Psychology and Human Rights

Psychology and Human Rights

(Fall 2024)

Course:

PSYC 4000: Psychology and Human Rights

Professor:

Dr. Linda M. Woolf

Office Hours:
Monday, Wednesday, or Friday 11-12 or by appointment! Email to schedule a Zoom appointment!
Phone: 314-246-7062
Email through Canvas
Woolf Web Page: http://faculty.webster.edu/woolflm/

Text:
Assigned Readings available on Canvas, lecture notes on Canvas, and articles as selected by the class.

Catalog Description
Psychology has a long history of concern for and actions related to human rights. From William James’ writings about war to psychologist’s work in a myriad of domains today (e.g., international trafficking; child soldiers; LGBTQIA+ rights; climate), psychologists have endeavored to use their science to enhance the wellbeing of persons, peoples, and communities around the globe. In this course, we will examine the connections between human rights, psychological science, and the impact on your life and the world.

Course Objectives:

Objectives: To become familiar with the primary legal foundations for international human rights,including the core international human rights treaties and optional protocols,additional UN statements, and the major international humanitarian law treaties.

Objective: To explore key research and scholarship concerning the application of psychology to contrexts of human rights violations.

Objective: To engage in essential discussions of cultural factors related to the understanding and application of human rights.

Objective: To learn about key psychologists whose research, practice, or advocacy has made a difference through the promotion of human rights.

Objective: To examine the importance of advocacy in relation to human rights.

Objective: To develop a few new skills aimed at communicating psychological concepts to others

Incoming Competencies/Prerequisites:
PSYC 1100 Introduction to Psychology. Students should be capable of integrating and evaluating information, critical thinking, and writing at the college level.

Class Meetings:
The class will meet on Monday, Wednesday, and Friday from 10:00 - 10:50. Attendance is strongly recommended as material as this course is being taught in a seminar format (less lecture, more student presentations and led discussion). We will be working as a team and the interaction and learning will be more fun if everyone shows up and is prepared to engage in dialogue.

Course Requirements:

Two exams (Midterm and Final), two article/topic presentation/discussion, an op-ed/blog assignment, an infographic, and a self-reflection paper.
All grades will be assigned on a scale of 0 - 10 with:

90 - 100 A-, A Superior Work

80 - 89 B-, B, B+ Good Work

70 - 79 C-, C, C+ Satisfactory Work

60 - 69 D, D+ Passing, but less than Satisfactory (not passing if a requirement for the major or general education)

Less than 60 F Failing

Percent of Grade:

Examinations 50%

Article/Topic Presentations 20%

Op-Ed/Blog Assignment 10%

InfoGraphic 10%

Reflection Paper 10%

Examinations:A midterm and final exam will be given (in class), which will cover the basic terms, concepts, and information discussed in class, readings, videos. Exams will be short answer and essay.
Article/Topic Presentation: Students will select a recent article from a psychology journal related to a specific human rights topic. You will be responsible to present the article and lead a discussion. All articles must be approved by the instructor. Dates for presentations to be assigned during the first two weeks of class.
Op-Ed/Blog Assignment: Learning how to write an effective op-ed article or blog is a good skill to learn! In a short space, one must learn to effectively communicate information to share with a general audience. More details will be presented in class.
InfoGraphic Assignment: Learning how to write an effective infographic is another good skill to learn! One must condense ideas related to a specific topic to inform, education, persuade, and create interest/action. More details will be presented in class.
Self-Reflection Paper: At the end of the term, you will be asked to write a reflection paper concerning what you have learned in the class including an analysis of how the class has shaped your view of psychology and influenced your thinking about how you will use this information in the future.

Policy Statements:
Use of Electronic Devices in the Classroom: Please respect others in the class by turning off all cell phones before entering the room. Text messaging during class is not acceptable. Laptops may be used in class but are only to be utilized for class related activities (e.g., taking notes). If it becomes apparent you are using the computer for non-class activities (e.g., checking your email, Facebook, playing games) then you may be asked to turn off your computer and refrain from bringing it into class in the future. Laptop use is restricted to the back or sides of the classroom so that other students are not distracted during lecture. Please be aware that according to research published in Psychological Science has demonstrated that taking hand-written notes leads to better processing of information and higher exam scores!
Plagiarism (attempting to pass off the work of another as one's own) is not acceptable. Plagiarism includes copying all or part of another's writings (even a single sentence), inappropriate paraphrasing, using another student's paper as your own, submitting a paper for more than one class. All papers will be submitted to the university's plagiarism database for review. Plagiarism, either intentional or unintentional, will result in a grade of 0 for that assignment but also may be turned over to the appropriate university source for disciplinary action and a grade of F for the course. In addition, cheating on exams will also result in the same fate.

Here are some Web sites that will help you avoid the problem of plagiarism particularly plagiarism resulting from paraphrasing too closely to the original source. -

Webster University Academic Integrity Page

Establishing Authorship by Paul C. Smith, Alverno College

How to Avoid Plagiarism Tutorial

AI Use Restricted
All work submitted in this course must be your own. Contributions from non-academic sources (such as AI tools) are prohibited. Contributions from approved sources must be fully acknowledged and properly quoted or paraphrased by you every time they are used. Failure to follow this policy constitutes a violation of academic integrity and may result in disciplinary action.
Additional Policy Statements
It should be noted that, as is common in many university courses, little time will be spent lecturing on topics adequately addressed by the text. Students are expected to arrive at class meetings having already read the material assigned, and to ask questions to clarify any areas that remain unclear. While every attempt will be made to explain or expand upon particularly difficult areas, the primary purpose of classroom lecture is to enhance, rather than to duplicate, the textbook material.
Students with disabilities who believe that they may need accommodations in this class are encouraged to contact me or the Director of the Academic Resource Center, as soon as possible to ensure that such accommodations can be implemented in a timely fashion.
Late withdraws from this class will not be approved by the instructor except in cases of emergency discussed with the instructor. No late withdraws will be approved on the basis of poor class performance.
This syllabus is subject to change at the instructor's discretion. All changes concerning course requirements will be provided in writing. Changes concerning exam dates may be made at the instructor's discretion and communicated verbally to the class.
It is understood that remaining in this course (not dropping or withdrawing from this course) constitutes an agreement to abide by the terms outlined in this syllabus and an acceptance of the requirements outlined in this document.

COURSE OUTLINE

Week Ending

Topic and Readings

August 23 Introduction to the Class
Introduction to Human Rights

Readings:

American Psychological Association, APA Task Force on Human Rights. (2021) Moving human rights to the forefront of psychology: The final report of the APA Task Force on Human Rights.
Psychological Contributions to Achieving the Sustainable Development Goals
Resolution on APA, Psychology, and Human Rights

August 30 Human Rights and Psychology: A History
Human Rights and Psychology: An Ecological Model

Readings:

Woolf, L. M. (2019). Peace and Social Justice. In M. G. Njoku, L. A. Jason, & R. B. Johnson (Eds.). Psychology of peace promotion: Global perspectives on personal peace, children and adolescents, and social justice (pp. 219-235). New York, NY: Springer.

September 6 International Law and Human Rights

Readings:

International Human Rights Law: https://www.ohchr.org/en/instruments-and-mechanisms/international-human-rights-law
Universal Declation of Human Rights
International Covenant on Economic Social and Cultural Rights (ICESCR)
International Covenant on Civil and Political Rights (ICCPR).

September 13 Torture
Readings:

Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment
Sveaass, N., & Woolf, L. M. Human rights: A psychologist's path to "Do no harm." In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights
Timeline of APA Policies and Actions Related to Detainee Welfare and Professional Ethics in the Context of Interrogation and National Security https://www.apa.org/news/press/statements/interrogations

September 20 Women's Rights

Readings:

Convention on the Elimination of All Forms of Discrimination against Women
Sustainable Development Goal 5: Achieve gender equality and empower all women and girls
APA Resolution of the Rights of Women and Girls Globally
Canetto, S. S. (2018). Women and human rights: Concepts, debates, progress, and implications. In C. B. Travis, J. W. White, A. Rutherford, W. S. Williams, S. L. Cook, & K. F. Wyche (Eds.), APA handbook of the psychology of women: Perspectives on women’s private and public lives., Vol. 2. (pp. 521–543). American Psychological Association

September 27 The Rights of the Child

Readings:

Convention on the Rights of the Child
Wessells, M. G., & Kostelny, K. Child Rights: Why They Matter and How to Realize Them. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights. By
APA Policy on the UN Conventon on the Rights of the Child and Optional Protocols

October 4 Rights of Indigenous Persons and Peoples
Readings:

UN Declaration on the Rights of Indigenous Peoples
Indigenous Peoples https://www.amnesty.org/en/what-we-do/indigenous-peoples/
APA Report on an Offer of Apology, on behalf of the American Psychological Association, to First Peoples in the United States
Blume, A., Swawen:nio Morse, G., & Love, C. Human Rights and Psychology from Indigenous Perspectives. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.

October 11 Catch Our Breath
Midterm Exam

October 25 Human Rights, Sexual Orientation, and Gender Identity

Readings:
United Nations Resolutions on sexual orientation, gender identity and sex characteristics
Horne, S. G., Manalastas, E. J. Psychology and the Global Human Rights Agenda on Sexual Orientation and Gender Identity. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.

November 2 Rights of Older Adults

Readings:
United Nations Principles for Older Persons
Sigal, J., Quintero, N., & Valente, E. Human Rights and Well-Being of Older Persons: Challenges and Opportunities. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.

November 8
Rights of Refugees, Asylum Seekers, and Displaced Persons
Readings:

Convention relating to the Status of Refugees
Khoury, B., & Hakin-Larson, J. From Refugees to Immigrants: The Role of Psychology in the Struggle for Human Rights. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.
Explore https://www.apa.org/topics/immigration-refugees
2019 APA Immigration and Refugee Policy Statement

November 15 The Rights of Disabled Persons
Readings:

Convention on the Rights of Persons with Disabilities
Hashimoto, J., Izutsu, T., & Tsutsumi, A. Human Rights of Persons with Disabilities: Convention on the Rights of Persons with Disabilities and Its Nexus with Mental Health and Psychosocial Well-Being. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.

November 20 Genocide
InfoGraphic Due
Readings:

Convention on the Prevention and Punishment of the Crime of Genocide
International Convention for the Protection of All Persons from Enforced Disappearance
Velez, G., Twose, G., & Lopez, W. Human Rights and Reconciliation: Theoretical and Empirical Connections. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.

November 29 Climate
Op-Ed Due
Readings:
Feygina, I., Chapman, D., & Markowitz, E. Climate Change: A Challenge to Human Rights, Justice, Equality, and Human Well-Being. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.
Sustainable Development Goal 13: Take urgent action to combat climate change and its impact

December 6 Final Thoughts and Discussion
Self-Reflection Paper Due

See Final Exam Schedule
See the final exam schedule

Back to Introduction to Psychology Page

90 - 100	A-, A	Superior Work
80 - 89	B-, B, B+	Good Work
70 - 79	C-, C, C+	Satisfactory Work
60 - 69	D, D+	Passing, but less than Satisfactory (not passing if a requirement for the major or general education)
Less than 60	F	Failing

Examinations	50%
Article/Topic Presentations	20%
Op-Ed/Blog Assignment	10%
InfoGraphic	10%
Reflection Paper	10%

COURSE OUTLINE
Week Ending	Topic and Readings
August 23	Introduction to the Class Introduction to Human Rights Readings: American Psychological Association, APA Task Force on Human Rights. (2021) Moving human rights to the forefront of psychology: The final report of the APA Task Force on Human Rights. Psychological Contributions to Achieving the Sustainable Development Goals Resolution on APA, Psychology, and Human Rights
August 30	Human Rights and Psychology: A History Human Rights and Psychology: An Ecological Model Readings: Woolf, L. M. (2019). Peace and Social Justice. In M. G. Njoku, L. A. Jason, & R. B. Johnson (Eds.). Psychology of peace promotion: Global perspectives on personal peace, children and adolescents, and social justice (pp. 219-235). New York, NY: Springer.
September 6	International Law and Human Rights Readings: International Human Rights Law: https://www.ohchr.org/en/instruments-and-mechanisms/international-human-rights-law Universal Declation of Human Rights International Covenant on Economic Social and Cultural Rights (ICESCR) International Covenant on Civil and Political Rights (ICCPR).
September 13	Torture Readings: Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment Sveaass, N., & Woolf, L. M. Human rights: A psychologist's path to "Do no harm." In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights Timeline of APA Policies and Actions Related to Detainee Welfare and Professional Ethics in the Context of Interrogation and National Security https://www.apa.org/news/press/statements/interrogations
September 20	Women's Rights Readings: Convention on the Elimination of All Forms of Discrimination against Women Sustainable Development Goal 5: Achieve gender equality and empower all women and girls APA Resolution of the Rights of Women and Girls Globally Canetto, S. S. (2018). Women and human rights: Concepts, debates, progress, and implications. In C. B. Travis, J. W. White, A. Rutherford, W. S. Williams, S. L. Cook, & K. F. Wyche (Eds.), APA handbook of the psychology of women: Perspectives on women’s private and public lives., Vol. 2. (pp. 521–543). American Psychological Association
September 27	The Rights of the Child Readings: Convention on the Rights of the Child Wessells, M. G., & Kostelny, K. Child Rights: Why They Matter and How to Realize Them. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights. By APA Policy on the UN Conventon on the Rights of the Child and Optional Protocols
October 4	Rights of Indigenous Persons and Peoples Readings: UN Declaration on the Rights of Indigenous Peoples Indigenous Peoples https://www.amnesty.org/en/what-we-do/indigenous-peoples/ APA Report on an Offer of Apology, on behalf of the American Psychological Association, to First Peoples in the United States Blume, A., Swawen:nio Morse, G., & Love, C. Human Rights and Psychology from Indigenous Perspectives. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.
October 11	Catch Our Breath Midterm Exam
October 25	Human Rights, Sexual Orientation, and Gender Identity Readings: United Nations Resolutions on sexual orientation, gender identity and sex characteristics Horne, S. G., Manalastas, E. J. Psychology and the Global Human Rights Agenda on Sexual Orientation and Gender Identity. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.
November 2	Rights of Older Adults Readings: United Nations Principles for Older Persons Sigal, J., Quintero, N., & Valente, E. Human Rights and Well-Being of Older Persons: Challenges and Opportunities. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.
November 8	Rights of Refugees, Asylum Seekers, and Displaced Persons Readings: Convention relating to the Status of Refugees Khoury, B., & Hakin-Larson, J. From Refugees to Immigrants: The Role of Psychology in the Struggle for Human Rights. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights. Explore https://www.apa.org/topics/immigration-refugees 2019 APA Immigration and Refugee Policy Statement
November 15	The Rights of Disabled Persons Readings: Convention on the Rights of Persons with Disabilities Hashimoto, J., Izutsu, T., & Tsutsumi, A. Human Rights of Persons with Disabilities: Convention on the Rights of Persons with Disabilities and Its Nexus with Mental Health and Psychosocial Well-Being. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.
November 20	Genocide InfoGraphic Due Readings: Convention on the Prevention and Punishment of the Crime of Genocide International Convention for the Protection of All Persons from Enforced Disappearance Velez, G., Twose, G., & Lopez, W. Human Rights and Reconciliation: Theoretical and Empirical Connections. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights.
November 29	Climate Op-Ed Due Readings: Feygina, I., Chapman, D., & Markowitz, E. Climate Change: A Challenge to Human Rights, Justice, Equality, and Human Well-Being. In N. Rubin, & R. Flores (Eds). Cambridge handbook on psychology and human rights. Sustainable Development Goal 13: Take urgent action to combat climate change and its impact
December 6	Final Thoughts and Discussion Self-Reflection Paper Due
See Final Exam Schedule	See the final exam schedule