Michael G. Wessells

Do no harm: toward contextually appropriate psychosocial support in international emergencies.

In the aftermath of international emergencies caused by natural disasters or armed conflicts, strong needs exist for psychosocial support on a large scale. Psychologists have developed and applied frameworks and tools that have helped to alleviate suffering and promote well-being in emergency settings. Unfortunately, psychological tools and approaches are sometimes used in ways that cause unintended harm. In a spirit of prevention and wanting to support critical self-reflection, the author outlines key issues and widespread violations of the do no harm imperative in emergency contexts. Prominent issues include contextual insensitivity to issues such as security, humanitarian coordination, and the inappropriate use of various methods; the use of an individualistic orientation that does not fit the context and culture; an excessive focus on deficits and victimhood that can undermine empowerment and resilience; the use of unsustainable, short-term approaches that breed dependency, create poorly trained psychosocial workers, and lack appropriate emphasis on prevention; and the imposition of outsider approaches. These and related problems can be avoided by the use of critical self-reflection, greater specificity in ethical guidance, a stronger evidence base for intervention, and improved methods of preparing international humanitarian psychologists.

Psychological Reconciliation: National and International Perspectives

Abstract In Australia and in countries around the world, histories of oppression and armed conflict have shattered social trust, inflicted profound physical and psychological damage, and created deeply divided societies. To break cycles of violence and build peace, it is vital to work on reconciliation, a multi-disciplinary task that has important psychological dimensions. This paper develops a tripartite framework for conceptualising reconciliation as a process of systems change that involves coming to terms with the past, building peace and nonviolent conflict resolution, and establishing social justice. Work on reconciliation needs to be multicultural, since reconciliation may have different meanings and may involve different processes in different cultural contexts. To impose western views and methods may inflict damage and continue the history of oppression. By working in partnership with local communities, psychologists may help to create culturally relevant approaches that integrate local resources...

Democratization, Psychology, and the Construction of Cultures of Peace

Democratization, which involves an increased distribution of political power among large human pluralities, can be defined in various ways by different cultures. The political process takes place across different units of analysis, from larger interstate and intrastate relations to smaller human units of political collectives and individual citizens. At the turn of the millennium, many new democracies leave behind them recent histories of authoritarianism but collective memories of political abuses remain. Conditions of violence and peace that accompany the transition to democracy include forms of direct, structural, and cultural social transgressions. Democratization processes may likewise unleash a more subtle yet powerful form of social violence, as Western powers impose their own governmental forms that are alien to weaker states. Such impositions of democracy on less powerful societies revive unpleasant memories of Western hegemonic activities during colonial periods and the Cold War. Psychologists c...

Psychological Contributions to Building Cultures of Peace

Systemic violence challenges humanity to construct cultures of peace that embody characteristics such as nonviolence, respect for human rights, gender equality, freedom and democratization, tolerance and solidarity, and protection of the earths resources. An international movement to build cultures of peace is underway, and the United Nations (UN) is exercising significant leadership in encouraging participation at all levels. After describing current UN efforts to build cultures of peace, this introductory article examines the role of psychologists, cautioning against approaches that result in the imposition of Western approaches and marginalization of indigenous psychologies. Drawing on the process and insights from the Sixth International Symposium on Contributions of Psychology to Peace, this issue of the journal examines the contributions of psychology to cultures of peace.

Child Friendly Spaces: Promoting Children’s Resiliency Amidst War

Armed conflict creates profound protection and psychosocial risks that threaten children’s development and well-being. In war zones, children typically comprise half the population, and they face a multitude of interacting risks such as attack, abduction, recruitment into armed forces, landmines, trafficking, sexual exploitation, HIV and AIDS, and dangerous labor, among others (Machel, 2001; Office of the Special Representative of the Secretary General for Children and Armed Conflict, 2007). In addition to these physical protection threats, some of the greatest risks to children are psychosocial: children in war zones are often separated from their caretakers, suffer the death of family members and friends, have their homes destroyed, and are forced to flee to new areas (Bernard van Leer Foundation, 2005; Wessells & Kostelny, 1996; Williamson & Robinson, 2006). Many children descend into crippling poverty as their families lose sources of work and income, while others suffer from harassment, discrimination, and exclusion, particularly when forced to flee to new areas with different ethnic populations. Furthermore, education for children abruptly stops when schools are destroyed, teachers are dispersed, and travel to school becomes too dangerous because of attacks, landmines, sexual violence, and other dangers.

The Fallacy of the Ticking Time Bomb: Resilience of Children Formerly Recruited into Armed Forces and Groups

Media campaigns and advocacy platforms have frequently perpetuated images of formerly recruited children as “a lost generation”—a cadre of young people who have committed unspeakable atrocities during war and who are beyond rehabilitation. One NGO declared recently that “failure to act will create a ticking time bomb of angry, alienated and traumatized youth whose only skills they have to rely on are those they learned at war” (Child Soldiers, 2008). In many conflict and post-conflict settings, this emphasis on the trauma of formerly recruited children has dominated response efforts. Many responders have perceived these children as suffering a form of pathology that needs to be addressed through a medical model via treatments such as counseling.

Milton Schwebel (1914-2013).

Milton Schwebel was born May 11, 1914, in Troy, New York, the son of Frank Schwebel and Sarah Oxenhandler Schwebel. He died October 3, 2013, in Tucson, Arizona. His 99 years were filled with love, activism, scholarship, and leadership. In educational psychology, he was a career-long proponent of educating disadvantaged children. A pioneer in peace psychology, Schwebel helped establish the fields intellectual foundation. Recognizing that politics, current events, and international affairs influenced childrens mental and physical health. Over a remarkable 73-year publishing career, Schwebels scholarly contributions included authoring, editing, or co-authoring 14 books and innumerable articles. Schwebel was always working to improve the human condition, and his scholarship was most prominent in three interwoven areas. Schwebel will long be remembered as a treasured friend and mentor who cared deeply about vulnerable people, particularly children, the underprivileged, and the disadvantaged. He enjoyed listening to diverse perspectives and was a renowned teacher, clinician, and lecturer, beloved by students and colleagues. His life serves as a beacon to all who seek to promote human well-being.

Peace Promotion, Psychology of

Psychological processes such as enemy images, ideology, and obedience to authority mix with political, economic, and social factors to fuel destructive conflict. Following armed conflict, psychological processes can help to heal the emotional wounds, promote nonviolent conflict resolution, and improve intergroup relations. Psychologists promote social justice and prevent violence through work on transitional justice, policy advocacy, and peace education.