Teaching Psychology Globally

Grant J. Rich (PhD, University of Chicago), Fellow, American Psychological Association, Fellow, Association for Psychological Science, Fellow, Society for the Teaching of Psychology, is the first editor of eleven academic books, including “Pathfinders in International Psychology” (2015), "Internationalizing the Teaching of Psychology" (2017), "Human Strengths and Resilience: Developmental, Cross-Cultural, and International Perspectives" (2018), "Teaching Psychology around the World” Volume 4 (2018) and Volume 5 (2020), “Psychology in Southeast Asia” (2020), “Psychology in Oceania and the Caribbean” (2022), and “Handbook of Media Psychology” (2024). He was the 2024 President of the Society for Media Psychology and Technology and recently elected 2026 APA Council Representative. He has published over 150 peer-reviewed journal articles/book chapters and 100 reviews in leading journals including American Psychologist, Journal of Positive Psychology, Humanistic Psychologist, and Professional Psychology: Research and Practice. He is a leader in online and global education, serving as Senior Contributing Faculty at Walden University, where he has worked since 2013. He was the recipient of the 2023 Frances Mullen Award for Distinguished Contributions to International Psychology (ICP: International Council of Psychologists). His publications include several books/articles focused on diversifying psychology education (e.g., via online education/media/MOOCs), and numerous articles, chapters, and books on trauma and resilience in cultural context. He has an abiding interest in emerging technologies and their application to teaching, recently serving on APA’s AI and Youth Development expert advisory panel. He has taught in diverse institutions and locales around the globe, from Alaska to Cambodia to India and elsewhere in the USA, at all levels from community and technical college, to small liberal arts college, to large research doctoral programs. He serves on the Boards of International Council of Psychology Educators (ICOPE) and Meaningfulworld (Association for Trauma Outreach and Prevention/ATOP), and the editorial boards of the APA journals Peace & Conflict and Traumatology. He also holds licenses in social work and massage therapy; he lives in Juneau, Alaska.Emily Nordmann is a teaching-focused Senior Lecturer and the Deputy Director Education for the School of Psychology and Neuroscience at the University of Glasgow. Her research predominantly focuses on lecture capture, how it can be used as an effective study tool by students and the impact on students from widening participation backgrounds as well as those with disabilities and neurodivergent conditions. In all her work, she draws on theories of learning from cognitive science and self-regulation, as well as theories of belonging and self-efficacy. Her leadership roles have centered around supporting those on the learning, teaching, and scholarship track and she is Centre head for the Pedagogy and Education Research Unit in the School of Psychology and Neuroscience, as well as the lead of the College of MVLS LTS Network. Her teaching is varied although centers on cognitive psychology and beginner data skills in R. She is also Year Lead for our Level 1 undergraduate cohort, an admin role that she has held for the majority of her career and that has informed her research practice greatly. Finally, she is a vocal advocate of open science and open educational resources and strives to incorporate them into both her teaching and her research design. As a member of the PsyTeachR team she has authored several open-access data skills books and tutorials.H. Russell Searight is currently Professor of Psychology at Lake Superior State University in Sault Sainte Marie, Michigan, USA. He has previously held faculty positions at Saint Louis University, Southern Illinois University at Edwardsville, and Saint Louis University School of Medicine, both in the USA. He received a PhD in clinical psychology from Saint Louis University and later earned a master’s degree in public health from Saint Louis University’s School of Public Health. His research and scholarly interests include medical ethics, primary health care, social determinants of health, higher education assessment, and undergraduate education. In 2011, he received the Distinguished Teacher Award from Lake Superior State University. He is the author of over 200 scholarly articles and book chapters and has authored and/or edited seven books.Motlalepule Ruth Mampane is a C2-NRF-rated full professor, registered Educational Psychologist with the Health Profession Council of South Africa and Head of the Department of Educational Psychology at the University of Pretoria. Her research focuses on family resilience, adolescent resilience and educational psychology. Her scholarly contributions are centered on the influences of context and developmental processes on academic resilience and adolescent and family resilience against multiple adversities that South African families are exposed to. Her research uniquely highlights family resilience in the resource-constrained context of South African townships and cultural influences on family resilience. She received a postdoctoral award from the University of Michigan (Ann-Abor), African Presidential Scholar (UMAPS) from August 2010 – February 2011; National Research Foundation of South Africa funding (2013-14/ 2018-2021) focusing on the Determinants of family resilience; the German Agency for International Cooperation (GIZ) group project funding on the Youth Resilience Framework. She published more than 39 Journal articles in accredited, peer-reviewed journals and book chapters and supervised about 41 postgraduate masters and doctoral students. She offers continuous training and development programs for teachers and psychologists focusing on learning, child development and various forms of disability. Her international collaborations aim to present multiple case studies on the resilience of families and youths. She is a past chairperson of the Education Association of South Africa, a current WERA Council Member, a former council and chairperson of the Assessment and Standardization Committee of UMALUSI Council and a current Assessment Standard Committee member of Umalusi.John Reece, PhD is Professor of Psychological Science at the Australian College of Applied Professions (ACAP). He studied undergraduate psychology and completed his PhD in cognitive instructional psychology at La Trobe University in Melbourne, Australia. Since then, he has held academic positions at La Trobe, RMIT University, the University of Melbourne, and ACAP. His area of teaching speciality is quantitative design and analysis, and most of his research is involved in assisting research teams with data analysis, and the interpretation and presentation of research findings, which has provided him with the opportunity to immerse himself in a diverse range of research disciplines. His approach to teaching quantitative design and analysis has seen him receive several teaching awards, including several at the national level in Australia, including the Australian Psychological Society’s Distinguished Contribution to Education Award. Throughout his career, he has maintained a strong interest in the scholarship of teaching and learning, primarily through his involvement with the Australian Psychological Society’s Interest Group of Psychology Education. As a long-standing committee member and one-time convenor of this group, he has been involved in a range of activities promoting evidence-based practice in teaching and learning, including being Conference Chair of the 2nd Australian Psychology Learning and Teaching Conference, held in Melbourne in 2019. He is a Fellow of the Australian Psychological Society, and an Associate Editor of the Australian Journal of Psychology.Alfredo Padilla-López, PhD is a psychologist who studies the neuropsychological and psychophysiological bases of behavior, training and professional practice in psychology, and ethics in professional practice. He has contributed to the design and development of projects of the National Council for Teaching and Research in Psychology (CNEIP-Mexico), the National Federation of Colleges, Societies and Associations of Psychologists of Mexico (FENAPSIME), the Mexican Society of Psychology (SMP), the Mexican Association of Neuropsychology (AMN), and the Mexican Association of Researchers and Professionals of Organizational Communication (AMIPCO). He has also collaborated with psychology professors and researchers from various countries in Latin America, the United States, Europe, Asia, and Australia; he is a member of the Standing Committee on International Affairs of Division 29 (Society for Advances of Psychotherapy) of the American Psychological Association. He is currently a Member of the BASW Advisory Board of Northern Arizona University, Past President of the International Council of Psychology Educators (ICOPE) and Member, representing Mexico, in the Global Psychology Alliance (GPA). He has received the Mexicali Institute of Technology Medal for his career in Science and the APA Presidential Citation for his outstanding leadership in Mexican and Global Psychology. In addition, he is co-author of the Dictionary of Neuropsychology (Editorial Manual Moderno) and the book Teaching Psychology around the World (4th and 5th editions, Cambridge Scholars Publishing).

• Part 1 Australia.- Chapter 1 Developing psychological workforce literacy to increase employment opportunities for Australian psychology graduates.- Chapter 2 Improving Capacity for Curriculum Change by Investing in the Leadership and Careers of Teaching Specialists.- Chapter 3 Secondary School Psychology in Australia: Past, Present and Future Possibilities.- Chapter 4 Promoting utility in competency-based undergraduate psychology programs in Australia.- Chapter 5 Are Entrustable Professional Activity Frameworks the Future of Competency Assessment in Psychology Placements?.- Chapter 6 Therapist Heal Thyself: Promoting Sustainable and Effective Self-Care Practice in Psychology Trainees.- Part 2 North America.- Chapter 7 Psychology education in the United States: An examination of past, present, and future.- Chapter 8 Preparing a pathway for Indigenous psychologists: The Indigenous students in psychology training program (InPsyT).- Chapter 9 Teaching psychology on the Pacific island of Guam: Service and research learning.- Chapter 10 Teaching psychology in the United States with Latinx students in mind.- Chapter 11 A framework for understanding teaching and learning across cultures.- Chapter 12 Teaching and training in clinical neuropsychology: A global perspective.- Chapter 13 Bridging past and present: Exploring the history of higher education framework and psychology in Canada, with applied interviewing skills in the classroom.- Part 3 Asia.- Chapter 14 Fostering research competencies among young psychologists in India: Current practices and future directions.- Chapter 15 Somewhere over the rainbow: Moving towards an LGBTQIA-inclusive Philippine psychology.- Chapter 16 Green education in the Philippines: Teaching and research initiatives in environmental psychology in the Philippines.- Chapter 17 Teaching and learning psychology in Pakistan.- Chapter 18 Situational analysis of psychology teaching in Pakistan.- Part 4 Europe.- Chapter 19 Myths and misconceptions in students of psychology: What are they and where do they come from?.- Chapter 20 Blended teaching and training of professional attitudes, behaviours and skills in a large first year psychology program in The Netherlands.- Chapter 21 In at the deep end! Enhancing the experience of Psychology “conversion” programme students.- Chapter 22 From awareness to action: Supporting communities through inclusive practices.- Chapter 23 The next generation of psychologists: An Irish perspective on competency development in research and clinical practice.- Chapter 24 Teaching psychological literacy through a new PhD-program in open and credible science in Norway.- Chapter 25 Teaching for tomorrow: Educating psychologists for sustainable development.- Part 5 Africa.- Chapter 26 Teaching of psychology in Eswatini.- Chapter 27 Bridging minds and cultures: The lived experiences of student counselors in Zimbabwean tertiary institutions.- Chapter 28 Teaching psychology in Zimbabwe: A contextualized approach to cultural relevance.- Chapter 29 Decolonising the psyche: Reimagining psychology teaching in South African classrooms.- Chapter 30 Teaching psychology in Nigeria: Addressing linguistic and cultural diversity for student wellbeing.- Part 6 Latin America.- Chapter 31 Traditions and meanings in psychology training: The development of contradictions in real practice in Mexico.- Chapter 32 Training health psychologists in Mexico: From undergraduate to doctoral education.- Chapter 33 Professional teaching of psychological science from Arequipa, Peru (Sonqo Yachay).- Chapter 34 Dissecting Panamanian psychological education and training.