first author and the primary Taiwanese host (Professor Li-Fei Wang); she will present in this poster the multiple outcomes of their collaboration titled: What I have learned from Hosting Fulbright Scholars: A Productive Cross Cultural Collaborative Relationship. In her paper she will also

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present some of the major programs they developed, such as the very well received Bi-directional Cross Cultural Immersion Program and a Dual Degree Masters Program, as well as other outcomes related to linking their respective professional organizations. Additional research resulted in a Koreanbased cross-national study spearheaded by the two Korean graduate students Puncky Heppner and Mary Heppner in Taiwan (now professors DongGwi Lee and Hyun-Joo Park); this study titled Validation of the Collectivist Coping Scale in Korea will also be summarized in the poster. Another study spearheaded by the Taiwanese graduate student (now US Professor,YuWei Wang) titled Problem Solving and Collectivist Coping styles of Taiwanese Sexual Violence Survivors will also be presented in the poster. In essence, this poster highlights the ripple effects of two 6-month Fulbrights across an array of personal and professional outcomes in the last six years. Photos, research articles, university agreements, newspaper articles, etc. will all be used to depict the multiple levels of outcomes.

Robert Hill, PhD, University of Utah and Jonathan Codell, PhD, University of Utah; 2003-2004, The Netherlands The Fulbright Fellowship: A Doorway for Global Collaboration at Home and Abroad This poster will describe aspects of my Fulbright experience at Maastricht University in the Netherlands and how that experience has extended to: (1) establishment of a local Chapter of the Fulbright Association in Utah, (2) development of a cultural exchange program around film and our global community in partnership with the Sundance Film Festival and (3) involvement in local efforts to aid refugee transition and acculturation through resettlement in Utah. This latter initiative involves aligning with the Salt Lake City Office of the International Rescue Committee (IRC) through its efforts to assist those who have fled war, political violence, and religious and ethnic persecution to find a new home in the United States. Key to sustainable transition through resettlement is the promotion of multidirectional acculturation processes that occur in the lives of refugees as they find the means to both benefit from as well as contribute to the host community. The intersection of the IRC refugee resettlement program in Salt Lake City and the spirit of cultural exchange embodied in the Utah Chapter of the Fulbright Association make a compelling case for collaboration by facilitating processes through which newly arrived refugees can establish a sense of efficacy and belonging. One goal of an IRC/Fulbright partnership therefore is to articulate a program that will bring refugees resettling in Utah into meaningful contact with Fulbright alumni, visiting scholars and potential applicants. This poster will
Robert Hill

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describe, among other activities, this forum for reciprocal exchange that brings together these two groups to build cultural diversity, share experiences, and establish contacts and exchange resources. The forum has the potential to enable all involved to become active agents in the acculturative development of the community and in the furthering of the respective goals of the IRC and the Fulbright Association.

Shulan Hsieh, PhD, National Chung-Cheng University, Min-hsiung, Chia-yi, Taiwan R.O.C.; 1999-2000, United States Electrophysiological Studies of Task Switching In 1999, I received a Fulbright scholarship to visit Dr. Marta Kutass laboratory at the University of California, San Diego. Dr. Kutas is famous for her innovative research on electrophysiological correlates of language processing. Her discovery of N400 is in particular influential in the field. During the visit, I learned a great deal from her about how to use the electrophysiological approach to investigate task switching. Thanks to this experience, I have published several articles in Brain Research family journals on this topic. In daily lives, individuals have to organize their minds in a particular way, i.e. adopting an appropriate task-set to perform any of their tasks. Often, they need to rapidly shift from one mental set to another in order to perform various tasks in their dynamic environment. To understand the mechanism involved in this process, researchers designed some switching paradigms in a laboratory and have consistently found that the participants required more time in switching between two tasks than in merely repeating one task. In the present study, I aimed to differentiate the variants of each class of hypothetical model of task switching. I examined the stage of processing in time that task switching and task preparation might affect and determined whether the two effects are interactive or independent. P300 peak latency and stimulus- and response-locked lateralized readiness potential intervals were used to indicate the stage processing of stimulus identification and response selection and motor execution respectively. The results showed that these two effects affect two distinct stages of processing after the stage of stimulus identification and before the stage of motor execution. These findings appear to reconcile best with the carryover model of task switching. I also reported some event-related potential components that have been identified to be correlated with different classes of processes.

Hafiz Muhammad Iqbal, PhD, University of the Punjab, Lahore, Pakistan; 2004-2005, United States Comparison of American and Pakistani Students Use of Study Strategies There is a consensus among educationists that in order to learn more effectively, learners have to play a more active role than perceived few decades ago. They have to process information in a manner that becomes part of their cognitive structure. Instead of being a passive recipient of information and cramming the relevant material, students need to construct meanings for themselves and self-regulate their learning. Recognizing their weak areas and adopting strategies to mediate their learning, students also need to manage time and select relevant information from a variety of resources available to them. However, research in the field of students study strategies reveal that a majority of them are not aware of effective strategies let alone how to use them for effective learning. This paper attempts to explore what study strategies Pakistani students use and how they compare with American students in this regard. The Learning and Study Strategies Inventory (LASSI) was administered to above 600 undergraduate students studying in a metropolitan university in Pakistan studying in various disciplines. Their performance on the LASSI scale was compared with that of already established American norms. The LASSI scale is comprised of ten sub-scales of Anxiety, Attitude, Concentration, Information Processing, Motivation, Self Testing, Selecting Main Ideas, Study Aids, Time Management and Test Taking. Analysis of data reveals that in only 16

three out of ten subscales of the inventory, performance of Pakistani students was better than American students. In the rest of the seven sub-scales American students performed better than their Pakistani counter parts. A comparison of the score of Pakistani students in the third semester and final semester reveal that with the passage of time Pakistani students were able to use study strategies more effectively. Results of the study points toward the need of introducing a course on study strategies to orient students to effective study strategies, help them become strategic learners, and self-regulate their time and energies.

Dana Jack, PhD, Western Washington University; 2000-2001, Nepal Gender, Depression and Self-Silencing in Nepal During 2001, on a Senior Scholar Teaching/Research grant to Nepal, I was privileged to teach classes in Tribhuvan Universitys Post Graduate Diploma course in Womens Studies at the Padma Kanya campus in Kathmandu. Research focused on gender, depression and self-silencing conducted in government hospitals and outpatient clinics. Teaching at Womens Studies included adding my expertise to their existing courses and offering a range of workshops relevant to faculty and students. Research on gender, depression and self-silencing was conducted Students from the graduate program in women studies at Tribhuvan in collaboration with Nepalese University in Kathmandu psychiatrists Dr. Nirakar Man Shrestha, Director, Patan Mental Health Hospital; Dr. Vidaya D. Sharma, psychiatric outpatient clinic at Tribhuvan University Teaching Hospital (TUTH), Dr. Bhogendra Sharma of CVICT and Dr. Mark Van Ommeren (CVICT). This exploratory study examined depression in three groups of people: 1) 34 women and 62 men diagnosed as depressed at their first visit to TUTH and Patan Mental Hospital outpatient clinics. Our goals were to identify social stressors, symptom patterns, help-seeking, and self-silencing behaviors/cognitions affecting depression; 2) A sample of 84 female and 92 male undergraduates at Tribhuvan University, to determine the prevalence of major depression and its correlation with levels of selfsilencing and other sources of stress; and 3) A sample of 39 female and 56 male masters level students at TU, also to determine the same issues as in #2. Because of interesting findings, this work has continued with undergraduates and in collaboration with Women Studies faculty Bindu Pokharel and with psychologist Usha Subbha using a sample of 50 male and 50 females, the same measures, and focus groups to investigate further the sources of stress. Findings will be presented at the poster session. I have returned approximately every two years, have published results, am co-authoring an article with Nepalese investigators, and working on establishing a reciprocal exchange with Womens Studies and WWU.

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Laura R. Johnson, PhD, University of Mississippi; 20002001, Uganda Towards Integrated Treatment for Depression in Uganda In this study, we combined qualitative and quantitative approaches to explore concepts of depression among Ugandans and to contrast different cultures of healing with implications for mental health design and delivery. Using Kleinmans (1980) explanatory model concept, we investigated the views of lay community members (N=133), three types of professional practitioners (N=111), including traditional healers, primary care staff and mental health professionals, patients with depression (33) and matched dyads (N=8) consisting of depressed patients and their practitioners. A case vignette and open-ended interview provide a qualitatively rich view of the varied beliefs about depression, including its nature, cause, impact, help seeking and treatment. Interviews were transcribed, content analyzed, coded into categories and described. Nonparametric analyses reveal important areas of disagreement between patient, lay community and professional views and between the three types of professionals, with help seeking and treatment accounting for the largest differences. While all groups held a multifaceted, biopsychosocial model of depression, differential emphasis was placed on various aspects pointing to (1) the importance of cultural and contextual issues in understanding depression; (2) the need for public education and awareness of depression; and (3) the need for better integration of traditional and primary care services into an overall treatment approach for depression.
Laura Johnson in Uganda

Julie S. Johnson-Pynn, PhD, Berry College; 2006-2007, Uganda Civic Engagement in East African Youth: Developing Leaders in Environmental Conservation East Africa has been a cradle for research in conservation, land management, and anthropology for decades. Despite a long history of international attention to East African ecology and communities, there remain numerous threats to indigenous peoples and ecosystems. Conservation education programs in East Africa have grown dramatically in recent years as a response to environmental degradation and the recognition that it is crucial to educate youth in ways that build their capacity to construct viable communities. Roots & Shoots grew out of primatologist Dr. Jane Goodalls efforts to improve conditions for chimpanzees at her field site in Tanzania. Wildlife Clubs of Uganda, Julie S. Johnson-Pynn in Uganda a non-governmental organization, was created to instill pride in Ugandas wildlife resources and to raise awareness of sustainable development practices. Both programs have similar missions, to educate youth about the environment, animals, and people in their

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communities and to prompt them to act as stewards of their natural heritage. Members collaborate in activities designed to protect ecosystems, connect with communities, and foster personal development. PP I investigated program impact on youth members personal development, civic engagement, and ecological values. The psychological correlates (i.e., conventional indicators of youth development such as leadership, social competency, self-efficacy, and social justice attitudes) of members civic engagement were examined through quantitative and qualitative measures in a variety of settings (e.g., rural and urban locals, refugee camps, orphanages). PP This research was designed to identify needs of clubs and facilitate program enhancement. I assisted clubs in developing conservation education lessons and materials, revising strategic plans, instituting community awareness and devising fundraising campaigns. It is vital to provide data relevant to informing policies and procedures to those interested in conservation, civic engagement, youth purpose and resiliency. Results are currently being reported in peer-reviewed journals and shared with professionals with an interest in positive youth development.

Jyotsna M. Kalavar, PhD, Penn State, New Kensington; 2004, India Pay and Stay Homes in India: An Emerging Living Arrangement for Seniors My Fulbright research project was in collaboration with Dr. Duvvuru of Sri Venkateshwara University in Tirupati, India. This regional project examined pay and stay homes in the four principal cities of south India, namely, Chennai, Tiruvananthapuram, Hyderabad, and Bangalore. Designated senior housing is a rapidly proliferating boom in urban India. An emerging phenomenon is the cadre of homes called pay and stay that cater primarily to middle- class older adults. Against the backdrop of a changing social landscape in India, many seniors are opting to live in pay and stay homes. The research focus included an understanding of the various models of pay and stay homes in south India. In this study, one hundred and fifty residents of pay and stay homes were interviewed to examine the senior residents perspective on relocation, and their evaluation of the living arrangement.

Jyotsna M. Kalavar with collaborator Jamuna Duvvuru in India

The sample largely comprised of females (65%) Hindus (82%), and those widowed (57%). The average reported age was 75.43 years (SD=5.3), and approximately 1/3rd (35%) had not graduated from high school. On a continuum, pay and stay homes in urban India run the gamut from crowded, dormitory-style accommodation to upscale, resort-style arrangements. What is quite alarming is the rate at which these homes are sprouting up in urban India, and the absence of regulations governing them. Many of the upscale homes offer a number of prosthetic features that are seniorfriendly, and include senior activities that allow for active engagement. Results show that intergenerational relationships are an important consideration in the decision to relocate to such homes. Spirituality based activities enhance reported satisfaction with this living arrangement. Future plans included an extension of this research to the national level, so informed decision-making may occur at all levels.

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Shagufa Kapadia, PhD, Maharaja Sayajirao University of Baroda, Vadodara, Gujarat, India; 2003-2004, United States Adolescent-Parent Relationships: A Perspective on Universal and Culturally Variable Features in the Context of Globalization My Fulbright affiliation as a post-doctoral fellow was at the New School for Social Research in New York. The primary activity of my fellowship was conducting a cross-cultural study situated in two different contexts, New York-U.S. and Baroda-India. In addition to the research project, I engaged in a range of academic and extra curricular activities as follows. The academic activities included: participation in the Fulbright Occasional Lecture Program at East Carolina University and Iowa State University, auditing select graduate courses, participation in the department seminars, networking with faculty at City University of New York and New York University, networking with select youth organizations in New York. In addition to the fellowship project with adolescents, my affiliating partner and I also planned a short study on cultural differences in social support exchange patterns. The study has now evolved into a large scale three culture research in the U.S., Japan and India funded by the National Science Foundation, U.S.A. Another cross-cultural project in the offing is a collaborative research with partners from City University of New York and New School for Social Research. Adolescence as a life stage occurs in all societies, but it assumes different forms and meanings, and is viewed and lived differently in different societies. The current scenario of economic and cultural globalization is creating significant challenges for families across societies. Adolescents, who themselves are in the process of transition to adulthood, are rendered particularly vulnerable to such influences. The scenario has increased the likelihood of parent-adolescent disagreements, which in turn tend to pose further challenges to interpersonal relations. Little attention has been paid to the meanings that adolescents give to family interactions, especially how they are interpreted, and the respects in which adolescence itself reflects both universal developmental tasks as well as culturally variable experiences. What are the salient elements of the adolescent-parent relationship in the contemporary scenario of nations in flux, as reflected in the context of everyday family life? How do Indian and American adolescents experience and interpret their relationship with parents in the context of everyday interpersonal disagreements? To what extent is adolescent capacity for interpersonal sensitivity and understanding reflected in the Indian and American cultures? The paper addresses these questions based on a cross-cultural research involving interviews of American and Indian adolescents in New York-U.S. and Baroda-India. The findings highlight how adolescents in the two cultural groups interpret and experience their relationships with their parents. At a broad level the study throws light upon the ways in which families socialize their children in the contemporary contexts in the United States and India, societies that are markedly different in their orientation and everyday practices.

Christopher Kilmartin, PhD, University of Mary Washington; 2006-2007, Austria Alpine Postcards: A Scholar Romps through Austria I served as the Fulbright Distinguished Chair in Gender Studies at the University of Klagenfurt, which is located in the Southeastern corner of Austria, near the Italian and Slovenian Borders. This was a teaching assignment that involved being instructor in three classes, giving guest lectures at Klagenfurt and other universities in the region, and presenting at the American Studies Conference in Altenmarkt, Austria.

Christopher Kilmartin with his colleagues in Austria

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The scholarly work centered around three undergraduate courses: American Masculinity: Interdisciplinary Perspectives, Theoretical Perspectives on Gender, and Gender-based Violence: Origins, Consequences and Remedies. In addition, I gave public lectures at the Universities of Klagenfurt (sexual harassment; men and health; human trafficking), Vienna (profile of an acquaintance rapist), Salzburg (mens violence against women), Hamburg, Germany (men and depression), and Heidelberg, Germany (social norms intervention for mens sexism). At the American Studies Conference, I presented a lecture/performance on continuity and change in American Masculinities. As a result, I was able to organize an APA Mens Health Symposium that included a German researcher, bring the relatively unknown topic of Mens Studies to Central Europe, and describe the Austrian experience to my campus, community, and professional group.

Greg Kim-ju, PhD, California State University-Sacramento; 1999-2000, Korea Collective Identities of Korean Young Adults: A Cross-sectional and Longitudinal Study of Two Sociopolitical Cohorts From September 1999 to December 2000, I explored how young Koreans in their formative college years in the 1980s and 1990s grapple with issues of national and ethnic identity in South Korea. Aware of the many cultural nuances that can affect the reliability and validity of instruments, I sought the support of faculty in psychology at Yonsei University to develop the Korean Collective Identity Measure (KCIM) and assess collective identities and their sense of belonging to them. Using a mixed-methods design, I focused first on understanding in greater depth how 15 Korean participants, themselves, understood collective identity with semi-structured interviews. I then developed the KCIM and used it to assess collective identities with a larger sample of young adults (N = 305) recruited from universities and community organizations in Seoul, South Korea. Overall, results provided mixed support for expectations that young Koreans from the 80s and 90s sociopolitical cohorts would have differences in their collective identities. While there were relatively clear and meaningful differentiations among the collective identities (Minjok Traditionalists, Modernists, Christians, and Feminists), the ways in which participants identified with these collective identities did not vary significantly by sociopolitical cohort. Results did show, however, that collective identities varied significantly by gender in interaction with sociopolitical cohort, primarily between men and women from the 90s cohort group. These findings raise interesting implications concerning research on the collective identity of individuals from different sociopolitical periods such as the research design employed and ways to explore how gender and social class might bear on how men and women view their collective identities, along, and in interaction with sociopolitical contexts. These results and implications will be examined in the context of the theoretical framework employed in this study, the particular periods in which these sociopolitical cohorts were situated, and the methods employed in this (cross-sectional) and future (longitudinal) research.

Vinod Kool, PhD, SUNY Institute of TechnologyUtica-Rome; 2005-2006, India Nonviolent Behavior and Peace Cultures in the Himalayan Region In the capacity of a senior Fulbright scholar in India, my role was to develop research collaboration with educational institutions of higher learning in the area of peace psychology, delivering lectures at universities and colleges, and preparing a book on the psychology of nonviolence (now published by Palgrave Macmillan, 2008). I gave lectures at universities and colleges including Banaras Hindu University, VKM 21

Vinod Kool

College, Reewa University, Sagar University, Vadodara University, and Himachal Pradesh University, and spoke during commencements and other social engagements. The United Nations has adopted the year 2000 onwards as the Decade of Peace. According to its manifesto, a global movement for a culture of peace would be the priority and the organization has sought the help of 23 million teachers around the globe to promote the culture of peace. In this presentation I will report about the peace cultures in the Himalayan region of India that are exemplary for the UN efforts. In this context, the role of moral inclusion, respect for environment and life, moral responsiveness and engagement (all very important and timely topics in our modern psychology) would be highlighted. More specifically, the case of the people of Malana will be presented to show how they have been maintaining their democracy so smoothly for centuries, which even Alexander found fascinating during his invasion of India.

Laura L. Koppes, PhD, University of West Florida; 2003-2004, Czech Republic Higher Education and Human Resources Practices in the Czech Republic: A Culture in Transformation The Czech Republic has experienced rapid economic and political developments since the fall of Communism. The explosion of a multicultural labor market and global competition creates new challenges for business leaders. This emphasis on capitalism and economic growth has had significant implications for higher education institutions. The scientific discipline of industrial and organizational (I-O) psychology is most relevant for addressing these societal challenges. Therefore, I was invited to teach human resources management and organizational behavior. I also conducted research, participated in community activities, and consulted on higher education. My grant was a joint appointment with two universities: the University of Hradec Krlov (UHK) Faculty Informatics and Management and the University of Pardubice Faculty of Economics and Administration. Using diverse approaches, I taught new topics to students and faculty. One student wrote I will remember many interesting things about HRM [human resources management] but also a lot of things about culture differences and your comment about Czech and American people. It was like we all visit U.S., it was very interesting for me. Scholarly activities included expanding my research on organizational citizenship behaviors, lecturing on leadership, writing a chapter on strategic human resource management for a Czech publication, and speaking at the UHK graduation ceremonies. Consulting activities included briefing the U.S. Ambassador on education, and advising the Faculty Dean on higher education issues. The most profound long-term impact was an enhanced understanding of cross-cultural differences, which affects my daily perspective. I incorporate cross-cultural issues in teaching, and in my work with the professional Society of Industrial and Organizational

Laura L. Koppes (third from right) in the Czech Republic

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Psychology (SIOP). Currently, I am creating a multi-component international synergy within the psychology department, including the establishment of study abroad programs and hosting Fulbright Scholars.

Vesna Kutlesic, PhD, National Institutes of Health/AAAS; 2003-2004, Yugoslavia Developing Childrens Mental Health Services in Serbia through Direct Service, Training, and Policy Reforms My Fulbright experience involved a Visiting Professor appointment in the Department of Psychology at the University of Belgrade in Serbia. I taught the first course on cognitive-behavioral therapy (CBT) ever offered in the department, and supervised the first counseling practicuum ever held through a psychosocial support program held with children in orphanages. Approximately 120 senior undergraduate students attended the CBT course, and approximately 30 graduate students attended the counseling practicuum and worked with 60 children in orphanages. In addition, I served as a consultant for the Vesna Kutlesic (right, front) with students in Serbia Institute of Mental Healths Child Protection Team, and for a UNICEF initiative aimed at developing mental health services for children within the social service and juvenile justice systems in Serbia. I also participated on selection committees for the American and British Embassies graduate student and professor exchange programs. The long-term impact of my work in Serbia includes the incorporation of my cognitive-behavioral therapy course within the new psychology curriculum at the university, and will be taught by a clinical psychology colleague who completed her specialization at an European institute. The Department of Psychology is also undergoing significant curriculum reforms which will include the development of supervised clinical practica in part modeled after my counseling curriculum. Policy guidelines for the development of childrens mental health services within a continuum of care were proposed via UNICEF to several Serbian ministries, and were included within the first ever juvenile justice code developed by the Serbian Ministry of Justice. Fifty graduate students and faculty were selected for teaching and research exchanges with several American and British universities, with the intent of having the opportunity to gain new knowledge and skills to be shared with their colleagues at their home universities upon their return.

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Cindy Lahar, PhD, York County Community College; 2003-2004, Cambodia Building Capacity in Higher Education in Cambodia I traveled to Cambodia on Fulbright grants in 2004 and 2006. My work there has included studying the cultural motivations of volunteerism, training university teachers in psychology and research methodology, and advising the only psychology department in the country at the Royal University of Phnom Penh (RUPP). Given Cambodias traumatic history of war and genocide, there is a high rate of people requiring psychological assistance and a great demand for people trained in psychology. Higher education still suffers from the impact of the Khmer Rouge regime where the country saw the destruction of schools and the brutal deaths of thousands of educated individuals. Thus, today there are few people who can teach, especially at the university level. I worked with faculty building teaching and research skills with an aim to ameliorate the low standards currently at the university. I also assisted in developing curricula and writing a long range plan for the only psychology department in the country. When it comes to volunteerism in the developing world, I learned that the very definition of volunteerism is different in Cambodia.

Cindy Lahar

Cambodia has seen a deluge of international volunteers visiting to help out, but local volunteerism of Cambodian people is quite different, often taking the form of community support centered in the local temples instead of from individuals who feel compelled to help the community. My research explored motivations for volunteering among the Cambodian people and what similarities and differences there are compared to the motivations described in models developed in N. America (Clary et al., 1998; Penner & Finkelstein, 1998). These findings have helped local projects build culturally appropriate volunteer programs. Research on volunteerism continues at RUPP today with colleagues and students further exploring the motivations of volunteers in Cambodia.

Frederick Lopez, PhD, University of Houston; 2000, Portugal Counseling Psychology in Portugal: A Fulbright Experience I am an academic counseling psychologist with particular interests in studying how close relationships affect persons psychosocial outcomes across the lifespan. During the Spring of 2000, when I was a Full Professor at Michigan State University, I completed a 3-month Fulbright appointment in Portugal (March June, 2000). I split my time between the respective Educational Psychology Departments at the University of Porto (first 6 weeks) and the University of Coimbra (second six weeks).

(From left) Eduardo J. R. Santos, Frederick Lopez, and Joaquim A. Ferriera in Portugal.

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At both institutions, I engaged in informal lecturing activities and consulted with faculty and graduate students pursuing research projects in vocational psychology/career development, as well as in late adolescent identity development. While at the University of Porto, I also involved graduate students there in a preliminary effort to translate into Portuguese the Career Transitions Inventory, a self-report measure developed and validated in the U.S. that assesses attitudes toward work/career-related changes. While at the University of Coimbra, I helped colleagues there to prepare a full day workshop on the College-toWork transition difficulties of unemployed Portuguese youth. This workshop was held in Luso, Portugal in May, 2000, and I provided the keynote address to an assembly of approximately 250 counselors employed by a regional branch of Portugals Department of Vocational Training and Rehabilitation. Since my memorable Fulbright experience, I have maintained contact with my Portuguese colleagues, and, in September, 2004, I was invited back to take part in an International Conference in Aging and Health Psychology at the International University of Figueira da Foz. More recently, I involved two of my Portuguese colleagues in presenting a paper at a symposium I co-chaired on the Psychology of Working and Social Connections that was part of the 26th International Conference in Applied Psychology held in Athens, Greece, in July, 2006.

Sherri McCarthy, PhD, Northern Arizona University-Yuma; 2003-2004, Russia Developing International Collaborations in Psychology I spent 12 months in Russia, familiarizing myself with the educational system, conducting collaborative research and lecturing, as part of a distance education program, at several universities. I team-taught educational psychology classes in Vologda and Gorbunki (near St. Petersburg), and co-taught distance courses, which I visited for in-person lectures, in Yekaturinburg, Irkutsk, Rostov-onDon and Kamensk-Uralsky. I also worked with doctoral students, one of whom received a Fulbright to visit the U.S. at my university in 2005. Part of the focus of my experience was continuing work on the International Psychology Partnerships Project, begun as a part of APAs P3 Project in 1999. One of my Russian colleagues with whom I worked closely, Dr. Victor Karandashev, had been a Fulbright Scholar to the U.S. in 2002-03. We continue to collaborate on projects related to the development of international psychology. We convened the 1st International Conference on Psychology Education in St. Petersburg, Russia in 2002. The second was held in Brazil Sherri McCarthy in 2005, and the third was again in St. Petersburg during July, 2008. These conferences have brought together psychology professors from over 30 countries and 6 continents who continue to work together to improve and internationalize the teaching of psychology. A special edition of the Journal of International Psychology devoted to teaching and 2 books published by Cambridge Scholars Press have resulted from this effort so far. Several collaborative research projects of an ongoing nature have also resulted. This poster will briefly summarize my observations of the Russian educational system. It will also chronicle the continuing progress of the international teaching conferences and highlight findings of some of the on-going research projects related to adolescent development, moral reasoning, teacher personality trait preferences and attitudes toward peace, war and aggression that have resulted from my Fulbright experience.

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Benedict T. McWhirter, PhD, University of Oregon; 20032004, Chile Fulbright Supported School-based Research in Chile My Fulbright affiliation was with the Psychology Department of the Universidad del desarrollo (UDD) in Santiago, Chile. My responsibilities included providing workshops to faculty and students, teaching a course to students, professional consultation on curriculum development, and independent research focused on adolescent and family risk and protective factors among Urban Chilean youth. I also taught community-based courses to couples in a poor Santiago neighborhood focused on marital communication, problem-solving skills, and family conflict resolution.

Benedict T. McWhirter

As an academic counseling psychologist at the University of Oregon, I have used an ecological developmental model as a conceptual framework for clinical and research training. This model highlights the importance and dynamic relationship of context in problem development as well as in problem prevention and resolution. As such, I worked with colleagues at UDD to integrate this conceptual model in helping students develop clinical skills, and in helping faculty modify their curriculum to meet contemporary psychology training challenges. I trained UDD faculty members in much needed counseling supervision theory, research, and skills application. My position also involved visiting a second UDD campus in the southern Chile city of Concepcin. During the Fulbright year and along with Fulbright Scholar Ellen Hawley McWhirter, I also conducting a major multi-method, multi-agent research project examining risk and protective factors for academic and social success among Urban working-class youth and their families. This research led to subsequent funding through the Spencer Foundation (Chicago, IL.) to conduct similar research in three additional state schools serving high-risk families and defined by the Chilean Ministry of Education as high-risk priority schools located in poor areas of metropolitan and surrounding Santiago. The Fulbright research also led to enhanced collaboration with colleagues at the UDD and at the Universidad de Chile (UC), with whom I continue to work today. In this presentation I will elaborate on the activities of my Fulbright experience and how each of my activities was an important precursor to developing continued collaborative teaching, research, and other scholarly activities with Chilean colleagues and students.

Ellen H. McWhirter, PhD, University of Oregon; 2003-2004, Chile Finding Common Ground for Continued International Collaboration My Fulbright affiliation was with the Universidad de Chile (UC) in the Psychology Department. My responsibilities included provision of workshops to faculty and students, independent research activities focused on adolescent career development, and the development of longer-term collaborative teaching and research activities. In addition, I taught community-based courses in a poor and working class neighborhood. These courses focused on marital communication and enrichment, and paraprofessional skills for helping couples resolve family problems. As a Ellen McWhirter counseling psychologist in a country in which counseling psychology does not exist as a specialty area, part of my teaching/workshop focus at the university included providing descriptive information about the specialty areas within psychology in the United States, and identifying the unique and common content areas between counseling psychology and the psychology specialty areas offered at the host institution.

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Highlighting these linkages set the stage for understanding possibilities for collaboration as well as mutual learning opportunities. A second focus included exploring the potential utility of U.S.-based meta-models for conceptualizing human growth and development and for conceptualizing clinical intervention work in the Chilean context. This goal was carried out via presenting, critiquing, and adapting these models in my community-based teaching. Finally, during the Fulbright experience I made connections with faculty interested in adolescent career development. Since that time I have reviewed graduate level guidance curriculum and continued to investigate the structure and organization of career guidance in Chile. In 2007, I co-taught a graduate level workshop at UC that presented 3 meta-models adapted to the Chilean context. In a March 2008 presentation at the International Counseling Psychology Conference, I co-presented a paper describing career guidance practices in contemporary Chile, co-authored with a UC colleague. Data collection targeting career development variables, and carried out with Chilean colleagues, is ongoing. In this poster session I will elaborate on the activities of my Fulbright year and how each of these activities was a necessary precursor to effective continued collaborative teaching and scholarly activities with Chilean colleagues. The products referenced below document the early outcomes of the independent research carried out during the Fulbright year. The final poster session will include projects in progress with Chilean colleagues as well.

J. Jeffries McWhirter, PhD, Arizona State University; 1979, Turkey/1985, Australia Historical Antecedents of Counseling Psychology and the Fulbright Program I sing the praises of the Fulbright program. Besides the benefits to me and mine personally, the Fulbright program has had an important impact on my discipline: counseling psychology To the best of my memory, I first heard about the Fulbright program when I read that C. Gilbert Wrenn (counseling psychology professor at the University of Minnesota and later Arizona State University), very late in his illustrious career was awarded a Fulbright to Keele University in England to work with British academics to establish counseling/ counseling psychology programs in that country. I later discovered that a number of American academics in counseling psychology were involved in this effort. Recent activities and programs (initiatives by division presidents [e.g.., Heppner and Forrest]; an international forum section in The Counseling Psychologist; the designation international on the Spring 2008 Counseling Psychology conference title) signal a major commitment to international issues by the APA Division 17 of the Society of Counseling Psychology.

J. Jeffries McWhirter

Interestingly, for over 50 years individual counseling psychologists have consistently demonstrated interest and involvement with international issues. The Fulbright Senior Scholar program has been one of the major vehicles to express this interest and to accomplish this involvement. Previous articles by me (1983, 1986, 1987, 1988a, 1988b, 1988c, 2000) have documented some of this interest and involvement as have previous APA symposia on this topic. Unfortunately, there is no one single source that documents this interaction of individual counseling psychologists and the Fulbright program. In this poster, I identify counseling psychologists who have been the recipients of the Fulbright Senior Scholar award (earlier the Fulbright-Hayes Senior award), their host country, and the US institution they were affiliated with at the time of the award. This is a preliminary step to a follow-up study of these scholars and the impact of the Fulbright experience on their lives and careers. At the very minimum, these individuals should be documented/archived.

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Paula T. McWhirter, PhD, University of Oklahoma; 1994-1995, Chile Intrafamiliar and Youth Violence Reduction in Chile, South America This presentation will focus on research findings concerning the effectiveness of a prevention program implemented in a junior and senior high school in Latin America. Data was collected on the incidence of domestic violence and aggression and common concomitant experiences with substance use, suicide (ideation, plans, and attempts), sexual conduct, diet, and physical activity level both pre and post a prevention program in Santiago, Chile. I began conducting this research while on a Fulbright Fellowship, working collaboratively as a researcher in an inner city high school in Santiago. The research initiated during my Fulbright has continued to grow and collaborations have been maintained and strengthened to this day. In addition to an explication of research findings (not presented elsewhere), the presentation will speak to the impact of the Fulbright program on psychology through its consideration of the benefits of building and maintaining international professional collaborations.

Paula T. McWhirter

Debjani Mukherjee, PhD, Rehabilitation Institute of Chicago; 2006-2007, India Social and Ethical Dimensions of Long-term Adjustment to Traumatic Brain Injury in Kolkata, India The Fulbright Scholars program afforded a unique opportunity to explore research questions, to be immersed in a dramatically different cultural context, and to act as a cultural ambassador in Kolkata (formerly Calcutta), India. Activities included laying the groundwork for research, data collection, lectures, collaborations with Indian scholars, and opportunities for cultural exploration. The experience was extremely rewarding, both professionally and personally as a bilingual American-born psychologist of South Asian origin. The Fulbright research project examined long-term adjustment to Traumatic Brain Injury (TBI). TBI is an international public health problem and there is a glaring lack of attention to the cultural context in which adjustment to the injury occurs. TBI as a purely biological phenomenon is similar in locations around the world; however the responses of the individual, family, medical and social systems vary. How do these variations influence outcomes and what can we learn from different cultural responses to TBI? Notions of disability, responsibility, productivity, life-satisfaction, and personal identity can influence the individuals adjustment process. In this exploratory study, social, cultural and ethical aspects of long-term adjustment to TBI were examined in Kolkata, India. Qualitative and quantitative data were collected on 15 persons who had lived with TBI for approximately 5 years or more. Nine of their family members also participated. Additional sources of data included immersion in the cultural context and fieldnotes. Analyses are ongoing. Critical aspects of adjustment to TBI in

Debjani Mukherjee (second from right) with other colleagues and Fulbright recipients in India

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this sample included the role of family networks, the importance of social roles, the influence of spiritual beliefs, and the respect afforded to the doctor-patient relationship. In India, as in other parts of the world, TBI raises concerns about public health and road safety.

Kate Murray, PhD, Arizona State University; 2006-2007, Australia International Comparison of Refugee Resettlement: Australia & the U.S. From January to December 2007 in collaboration with the University of Queenslands Boilerhouse Community Engagement Centre, combined quantitative and qualitative approaches were used to understand the experiences of individuals from Sudan entering Brisbane, Queensland in Australia through the federal offshore humanitarian refugee program. In addition, I worked closely with community service organizations, city council representatives, community leaders, researchers and activists to better understand the historical background and current climate of multiculturalism and refugee-related issues in Australia. Collaborations with Australian researchers and practitioners resulted in a white paper for the Australian Psychological Society on refugee mental health issues, the development of articles for peer-reviewed journals, and recommendations for service providers based on key findings from the Australian data collection.
Kate Murray

The research sample included 90 individuals from Sudan who came to Australia through the Commonwealth off-shore humanitarian program. The majority of the sample was female (62.2%), Australian citizens (63.3%), living on the southwest side of Brisbane, and averaging 34 years of age. All participants completed a 90-minute quantitative questionnaire which asked about demographic details, access and utilization of services, experiences within the broader community (e.g. social ties, social trust, discrimination), and health outcome information (e.g. mental health, physical health, life satisfaction, subjective wellbeing). Ten individuals also completed a semi-structured interview inquiring about Sudanese perspectives on positive resettlement within the Brisbane community. The research identified a number of key findings, including: barriers in securing full-time employment, experiences of discrimination and social isolation, and predictors of positive and negative health outcomes. In addition, qualitative analyses revealed positive and negative experiences and outcomes in the process of resettlement from a Sudanese perspective. Based on the findings, recommendations for service provision among Sudanese in the context of resettlement are provided.

Carnot Nelson, PhD, University of South Florida; 2006-2007, Turkey Developing Collaborative Relationships Between two Universities in Turkey and One in the United States During the 2006-2007 academic year I was a Senior Fulbright Lecturer at Hacettepe University in Ankara Turkey. Hacettepe is one of three universities in Turkey with doctoral programs in psychology. I taught postgraduate students from both Hacettepe and Middle East Technical University (METU) another doctoral granting institution. Another of my activities was to develop long term relationships between the psychology department at the University of South Florida and the two Turkish universities. During the first semester I taught organizational psychology to both groups of students and second semester taught program evaluation at Hacettepe and organizational theory and structure at METU. All instruction was in English although the language of instruction at Hacettepe is Turkish all the students could understand English and I was provided with a bilingual graduate student who assisted the students when necessary. At METU the language of instruction is English.

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In June 2007 collaborative agreements were signed with both universities and student exchange agreements have were signed by USF and both Turkish universities in April 2008. Two students from METU came to USF for the 2008-2009 academic year. During my stay in Turkey one of my former graduate students came over and met faculty and graduate students at both universities and gave a colloquium. A postdoctoral fellow from Hacettepe came to USF in May of 2008 to work with one of our faculty for four months. In September of 2007 one of my colleagues from Hacettepe who was in the United States on a summer fellowship and came to USF where she gave a colloquium on psychology in Turkey and met with faculty, graduate students and USFs International Affairs Dean, Graduate School Dean and a Vice Provost. Two research projects were begun and are ongoing. One involves examining the similarities and differences in implicit personality theory between Turkish and American college students and the second differences in supervisor- subordinate relationships between the two countries.
Carnot Nelson

Elena Nikolaeva, PhD, Herzen State Pedagogical University; 2005-2006, United States Cross-cultural Analysis of the Methods of Reward and Punishment in Families I had received the research Fulbright grant for the project The Comparison of Totalitarian Consciousness Signs in Societies with Different Democracy Periods. I worked at the Laboratory of Comparative Human Cognition University of California (San Diego) with Director Dr. Michael Cole. I analyzed the methods of the reward and punishment in the families of students from different countries. The purpose of the research was to estimate the distinctions in methods of the reward and punishment in childhood of the students educated in Russia and the US (100 participants). These two countries are multinational and multiconfessional. Participants filled the questionnaire (accordingly in Russian and English languages), including questions concerning punishment and reward. We found out that there are no cultural differences in methods of the reward. The most typical cause of reward is success at school and typical methods of the reward verbal encouragement. However there are differences in methods of punishment and the reasons for them. In the US the typical method of punishment is the isolation of children in their rooms. In Russia some students spoke these methods. Physical punishment is more often mentioned by the students from the US than Russian ones. In each country the younger the child is the more physical punishment is probable; girls are punished in this method less often. Only in Russia there is the situation when the course of punishment is a childs unwillingness to eat the food. The conclusion was that nowadays methods of punishment depend not just on cultural traditions but on the methods offered by massmedia.

Elena Nikolaeva with Mike Cole

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John Nixon, PhD, SUNY Canton; 2000-2001, Ukraine A Conundrum-Teaching Psychology in Ukraine The author was invited to try to teach Psychology at Kherson State University, in Kherson, Ukraine, a small city in Ukraine. I was told I would teach only English-speaking students Psychology coursework in Educational and Developmental areas (Child and Adolescent courses), and work with Pedagogical and Modern languages Faculties in course development. The reality was: Psychology (and other Social and Behavioral Sciences) was eliminated in the Soviet university curriculum John Nixon (back row, left) with colleagues in Ukraine by Stalin in the 1930s as subversive to State goals. Reinstatement did not occur until the 1970s, and in most universities the Behavioral sciences still were not in evidence in the new millennium - certainly not at Kherson State. There was no context. Students did not have any texts (I brought 1000 dollars in US texts, donated by McGraw-Hill, Worth, and Prentice-Hall publishers), and, in the rigid curricula in place, there was no place for the courses. Therefore, students were not to be given grades, making the courses elective, and therefore, not to be taken seriously. Also, the idea that students could speak and understand English was a fantasy. The bottom line: teaching Psychology was an up-hill process. Toward the end of the year, I asked to meet with Vice Rector Spivakovsky to see what I could do to make a contribution to Kherson State. He thought a bit, and said could you bring us a grant to improve our business and economics studies - this would be good for our students. I submitted a State Department grant proposal, and on the second try, received almost $300,000 to provide technical assistance for the KSU Economics and Entrepreneurship faculty - bringing Ukrainian faculty to NY, SUNY faculty to Ukraine, and starting a Small Business Resource and Development Center to Kherson. Currently a SUNY Potsdam Business professor is in Kherson as a Fulbright Senior Scholar, who had worked with KSU under my grant. So, Psychology at KSU did not improve significantly as a result of the Fulbright. However, Ukrainian understanding of US higher education and cross-cultural understanding made strides forward.

Thomas Oberlechner, PhD, Webster University, Vienna, Austria; 2002-2003, United States How Psychology Determines Decision-making in Financial Markets In 1988-89, my Fulbright scholarship allowed me to complete a Masters program in Counseling and Consulting Psychology at Harvard University. This program has greatly contributed to my clinical training; today, besides being a psychology research professor at a US-University in Vienna, I have a private practice as psychotherapist 31

and clinical psychologist. Moreover, because of the programs association with Harvard Business School, being a Fulbright student has also fostered my interest in psychological issues in the business world. In my consequent research, I have explored psychological aspects of decision making in financial markets (see, for example, The Psychology of the Foreign Exchange Market, Oberlechner 2004, and The Psychology of Ethics in the Finance and Investment Industry, Oberlechner 2007). The new interdisciplinary field of behavioral finance has used the psychological concept of overconfidence to explain such phenomena in financial markets as excess trading and market bubbles. However, the existence of overconfidence is usually inferred from laboratory studies outside the markets. Moreover, traditional economists have explained away the influence of overconfidence, arguing that on the collective market level, few rational participants are sufficient to balance out any irrationality by overconfident investors. According to this view, traders working for leading market makers should be rational. These traders should not be overconfident in their market decisions.

Thomas Oberlechner

A survey examined 416 currency traders at the leading banks at Wall Street. In addition to traders forecasts of exchange rates and self-ratings of their professional performance, objective performance data were obtained from their supervisors. Results document the dual existence of overconfidence among top currency traders. They overestimate their professional success and tend to overestimate the accuracy of their forecasts. Psychological dynamics help explain the pervasiveness of overconfidence in financial markets.

Beverly Palmer, PhD, California State University, Dominguez Hills; 2001, Malaysia Exotic Borneo Malaysian Borneo was about as different in climate, vegetation, social customs and politics from the United States as anyplace in the world could be. After two months in Malaysia I thought I understood Malaysia. After four months I realized I understood hardly anything. I would see one layer of this complex society and be amazed at all of the layers beneath it. For example, it was not until four months passed that I learned that it is the governments Ministry of Education, not the universities, that control all university resources, both physical and human. I had to learn to see Malaysia through Malaysian eyes, not my eyes, and I am very grateful for having had the opportunity to do so. I managed to find ways to help even those lecturers who did not speak much English with their research proposals. Somehow, all of us managed to communicate and be mutually supportive. We had moments of intellectually stimulating conversations, of intensely cooperative work on projects, and of sheer fun together. I enjoyed every interaction with each of the lecturers and gained a Beverly Palmer respect for making do with what you have. During my four month stay at the Universiti Malaysia Sabah and, again, at the Universiti Malaysia Kuala Lumpur, as a Visiting Fulbright Professor, I was extended every courtesy, given all the tools I needed to work, and was made to feel entirely at home by everyone. I have never encountered such a welcoming and giving faculty and I have learned much from them. I have learned that giving to others is what life is all about. I have learned that there are people who care about me just because I am a fellow person. I have learned the power of 32

humility. I have learned how to achieve goals even when there are very few resources. Most of all, I have learned the true meaning of boleh (we can do it). I was also honored to have made connections with so many Malaysians from so many different backgrounds. I saw Malaysia through many different Malaysian eyes-- though those of urban dwellers and those in kampungs (villages) as well as through Muslim Malay, Chinese Malay, Indian Malay, and Kadazan-Dusan Malay (native tribal people) eyes. I saw the differences in customs but also saw the way we are all connected through our humanness. After my return to the United States, I sponsored several Malaysian scholars to lecture at my university, among them Dr. See Ching May from the Universiti Sains Malaysias School of Counselor Education from February 16 through May 30, 2002 and Dr. Rosnah Ismail from the University of Malaysia, Sabah during April, 2002 and, again, from April through May, 2005. In 2007 I was honored to be invited back by the Malaysian government to the Universiti Malaysia, Sabah, to train the faculty in the use of the laboratory equipment in the new psychology building that I had helped plan in 2001. I also had the opportunity to collaborate with faculty in presenting the Asian Social Psychology Conference that was attended by more than 800 scholars from throughout the world.

Kathleen Pike, PhD, Temple University Japan Campus, Tokyo; 2000-2001, Japan Risk Factors for Eating Disorders in Japan Eating disorders are growing increasingly prevalent in Japan yet etiological factors are poorly understood. In 2002, I launched a research program with colleagues at Keio University in the Department of Psychiatry that assessed a wide range of risk factors for eating disorders in Japan. It was a collaboration that brought together individuals from different universities, medical centers, cultures, and academic disciplines. The research team met regularly to develop and/or translate the assessment measures, debate the merits of various areas of inquiry and the likelihood of putative risk factors, and conduct the study over the past years. The process has been challenging and enriching for all participants and the result is a continuing and strong research network in Japan, and a very rich data set Kathleen Pike (second from right) with colleagues in Japan that is just beginning to be fully analyzed. The Risk Factors Study for Eating Disorders in Japan is a case-control study that includes an extensive interview and self-report assessment battery examining a wide range of risk factors for anorexia nervosa and bulimia nervosa compared to a non-psychiatric control group. The study procedures and core interview were modeled after the New England Womens Health Project on which I served as a co-investigator. The database from this NEWHP includes risk assessment for black and white women with anorexia nervosa, bulimia nervosa, and binge eating disorder and provides the opportunity for direct comparisons of risk factors across cultures. The Risk Factors Study for Eating Disorders in Japan includes 75 women with anorexia nervosa, 75 women with bulimia nervosa and 75 normal controls. Preliminary data indicate that a number of individual, family and developmental factors are common risk factors for both the US and Japanese groups. However, significant differences in patterns of risk factors between the Japanese and American samples provide important information about the role of culture in the etiology of these disorders as well.

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Rory Remer, PhD, University of Kentucky; 2002-2003, Taiwan R.O.C. Nuances, Assumptions, and the Butterfly Effect (Redux). I spent 10 months as a Visiting Professor, Department of Educational Psychology and Counseling, National Taiwan Normal University. During that time I taught 4 classes and conducted over 25 workshops, primarily psychodrama training for the Taiwanese Psychodrama Community and Therapist in all of Taiwan (although I also offered workshops in Chaos Theory and Clinical Supervision, among other topics.) I also extended my Fulbright experience to offering a series of workshops in Australia and New Zealand. Besides fulfilling my primary teaching function, I collected data leading to a poster and subsequent published article dealing with cross cultural interactions and experiences. The abstract for which follows. The recognition that cultural values have a significant impact on interaction, particularly between people from different cultures, is nothing new. These cross-cultural interaction patterns are examples of those produced by dynamical (chaotic) systems.
Rory Remer

The label butterfly effect is a cute, impacting way of drawing attention to a particularly challenging aspect of such chaotic systems: small differences in initial conditions may have severe consequences to patterns in the longrun. Since cultural nuances and the assumptions made about them are just these kinds of small differences, their accumulated effects can have future large consequences. Particularly at the unconscious and seemingly most trivial of such instances may lay the biggest problems, and the most potential danger. This descriptive study focused on these potential difficulties. A collection of 46 accounts of cross-cultural situations involving the interface of Oriental (Taiwanese/Chinese) and Occidental (US American) cultures were assembled and examined for underlying nuances (Kluckhohn Value Orientations) and their possible effects. Analyses indicated that discrepant Relational perspective contributed the most to differences, but not independent of other spheres. The consequences of this specific contrast and these general types of discrepancies for these cultural interactions and others are also explored.

Robert Roeser, PhD, Tufts University; 2005, India The Modem and the Mango Tree: Assessing Adolescents Cultural Identity Development in India This study of adolescents identity development took place in Pune, India. Pune is a city of about 4 million people; is a center of education, manufacturing and IT companies; and is growing rapidly due to Indias opening economy and globalization. Pune is

Robert Roeser with students in Pune

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also in Maharashtra, a state with a strong and traditional Hindu outlook and history. Thus, Pune is characterized by both tradition and modernity, and is an interesting place to study adolescents cultural identity development today. Urban, English-speaking, middle-class youth are at the forefront of globalization and its opportunities and risks; and economic advancement and globalization have fueled concerns among Indian adults in cities like Pune that young people nowadays are losing their traditional values. In this study, we examined this conjecture. Were youth developing cultural identities that were less traditional and more modern in outlook? What were the functional implications of such identities for youths choices regarding religion, consumption, career and marriage? We found evidence for both changing values, as well as a blending of traditional and modern values, in urban Indian adolescents evolving cultural identities. Youth were aware of changes due to globalization and saw such changes as engendering both losses and gains. On the one hand, Indian youth reported strong traditional values associated with family, community, spirituality and ties with others that predicted their religious engagement, wellbeing, and desire for an arranged marriage. On the other hand, many youth (especially boys) also reported strong modern values associated with wealth, independence, and self that predicted their material consumption and desire for a love marriage. Findings support the notion that blended cultural identities (e.g., both traditional and modern), rather than the replacement of traditional by modern identities, or homogenization of identity toward some global norm, is a likely psychosocial outcome of economic development for youth in societies like India.

Lisa Sethre-Hofstad, PhD, Concordia College; 2003-2004, Norway Arctic Adventure Come Full Circle: Fulbright in the Far North The Department of Psychology at the University of Troms in Troms, Norway hosted me as a researcher/lecturer, providing opportunities for research collaboration with my colleague Dr. Tove I. Dahl. Troms was an ideal location for our research due to the seasonal variability in light and dark. Additionally, one of the most exciting professional activities that resulted from my year abroad is involvement in a research project on peace education. Dr. Dahl and I, in collaboration with Dr. Gavriel Salomon of the University of Haifa in Israel, launched a project investigating peace education in children who have participated in Skogfjorden, the Norwegian program of the Concordia Language Villages. My involvement in this project came about as a direct result of my exchange opportunity. Our research centered on the degree to which extreme variations in light and dark interact with childrens daily routines.
Lisa Sethre-Hofstad (left) and Tove I. Dahl

North of the Arctic Circle, there are periods of the year when residents experience no direct sunlight, and other periods of the year when they experience no darkness. Nevertheless, their daily routines during these times can be remarkably similar to each other. What matters more to childrens circadian preferences? Is it the amount of light in which daily routines are conducted, or is it the consistency of the daily routines themselves? The key question in this current investigation centered on whether or not childrens sleeping and waking patterns and ability to meet daily demands would be influenced by the seasonal variations in direct sunlight exposure during two different school weeks, with no other changes in their daily routines. Childrens sleeping/waking preferences during the dark time were compared to those same preferences during periods of the light time in a town 240 miles north of the Arctic Circle. The degree of conflict between children and their parents over their daily routines was also measured. The sample consisted of 79 families with at least one child in grades 1-5 in school. Findings showed consistent normally-distributed patterns of morningnesseveningness during the dark time, and a slight shift for some children toward increased morningness during the light time. Parents reported higher levels of conflicts and more desired change in behavior during daily routines from extreme evening types (E-types) than morning types (M-types), in both seasons. The greater salience of morningness-eveningness over light and dark for daily sleeping pattern preferences in children will be discussed. 35

Jefferson A. Singer, PhD, Connecticut College; 2003-2004, United Kingdom Exploration of Autobiographical Memory, Personality, and Clinical Psychology For my Fulbright Distinguished Scholar Award in the fall semester of 2003, I collaborated with the internationally-respected autobiographical memory researcher, Martin Conway at the University of Durham. As a clinical psychologist who also studies memory, I had long been familiar with Dr. Conways work in cognitive psychology on how long-term memories interact with mental representations of the self. Dr. Conway was also familiar with my work on self-defining memories, a type of vivid and intense personal memory that serves as a touchstone for important themes and conflicts in an individuals life. Working together, we were able to fashion an integrative theoretical model that drew on both of our work, as well as on recent case histories of memory-impaired patients. The resulting paper was published in the journal, Social Cognition, and has been well-received as a valuable elaboration of Dr. Conways earlier model of how memory and the self interact. In addition to this article, I visited his collaborator, Christopher Pleydell-Pearce at the University of Bristol and examined his EEG laboratory where they measure slow cortical potentials during memory recall trials. I also gave colloquia at the University of Leeds and the Newcastle Cognitive-Behavioral Centre about my research on memory, personality, and clinical psychology. Along with these activities, the Fulbright afforded me an opportunity to do extensive work on two books, Personality and Psychotherapy (Guilford Press) and Memories that Matter (New Harbinger), which were published in 2005. Finally, my wife and two daughters, who attended English schools, accompanied me. I was asked to write an account of this rewarding cultural experience for the American Psychological Society Observer, published in 2004. I currently serve on the C.I.E.S. peer review board for scholars interested in travelling to the U.K. and Ireland.
Jefferson A. Singer

David Skeen, PhD, Muskingum College; 2005-2006, Lithuania Psychology and Liberal Arts Eastern Europe My Fulbright experience occurred during the 2005-2006 academic year at LCC International University in Klaipeda, Lithuania. LCC International University was founded in 1992 as a North American style, undergraduate, liberal arts college. All instruction is delivered in English. The enrollment has grown to 650 students from some 15 nations, chiefly from Eastern Europe and central Asia. Approximately 40% of the faculty is from North America, with academic majors currently offered in English, Business, and Religion. During my Fulbright year I taught 12 hours each semester, supervised 11 senior research theses throughout the year, and worked with the College faculty and administration to develop a program of study in psychology to meet requirements of the Lithuanian accrediting council for a major in Psychology.

David Skeen with his colleagues in Lithuania

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I returned to LCC University to teach in the fall of 2007 during which time I taught four courses and continued working with faculty and administration on finalizing plans for a Psychology major. Then in February, 2008, I returned to participate in the accreditation visit to the campus by the ministry of education team. During the spring semester 2007, a student from LCC International University spent the semester as an exchange student at Muskingum College where I had served on the faculty for 37 years. In addition I am currently assisting one of my Lithuanian colleagues in data collection for a cross-cultural comparison of attitudes related to use of mental health services and facilities. In addition it is my intention to return to LCC International University to teach and assist with the implementation of the Psychology major. My role will be to design laboratory experiences, purchase appropriate equipment and to recruit qualified faculty.

Michael Smyer, PhD, Boston College; 2000, Japan Aging & Work: Global Comparisons My Fulbright was an administrative Fulbright fellowship in Japan in the summer of 2000. The focus of the Fulbright was trends in higher education in Japanese universities. Since my own field is gerontology, my subsequent work has built upon cross-national comparisons of perceptions of work by employees of various ages. This poster reports work of The Global Perspectives Institiute of Boston Colleges Center on Aging & Work, comparing Perspectives of employees in Japan, the United States and the Czech Republic.

James Song, Harvard University; 2005-2007, Uganda The Efficacy of Behavioral Stress Management in Asymptomatic HIV+ Patients In the resource-deprived sub-Saharan milieu, antiretroviral therapy remains inaccessible to the vast majority of HIV-positive patients (UNAIDS, 2006). In lieu of standardized care, what are we to do? This experiment investigated the efficacy of Behavioral Stress Management in newly-diagnosed HIV-positive patients in Uganda. Participants underwent CD4-testing and a baseline psychological assessment before being randomly assigned to one of three treatment conditions (hypnosis, meditation, and a wait-list condition where participants listened to music). Each condition required participants to listen to a 30-minute pre-recorded program three times a week for 12 weeks. A CD4-count and psychological assessment were again taken upon completion of the treatment regimen, as James Song with children in Uganda well as one month post-treatment. The experiment provides evidence to support the integration of Behavioral Stress Management in HIV patient care, especially within contexts which preclude the administration of antiretroviral therapy.

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Fernando Soriano, PhD, California State University San Marcos; 2005, Northern Ireland Youth Conflict and Violence in Northern Ireland: A Comparative Analysis with Youth Violence in America Northern Ireland (NI) has had a sad history of violence over particularly much of the past century. The years of 1966 too 1972, known as the The Troubles, were particularly violent with a significant of violence touching most residents of NI and in particular Belfast, its largest city. The Good Friday Agreement of April 10, 1998 marked the beginning of a decrease in violence in NI. Since then, there has been increased research on violence and in particular research on violence prevention. In 1993 the International Conflict Research Center known as INCORE was established as a joint project of the United Nations University and the University of Ulster in Northern Ireland. Located within the Faculty of Social Sciences, as a teaching and research Fulbrighter, for three months I had the opportunity to offer lectures in my area of specialty: Youth violence and prevention programming.

Fernando Soriano

However, beyond sharing knowledge and understanding in regards to youth conflict, I was eager to learn from others in the region from INCORE on their understanding of youth violence and violence prevention. I was able to visit with many colleagues, research centers and community-based agencies all charged with helping to diminish the high level of violence found among youth. I was particularly interested in seeing how the sectarian fighting affected violence among youth. One would think that the environment would be ideal for promoting the formation of youth gangs as we know them in the U.S. What I found is that there is an absence of our types of gangs. Linkages of communication were established with researchers with colleagues in NI to use in exploring future collaboration, something I hope to do in the future. The challenges I faced had to do with the shortness of the time I was assigned to the University of Ulster.

Djuradj Stakic, PhD, Penn State Brandywine; 2002-2003, Serbia Doing Better and Doing More with Less: Creating Child-Centered, Family-Focused and Community-Based System of Care in Country in Democratic Transition My Fulbright experience took place in Belgrade, Serbia, 2002/03. By serving as a special advisor of ministry of social affairs I was responsible for comprehensive and in depth reform of the national Child Care and Juvenile Justice systems, as a part of democratic transition and European integrations efforts of new democratic Government of Serbia. As a result of deep crisis, isolation and sanctions from international community, social supporting systems have been decompensate, marginalized and decompensate, leaving no hope for those that needed them the most--vulnerable groups, especially children and youth. The gap between urgent developmental needs of youth and declined ability of society to address those needs and requirements of international (European Union) community became insurmountable. The main challenge of my Fulbright project was: How to make better and do more with less how to modernize an obsolete, system, with abandoned and desperate professionals and with the lack of support and resources necessary? The project included the following subprojects: Transformation of the system of institutions and services geared at social protection of children and youth; Lobbying for and assisting with development of child-centered, familyfocused and community-based continuum of child care; Conceptual and methodological reorganization of direct practice with children through enforcing evidence and child rights-based, strength- and outcomes-oriented approaches, practices and procedures; Reexamining values, ethical principles, standards and developing specific guidelines for social and helping professionals; Sharpening awareness of and enhancing competence related to multicultural and diversity issues. As the direct outcomes of my Fulbright Fellowship three books and many journal articles were published, many projects were performed and an ongoing collaboration between Governmental, Non38

Governmental, local and international organizations has been established and maintained. Both advantages and disadvantages of serving as an international expert in country of origin would be addressed and discussed.

Marilyn Stern, PhD, Virginia Commonwealth University; 2006, Israel Psychosocial Functioning in Israeli Adolescent Cancer Survivors: A Senior Fulbright Scholarship Project Hosts in Israel during my 2006 Senior Fulbright scholarship were the University of Haifa and Rambam Medical Center. Primary goals for my scholarship were to establish a cross-cultural examination of the psychosocial functioning and quality of life in adolescent cancer survivors. I worked closely with three Israeli research assistants; of whom two were Israeli Jewish and a third was Arab-Christian. My Fulbright and scholarly leave offered me many opportunities that broadened my ways of thinking about teaching and scholarship. In addition to my Fulbright project data collection activities I also forged many collaborative relations with colleagues in Israel that have resulted in further international, cross-cultural-based research opportunities.

Marilyn Stern, north of Israel

Study of adolescents with cancer is relatively limited, with fewer studies considering the key developmental tasks of educational and career decision-making as indices of adjustment. We extended a US-based study by examining the psychosocial impact of cancer on both Israeli-Jewish and Israeli-Arab adolescent cancer survivors quality of life (QOL). 50 survivors of adolescent cancer (75% females, 84% Israeli-Jewish, M age = 21.2 years, M time since diagnosis = 67.6 months) were surveyed testing the relations of time perspective, optimism and perceived vulnerability (VCS) on QOL and career decision-making. Greater overall QOL was significantly related to less perceived vulnerability, greater optimism, a less fatalistic time perspective, a less negative past time perspective, and fewer career decision-making difficulties. Better career decision-making was also significantly related to greater optimism and a less fatalistic time perspective. Hierarchical multiple regressions were conducted. The overall model was significant, with only lower levels of VCS emerging as significantly related to better QOL, p = .001. Israeli-Jewish and Israeli-Arabs did not differ on most variables. Overall, our findings on Israeli adolescent cancer survivors are similar to that found in a parallel US-based sample of patients.

Nan Sussman, PhD, The College of Staten Island, CUNY; 1985, Japan/2004, Hong Kong Returning Home: Cultural Identity and Emotional Outcomes of Repatriation among Japanese and Hong Kong Sojourners The first Fulbright award, to Japan in 1985, allowed me to explore cultural aspects of returning home following an overseas sojourn. Coping strategies and cultural identity shifts were compared among Japanese and U.S. business executives who experienced international work assignments and then returned to their home countries. Other contextual variables were also examined. Snowball sampling techniques were effective in this collectivist culture. Interview and questionnaire data were collected. Counter-intuitive results indicated that US sojourners experienced more repatriation distress and overt cultural identity shifts than did the Japanese as the latter group possessed 39

clearer normative information about cultural expectations. When in Japan, act Japanese, even if you are thinking American. Keio University served as my host and assisted me in the study logistics. I lectured extensively at several universities, at professional conferences (i.e. Japan Psychological Association), and at meetings of international organizations. As a result of this research project, I embarked on a 20-year investigation into cultural transitions and identity shifts. I developed a model describing salient variables and affective and identity consequences. The second Fulbright award was in 2004. My interests had expanded to include the Nan Sussman (left) in Hong Kong with her two undergraduate psychological consequences of repatriation research assistants following seemingly more permanent cultural moves: immigration. Prior to 1997, Hong Kong experienced a massive emigration sparked by the impending handover of sovereignty from Britain to China. By 2004, nearly a half-million had re-migrated. My research project examined the full cultural transition cycle (pre-departure, host-country adaptation, repatriation) with particular emphasis on testing the identity model I had developed. Utilizing the cultural values of flexibility and integrative harmony, Hong Kongers used an additive cultural identity strategy, combining their Chinese, Hong Kong, and Western cultural experiences. Further, they experienced little or no repatriation distress. U.S. returnees, however, tended to use a subtractive shift, feeling less comfortable with American values, cognitive styles and behaviors that resulted in high repatriation distress. A book project describing this research is underway.

Bruce Svare, PhD, State University of New York at Albany; 2006-2007, Thailand Bringing Behavioral Neuroscience to Thailand During the second semester of the 2006-2007 Thai academic year, I taught my specialty of behavioral neuroscience to a class of undergraduate and graduate psychology students as well as some faculty at Chulalongkorn University in Bangkok, Thailand. With the field of psychology in Thailand still in its infancy, there is a critical need for additional trained psychologists and psychiatrists to help those that are suffering from behavior disorders. The Thai higher education system recently has responded to these needs by creating faculties of psychology that award undergraduate and graduate degrees in this discipline. Our understanding of psychopathology is increasingly dependent upon a thorough knowledge of behavioral neuroscience. This field examines the genetic, neuroendocrine, neural, biochemical, anatomical, and physiological basis of behavior disorder. The training of psychologists and psychiatrists in Thailand to diagnose and treat psychopathology Bruce Svare being greeted by administrative officials at Khon Kaen is increasingly dependent upon a strong Medical School in Khon Kaen, Thailand foundation in this discipline.

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I also brought behavioral neuroscience to other parts of Thailand by lecturing widely at other universities and medical schools including Mahidol University, Chulalongkorn Medical School, Burapha University, Kohn Kaen University and Medical School, Chiang Mai University and Medical School, and Prince of Songkla University and Medical School. I have continued my commitment to the Fulbright program in two important ways. First, I have made arrangements to continue to teach behavioral neuroscience in short course format to Thai students enrolled in the Psychology Department at Chulalongkorn University. Second, I am working closely with Dr. Naiphinich Kotchabhakdi from Mahidol University to bring a greater presence of behavioral neuroscience to the Thai people. This includes the joint training of Thai graduate students in this discipline and the development of symposia and international meetings to bring our knowledge of behavioral neuroscience to solving global problems like inadequate maternal child care.

Hsiu-Lan Shelley Tien, PhD, National Taiwan Normal University, Taipei, Taiwan R.O.C.; 2005-2006, United States Predictors of Outcome of Dream Work for East Asians Serving as Volunteer Clients: Dream Factors, Anxious Attachment, Asian Values, and Therapist Input Eighty-eight East Asian volunteers were paired with 6 East Asian therapists who provided low or high input in single dream sessions. Volunteer clients with poor initial functioning on the target problem associated with their dreams and high self-efficacy for working with dreams profited more from dream sessions than did their counterparts. Although no main effects were found for therapist input, volunteer clients who scored higher on attachment anxiety had better outcome in the low input condition, whereas clients who scored lower on attachment anxiety had better outcome in the high input condition. Volunteer clients with lower Asian values evaluated low input sessions more positively whereas volunteer clients with higher Asian values evaluated high input sessions more positively. Implications for dream work and future research are suggested. Other learning experiences: Generally speaking, my Fulbright experience in Maryland was excellent. Dr. Hill provided great help in conducting the research work. She rewrote the research draft and sent it to the University IRB before I arrived at the campus. We then started our research soon. She invited doctoral and senior students to join our study. The research team met almost once a week at the beginning and near the end of the research. The study was presented at the journal Dreaming in December, 2007 issue. In addition Hsiu-Lan Shelley Tien (bottom right) with host Clara Hill (second to right at to the research, I also attended top) and her research team members the faculty meeting every other week in Counseling Program. The experiences in research conducting and program development increased my competence and self-efficacy in my work after I returned my home institute.

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Annie Tsai, PhD, Azusa Pacific University; 2005-2006, Taiwan R.O.C. Comparing Apples and Oranges? Conducting Meaningful Cross-cultural Experiments in East Asia I was visiting scholar at NTU, where I led a team of undergraduate and graduate students to do research. We designed a Chinese questionnaire Chinese and ran experimental studies. I was invited to speak at departmental colloquiums, seminars, classes as well as other universities in Taiwan. Studies resulted in a book contract. Dialogue with Chinese colleagues allowed for considerations of the Chinese perspective as studies were designed and implemented. Long term relationships will allow for future collaborations. The students mentored are now in different MA/PhD programs. The equality model is rooted in EuropeanAmerican ideas and practices of individualism and democracy, constructing hierarchy as the opposite of equality and thus problematic and negative. American educational institutions and norms thus encourage students to sidestep hierarchy and invalidate or undermine its influence. The propriety model rooted in East Asian ideas and practices of Confucianism and relational interdependence, constructing hierarchy as natural and efficient. Chinese educational institutions and norms thus acknowledge and validate or support its influence. Studies 1 (in US) and 2 (in Taiwan) examined social hierarchy in the laboratory using a previously developed paradigm . Participants completed tasks while seated in a professors chair (violation of hierarchy condition), seated in a students chair (hierarchy condition), or seated in a lab chair (control condition). Study 1 results showed that Asian-Americans who sat in the professors chair reported being more nervous and subsequently were more likely to respond to an e-mail message in a respectful manner. EuropeanAmericans showed no difference in their responses regardless of condition. Study 2 results showed that when seated in the professor chair, high-hierarchy (endorsing propriety model) Chinese participants were more nervous and performed worse on an identification task than low-hierarchy participants (non-endorsing of propriety). When seated in the student chair, low-hierarchy participants were more annoyed-disgusted and performed worse than high-hierarchy participants. Based on an equality or propriety model, ideas and practices about hierarchy differed contrastingly. How hierarchical relationships are defined, maintained or challenged depended on cultural models of relationship. These models introduce explanations and insights that have been underdeveloped in Social Psychology.

Angela Veale, PhD, University College Cork, Ireland; 2006-2007, United States What Constitutes Efficacious Child Protection Programs for Children in Post-conflict Contexts? Psychosocial Interventions and Justice Frameworks This presentation describes activities I engaged in as a Fulbright Scholar to the Program on Forced Migration & Health, Columbia University, New York which works in the field of humanitarian responses in complex emergencies. Globally, there has been a significant increase in psychosocial interventions in the aftermath of political violence. During my time as a Fulbright Scholar, I sought to further develop two elements of my work in recent years. Firstly to explore further the use of creative, participatory and qualitative methodologies with children and communities (such as psychosocial mapping, story-telling, drama, participatory action research) which can be used as frames for children and communities to fill with their meanings and lived experience. Secondly, to critically examine the conceptual assumptions inherent in some psychosocial interventions in highly specific contexts such as the psychosocial reintegration of former child soldiers which have focused on psychosocial rather than justice discourses. Psychosocial discourses tend to victimise and depolitise children and youth that have been involved in the perpetration of gross human rights violations. I wished to critically examine the assumption base on which psychosocial interventions in such contexts are founded, and extent to which they legitimise dominant cultural discourses or address lived reality on the ground. The presentation presents some data exploring 42

assumptions of reintegration & justice from a community perspective from Uganda and introduces the background to a collaborative project on the effective reintegration of girl mothers from fighting forces in Uganda & West Africa (with Prof. Susan McKay, University of Wyoming; Prof. Mike Wessells, Columbia University and Miranda Worthen, Harvard University).

Sally Wall, PhD, College of Notre Dame of Maryland; 2005, Slovak Republic Navigating Unfamiliar Waters In the spring of 2005, I had a teaching Fulbright at Comenius University, Bratislava, Slovakia. My primary responsibility was teaching Adult Development and Aging and a seminar on Attachment to second year students. I selected Bratislava to work with a graduate student who had collected questionnaire data on student attitudes as part of our larger international project. My goal was to come to know the students who are our research participants. In addition to the normal adjustments of living in another culture, significant challenges were discerning and meeting the students where they are, developing resources with no library/books, learning institutional student/faculty norms, developing colleagues both within and outside of the university. Particularly useful strategies included developing on-line resources; connecting with non-profit organizations; developing relationships with embassy personnel. An important outcome were the student research projects that were a result of the seminar class.

Sandra K. Webster, PhD, Westminster College; 1989-1990, Nigeria/2000-2001, South Korea Culturally Sensitive Research and Teaching in Nigeria and South Korea As a Fulbright Lecturer at the University of Jos, Jos, Nigeria (1989-90) and at both Korea University and Sungshin Womens University in Seoul, South Korea (2000-2001) I taught courses in research design and statistics, and conducted collaborative cross-cultural research. A major outcome of my two Fulbrights was Hand in Hand: Research Design and Statistics in the Behavioral Sciences. I wrote and published the first edition of the textbook in Nigeria as a consequence of the book famine. I used the revised online version with students in South Korea. Beginning the text for a Nigerian student audience meant that I avoided culturally Sandra Webster (first row, middle) with students in South Korea specific idioms and chose accessible examples. Both my South Korean and American students benefitted from intentionally selected, cross-culturally relevant examples and language. The research I proposed had to be adapted for the cultural and political realities of the host countries. In Nigeria Ochinye Ojiji and I conducted research on music cognition. In South Korea my classes collaborated with me in research. One class assessed South Korean students attitudes toward reunification at the time Kim De Jung received the Nobel Peace Prize. Ko Young Gun and I studied Korean emotion with an experimental study of the generational and gender perceptions of Han. Our research continues with crosscultural comparisons of the basic dimensions of emotions. The major goal for both Fulbright Lectureships was to understand more about the way students learn research methods and statistics. Some of the things I learned were to expect different perceptions of plagiarism, to teach with different levels of technology, to select culturally

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appropriate research topics and to listen to students in order to understand cultural meanings. All of these lessons continue to inform my teaching, research and current faculty development role.

Danny Wedding, PhD, University of Missouri-Columbia School of Medicine; 1999, Thailand Buddhism, Mindfulness and Psychotherapy In 1999, I spent six months as a Fulbright Senior Scholar teaching at Chiang Mai University School of Medicine and lecturing in Thailand, Australia, and New Zealand. Although my formal duties primarily involved teaching psychotherapy to psychiatry residents four days a week and consulting with the CMU Psychology Department one day each week, much of my time during these six months was spent studying Buddhism and examining ways in which Buddhist teachings paralleled those lessons I taught patients during psychotherapy sessions. I found the similarities striking, as have others before me (e.g., William James). My own meditation teacher was Phra Mahachanya, a Thai Buddhist monk with a PhD in political science who lived at Wat Umong in Chiang Mai. In addition to his personal instruction, Phra Mahachanya arranged for me to spend ten days of silence at Suan Mokkh, a retreat center in the south of Thailand near the town of Surat Thani. Most of my time at Suan Mokkh was spent practicing vipassana meditation. The Suan Mokkh experience of extended silence and introspection was both challenging and rewarding. I learned how excruciatingly difficult it can be to just sit, and I came to appreciate that attention itself is elusive, ephemeral, and almost impossible to sustain for more than a few moments. I experienced firsthand what Thai Buddhists refer to as monkey mind, and I quickly became dismayed by the realization of how little control I had over the content and direction of my mental processes. Likewise, I discovered my seemingly irrepressible need to put verbal labels on each sensation I experienced. Although I believe my Thai students benefited from what I taught them, there is little question that this was trivial in light of what I personally learnedabout myself and about meditationduring my Fulbright experience.
Danny Wedding (right) with Paul Martin, Australian Psychological Society

Lou Ann Wieand, PhD, Humboldt State University; 1999, China A Clinical Psychology Program in China Macao is a city peninsula on the south coast of China, just an hours ferry boat ride across the South China Sea from Hong Kong. Originally a Portuguese colony, it was returned to China in 1997. The University of Macau, on Taipa island across the strait from Macao, celebrated its 25th anniversary while I was there in Spring, 2006. As a Fulbright teacher/scholar, I was assigned to a newly formed Department of Psychology and taught psychopathology to their first senior undergraduates. Additional Fulbright duties were to assist the psychology faculty to design a Clinical Masters program and to revise their undergraduate curriculum. I continue ongoing collaboration with them as the program proposals go through their respective committee reviews. 44

Lou Ann Wieand (top row, middle) with students in China

Each of the twenty students I taught was also in a mental health placement in the local community of Macao. I accompanied another faculty member (who translated for me), supervising and participating in grand rounds at the inpatient psychiatric center, at the inpatient substance abuse center, and at local schools where students were assisting school counselors. Research consisted of having questionnaires translated into Cantonese and surveying local university students about their willingness to seek out psychological counseling for family and individual issues. In subsequent research, I have compared these responses to both Japanese and American students.

Brian L. Wilcox, PhD, Center on Children, Families, and the Law, Lincoln, NE; 2005, Brazil Sexual Debut, Condom Use, and Religiosity Among Low-income Brazilian Youth: A Longitudinal Study When the professor becomes the student: Lessons learned during my Fulbright experience in Brazil. As part of my Fulbright activities carried out at the Universidade Federal do Rio Grande do Sul in 2005, I worked with a group of doctoral students on a longitudinal study of risk and resilience among low-income Brazilian youth from four large cities. This poster summarizes findings related to the interrelationship between religiosity and sexual behavior over time. More specifically, I report our findings on the relationships among religiosity, onset of sexual intercourse, and condom use.

Brian L. Wilcox (middle) with his students in Brazil

Gerrit Wolf, PhD, State University of New York, Stony Brook; 1992-1993, Hungary Entrepreneurship in Hungary after the Fall of the Berlin Wall After the fall of the Berlin Wall in 1989, Hungary became independent of the Soviet Union in 1991. USIA encouraged the Fulbright Foundation to support the transition from a centralized, governmental economy to

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Gerrit Wolf

an entrepreneurial market economy. Fulbright in Hungary founded the Alexander Hamilton Chair of Entrepreneurship to research the tran-sition, teach in new MBA programs, and consult entrepreneurs. The position was located in the SEED Foundation, a research and service center in the Budapest School of Economics. As the second holder of the position, we interviewed and consulted business and government executives on the problems of developing business in Hungary, developed an education program for high schools in the role of trust in market economies, and taught organizational behavior and entrepreneurship in MBA programs.

Ronald Wright, PhD, Mount Vernon Nazarene University; 2007, Romania Teaching the Philosophy, Theory, and Practice of Relational Psychotherapy in Romania A Fulbright grant was awarded for teaching in the Masters Program of Psychotherapy and Psychodiagnostics at the University of Bucharest, Romania. Activities included teaching a graduate class, mentoring masters level students, presenting workshops on secondary trauma to the staff of two non-governmental organizations (NGOs) working with street children and impoverished families in Romania, and collaborating with the Romanian Society for Experiential Psychotherapy of Unification in the publishing of one of the issues of the Journal of Experiential Psychotherapy. After consulting with the vice-dean about the needs in the masters program, a class was taught on the philosophy, theory, and practice of relational psychotherapy. This course introduced students to the central philosophical assumptions of social construction and relational psychotherapy as well as the various theories that make up these theoretical orientations. Students were asked in an initial assignment to begin reflection on the cultural and historical contributions to the Romanian construction of identity or the self. Relational psychoanalytic theories, existential psychotherapy, and attachment theory were explored and a focus in the class was the application of relational philosophical and theoretical assumptions to the practice of psychotherapy. Case studies were provided to assist students in applying theoretical material to therapeutic issues. Pedagogical challenges included finding resources that the students could access, teaching complex theoretical concepts to students in their second language, adjusting expectations regarding amount of written work required, and inquiring, learning, and bridging cultural differences in worldview, philosophy of education/teaching, and approaches to psychotherapy. This experience has created the opportunity for Mount Vernon Nazarene University (MVNU) to become an official partner/sponsor of the Journal of Experiential Psychotherapy in order to assist in accreditation for that journal. A collaborative research opportunity is currently being explored which would include undergraduate students from MVNU and students in the American Studies Program sponsored by Fulbright.

Pei-li Wu, PhD, National Taiwan Normal University, Taipei, Taiwan R.O.C.; 2005-2006, United States Individual and Family Resilience: Resources for Surviving Stress in Immigrant Families Immigration is identified as a highly stressful, frequently traumatic experience. Resilience is the ability to withstand and rebound from the challenges of disruptive life experiences. The present project intends to investigate how Taiwanese immigrant families utilize their resilience so as to improve their life quality. A qualitative research methodology with semi-structured, face-to-face, and in-depth interviews was utilized with the individuals in four immigrant families from Taiwan. All data were collected after participants gave their consent for participation. 46

Interviews were audio-recorded and transcribed verbatim. Four participants (2 females and 2 males) join with this study. They are all the first generation in the US, the period of immigration from 13 years to 40 years. Each participant was interviewed with 90 to 150 minutes at least once. Major factors for survival are grouped as follows: participants character (be ambitious, be rebellious, be responsible, appreciate respect others, be persistent, be autonomous, be open-minded, keep learning, positive self-perception, and self-determined etc.), making life meaningful and set the goal of life, network of relationship, searching higher education, and continuity with homeland.

The Fulbright Progam

The Fulbright Program is sponsored by the U.S. Department of State. It is the largest U.S. international exchange program offering opportunities for students, scholars, and professionals to undertake international graduate study, advanced research, university teaching, and teaching in elementary and secondary schools worldwide. The program was established in 1946 by the U.S. Congress to enable the government of the United States to increase mutual understanding between the people of the United States and the people of other countries, and awarded approximately six thousand grants in 2008, at a cost of more than $275.4 million, to U.S. students, teachers, professionals, and scholars to study, teach, lecture, and conduct research in more than 155 countries, and to their foreign counterparts to engage in similar activities in the United States. Fulbright receives its primary source of funding through an annual appropriation from Congress to the Department of State. Participating governments and host institutions in foreign countries, and in the United States, also contribute financially through cost-sharing and indirect support, e.g., through salary supplements, tuition waivers, and university housing.

For Students
The Fulbright US Student Program is administered by the Institute of International Education (IIE). See: http://us.fulbrightonline.org/home.html). Programs include: Continued on next page... 47

Fulbright US Student Program The Fulbright U.S. Student Program offers fellowships for US graduating college seniors, graduate students, young professionals, and artists to study abroad for one academic year for study and research abroad. In addition, Critical Language Enhancement Awards are available to grantees for study of critical need foreign languages before their grant period. More than 1,500 Americans receive grants to study abroad with either full or partial support from the Fulbright Program. Fulbright English Teaching Assistantships (ETA) Program The Fulbright English Teaching Assistantships (ETA) Program, an element of the Fulbright US Student Program, places US students as English teaching assistants in schools or universities overseas, thus improving foreign students English language abilities and knowledge of the United States while increasing their own language skills and knowledge of the host country. ETAs may also pursue individual study/research plans in addition to their teaching responsibilities.

For Scholars
The Fulbright US Scholar Program is administered by the Council for International Exchange of Scholars (CIES). For more than 60 years, the Council for International Exchange of Scholars (CIES) has helped administer the Fulbright Scholar Program, the U.S. governments flagship academic exchange effort, on behalf of the United States Department of State, Bureau of Educational and Cultural Affairs. Founded in 1947, CIES is a private organization. It is a division of the Institute of International Education (IIE). Fulbright US Scholar Program The Fulbright US Scholar Program sends approximately 1,100 American scholars and professionals per year to approximately 130 countries, where they lecture and/or conduct research in a wide variety of academic and professional fields. Fulbright Specialists Program The Fulbright Specialists Program, a short-term complement to the traditional Fulbright Scholar Program, sends US faculty and professionals to serve as expert consultants on curriculum, faculty development, institutional planning, and related subjects at overseas academic institutions for a period of 2 to 6 weeks. For more detailed information about the Fulbright Program, including the US Student Program, the Foreign Student Program, Post-Doctoral and other opportunities, please visit http://fulbright.state.gov.

Fulbright Representatives
Andrew Riess, PhD, Council for International Exchange of Scholars, Washington, DC The Fulbright Scholar ProgramInternationalising Your Discipline and Your Campus Tony Claudino, Institute of International Education, New York, NY

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Fulbright Academy of Science & Technology (FAST)

The Fulbright Academy of Science & Technology (FAST) is a global organization established by alumni of the prestigious Fulbright Exchange Program and other members of the science and technology community. Since 2003, FAST has facilitated dialogue among researchers, educators and executives through conferences and programs in Europe, Asia, Africa, the Middle East and the Americas. It also serves as a virtual center for advanced study and innovation, making it possible for Fulbright scholars to better share their knowledge and expertise with the broader community. FAST works with Fulbright scholars who leaders in natural and social sciences, engineering and health fields as well as professionals in business, education, law, government and related disciplines. FAST is not affiliated with the Fulbright program, and it is not involved in the selection or the administration of the Fulbright exchanges. As an independent non-profit organization, its focus is the advancement of science and technology, working in partnership with individual and institutional members in over 60 countries. See www.FulbrightAcademy.org.

Eric S. Howard Executive Director at Fulbright Academy of Science & Technology

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APA Office of International Affairs American Psychological Association 750 First Street, NE Washington, DC 20002 USA Telephone: +1.202.336.6025 Email: international@apa.org Web: www.apa.org/international Merry Bullock, PhD Senior Director Email: mbullock@apa.org Telephone: +1.202.336.6024 Sally Leverty International Affairs Assistant Email: sleverty@apa.org Telephone: +1.202.336.6025 Amena Hassan Communications Manager Email: ahassan@apa.org Telephone: +1.202.336.6105
Reprinted January 2009 www.apa.org/international/fulbright.html

American Psychological Association, 2008. All documents, photographs and images are the property of the Office of International Affairs. Permission is required to copy or use any text, photographs or images.