War And Peace: Curricular, Classroom, And Lecture
Incorporation Strategies
Linda M. Woolf (woolflm@webster.edu) & Michael R. Hulsizer
(hulsizer@webster.edu)
Webster University, Presentation given at the 111th
Annual American Psychological Association Convention, 2003
From the war in Iraq and the ongoing war on terrorism to daily reminders
of potential U.S. terrorism via color-coded alerts and crime on the nightly
news we cannot escape the drum beat of violence in our society. Given
our field can be defined as the study of cognitive and behavioral processes
it is only appropriate that these issues are discussed in psychology courses.
However, the question that many face is how to best approach any discussion
of violence, terrorism, prejudice, and discrimination without overshadowing
the more positive aspects of humanity.
During our hospitality suite we will discuss some of the means by which
one can achieve balance in the discussion of altruism and aggression within
the context of class discussion and material. While most instructors correctly
perceive there to be an abundance of materials and discussion topics available
for the discussion of the negative aspects of human behavior, there is
the misperception that few opportunities exist to incorporate the positive
aspects of human behavior into courses. In fact, recent research in positive
psychology and an upsurge in interest in peace psychology provide an abundance
of materials and discussion topics. Course suggestions, an annotated bibliography,
and relevant web sites are provided.
Lecture Suggestions
From the very beginning, psychology in the United States has concerned
itself with issues of peace and conflict. For example, the early writings
of William James included essays on peace and war. Following World War
II, research on the nature of interpersonal and intergroup violence burgeoned.
Much of this research was immediately incorporated into psychology courses.
Indeed, all the major social psychology textbooks and many introductory
psychology books contain extensive writings devoted to the antecedents of
aggression. However, following World War II there was also a simultaneous
increase in research devoted to the study of peace and conflict resolution.
Indeed, much has been learned about the antecedents of peace and effective
conflict resolution across a variety of domains. Unfortunately, much of
this research has not found its way into traditional psychology textbooks
and courses. For example, while all social psychology textbooks include
a section on aggression, only 40% devote a chapter much space to peace and
conflict resolution (it should be noted that some of these chapters on conflict
are in fact mini chapters included in the appendices).
The following list of lecture suggestions addresses the integration
of interpersonal violence, ethnopolitical conflict, mass violence, torture,
trauma, and war into the psychology curriculum. In addition, strategies
for integrating topics associated with peace and conflict resolution (e.g.,
fundamental human rights, refugees, volunteerism) are also presented.
Clinical/Counseling
Treatment issues related to work with refugees, displaced persons,
and survivors of torture, war, and genocide can be discussed in clinically
related courses. Areas that can be discussed are the applicability of Western
diagnoses with non-Western populations, unique concerns related to refugee
and survivor mental health, unique ethical concerns, and the need for emotional
care for the clinician or caregiver. Additionally, case studies including
victims of extreme trauma and refugees can be examined. Various psychological
disorders, which have in part their roots in trauma, can be discussed within
the context of survival from ethnopolitical conflict, torture, or displacement.
Topics with an extensive literature related to the above sources of trauma
include post traumatic stress disorder, depression, depersonalization, and
derealization. Secondary stress in second generation, human rights workers,
and care providers also can be discussed.
Ajdukoviç, D. (Ed.). (1997). Trauma recovery training: Lessons
learned. Zagreb, Croatia: Society for Psychological Assistance.
Bracken, P. J., & Petty, C. (Ed.). (1998). Rethinking the trauma
of war. New York: Free Association Books.
De Jong, J. (Ed.) (2002). Trauma, war, and violence: Public mental
health in socio-cultural context. New York: Kluwer Academic.
Elsass, P. (1997). Treating victims of torture and violence: Theoretical,
cross-cultural, and clinical implications. New York: New York University
Press.
Gerrity, E., Keane, T. M., & Tuma, F. (Eds.) (2001). The mental
health consequences of torture. Bethesda, MD: National Institute of
Mental Health.
Kleber, R. J., Figley, C. R., & Gersons, B. P. R. (Eds.). (1995).
Beyond trauma: Cultural and societal dynamics. New York: Plenum Press
Marsella, A., Bornemann, T., Ekblad, S., & Orley, J. (1994). Amidst
peril and pain: The mental health and well-being of the world’s refugees.
Washington, DC: American Psychological Association.
Ursano, R. J., McCaughey, B. G., & Fullerton, C. S. (Eds.). (1994).
Individual and community responses to trauma and disaster: The structure
of human chaos. New York: Cambridge University Press.
van der Veer, G. (1998). Counseling and therapy with refugees and
victims of trauma: Psychological problems of victims of war, torture,
and repression. New York: Wiley.
Community Psychology and Health Psychology
A discussion of war and conflict as public health concerns can be included.
Langholtz, H. J. (Ed.). (1998). The psychology of peacekeeping.
Westport, CT: Praeger. Includes a very good chapter on the impact of landmines.
Pilisuk, M., & Ober, L. (1976). Torture and genocide as public
health problems. American Journal of Orthopsychiatry, 46, 388-392.
Zinner, E. S., & Williams, M. B. (Eds.). (1999). When a community
weeps: Case studies in group survivorship. Philadelphia, PA, US: Brunner/Mazel.
Cross-Cultural Psychology
Any discussion of cross-cultural psychology is incomplete unless it
includes the topics of refugees, displaced persons, migration, human rights,
torture, mass violence, ethnopolitical conflict, genocide, nationalism,
and peace psychology. Also, difference in cultures or cultural events can
be examined in relation to predispositions towards mass violence and genocide.
Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied
Psychology: An International Review, 46, 5-68.
Bracken, P. J., Giller, J. E., & Summerfield, D. (1995). Psychological
responses to war and atrocity: The limitations of current concepts. Social
Science and Medicine, 40, 1073-1082.
Comas-Diaz, L., Lykes, M. B., & Alarcon, R. (1998). Ethnic
conflict and the psychology of liberation in Guatemala, Peru, and Puerto
Rico. American Psychologist, 53, 778-792.
De Jong, J. (Ed.) (2002). Trauma, war, and violence: Public mental
health in socio-cultural context. New York: Kluwer Academic.
Elsass, P. (1992). Strategies for survival: The psychology of cultural
resilience in ethnic minorities. New York: New York University Press.
Soldatova, G. U. (1997). Strangers in the homeland: Ethnopsychological
problems of forced immigrants in Russia. In D. F. Halpern & A. E.
Voiskounsky (Eds.), States of mind: American and post-Soviet perspectives
on contemporary issues in psychology (pp. 291-305). Oxford, England:
Oxford University Press.
Ramirex, J. M., & Richardson, D. S. (Ed.) (2001). Cross-cultural
approaches to research on aggression and reconciliation. Huntington,
NY: Nova Science.
Developmental Psychology
A discussion of moral development and its relation to perpetrator behavior
can be examined. For example, the discussion could address the issue of
children and war both as the victim of extreme trauma and displacement
as well as the psychological impact of child soldiering on development.
Information concerning the potential for human cruelty and genocide can
be examined in relationship to a discussion of parenting styles. Information
concerning effective conflict resolution is not only relevant to international
relations but also interpersonal and intrafamilial relationships. It can
be taught within this context. There is a growing literature on aging survivors
of genocide, torture, and so forth, and this can be related to topics such
as generativity and life review.
Davies, S. (2001). The long-term psychological effects of traumatic
wartime experiences on older adults. Aging & Mental Health, 5,
99-103.
Dyregrov, A., Gjestad, R., & Raundalen, M. (2002). Children exposed
to warfare: A longitudinal study. Journal of Traumatic Stress, 15,
59-68.
La Greca, A., Sivlerman, W. K., Vernberg, E. M., & Roberts, M.
C. (Eds.) (2002). Helping children cope with disasters and terrorism.
Washington, DC: American Psychological Association.
Kay, A. (1998). Generativity in the shadow of genocide: The Holocaust
experience and generativity. In D. P. McAdams & E. de St. Aubin
(Eds.), Generativity and adult development: How and why we care for the
next generation (pp. 335-359). Washington, DC: American Psychological
Association.
Rousseau, C. Fort, G. G. D., & Corin, E. (2002). Time perspective
in children living in a situation of armed conflict. In F. Azima & N.
Grizenko (Eds.), Immigrant and refugee children and their families:
Clinical, research, and training issues (pp. 113-132). Madison, CT: International
Universities Press.
Salerno, J. A., & Nagy, C. (2002). Terrorism and aging. Journals
of Gerontology: Series A: Biological Sciences & Medical Sciences,
57, M552-M554.
Staub, E. (1996). Cultural-societal roots of violence: The examples
of genocidal violence and of contemporary youth violence in the United States.
American Psychologist, 51, 117-132.
Ethics
A course in ethics or sections of research methods courses dealing
with ethics can examine the origins of the early ethical guidelines for
research such as the Nuremberg Code. Additionally, ethics can be discussed
in the context of war crimes and topics such as moral exclusion and dehumanization
of the other.
Alexander, L. (1948). War crimes--their social-psychological aspects.
American Journal of Psychiatry, 105, 170-177.
Jonsen, A. R., & Sagan, L. (1978). Torture and the ethics of medicine.
Man and Medicine, 3, 33-49.
History and Systems in Psychology
The role that psychologists and psychological theory played during
wartime can be examined. Additionally, the impact of the Holocaust, subsequent
genocides, and ethnopolitical conflict can be studied in relation to the
development of the fields of social, political, and peace psychology.
Smith, M. B. (1999). Political psychology and peace: A half-century
perspective. Peace and Conflict: Journal of Peace Psychology, 5,
1-16.
Introductory Psychology
The topic of peace psychology is an excellent addition to an introductory
psychology course demonstrating the global ramifications of psychological
research and study. Issues related to peace psychology also can be integrated
throughout the course. For example, ethnocentrism and misperception can
be discussed as aspects of perception, errors in thinking and judgment
based on belief systems can be discussed in conjunction with cognition,
and hedonic balancing can be discussed in relation to motivation. Material
related to all courses described in this resource can be integrated into
an introductory course.
Chirot, D., & Seligman, M. (Eds.). (2001). Ethnopolitical Warfare:
Causes, Consequences, and Possible Solutions. Washington, D. C.: American
Psychological Association.
Christie, D. J., Wagner, R. V., & Winter, D. D. (Eds.). (2001).
Peace, conflict, and violence: Peace psychology for the 21st century.
Upper Saddle River, NJ: Prentice-Hall.
Kurtz, L. R., & Turpin, J. (1998). Encyclopedia of violence:
Peace and conflict. San Diego, CA: Academic Press.
Learning and Cognition
Topics include the nature and causes of aggression, stereotyping and
prejudice formation, and decision-making particularly within the moral
realm. Additionally, many of the topics discussed in relation to social
psychology are also applicable.
Haritos-Fatouros, M. (1995). The official torturer: A learning model
for obedience to the authority of violence. In R. D. Crelinsten &
A. P. Schmid (Eds.), The politics of pain: Torturers and their masters
(pp. 129-146). Boulder, CO: Westview Press.
Long, W. J., & Brecke, P. (2003). War and reconciliation: Reason
and emotion in conflict resolution. Cambridge, MA: MIT Press.
Opotow, S. (Ed.) (1990). Moral exclusion [Special issue].
Journal of Social Issues, 46(1).
Ramirex, J. M., & Richardson, D. S. (Ed.) (2001). Cross-cultural
approaches to research on aggression and reconciliation. Huntington,
NY: Nova Science.
Personality Theories
A course in personality theory can stress the effect of the political
context on theory development. For example, an analysis of Jung’s anti-Semitic
writings or Frankl’s existentialist theory could be included. Cattell’s
theory of Beyondism and its relation to the eugenics movement raises interesting
questions for discussion and debate. A course in personality also can include
discussions of the research concerning personality and helping behavior,
prosocial behavior, altruism and human cruelty. These also can provide a
basis for discussion about theory development and research methodology within
the study of personality.
Alford, C. F. (1990). The organization of evil. Political Psychology,
11, 5-27.
Kahana, B., Kahana, E. F., Harel, Z., & Segal, M. (1985-1986).
The victim as helper: Prosocial behavior during the Holocaust. Humboldt
Journal of Social Relations, 13, 357-373.
Kressel, N. (2002). Mass hate: The global rise of genocide and terror.
New York: Plenum Press.
Staub, E. (1993). The psychology of bystanders, perpetrators, and heroic
helpers. International Journal of Intercultural Relations, 17,
315-341.
Psychology and Women
Women and children make up approximately 80% of the world’s refugees.
The special needs of the women and the impact of displacement can be discussed.
Additionally, there is a growing literature on women and wartime that
can be included for study. Women's rights as human rights can also be
discussed e.g. rape as a weapon of war.
Cole, E., Espin, O. M., & Rothblum, E. D. (Eds.). (1992). Refugee
women and their mental health: Shattered societies, shattered lives.
Binghamton, NY: Harrington Park Press.
Turshen, M., & Twagiramariya, C. (Eds.). (1998). What women
do in wartime: Gender and conflict in Africa. London: Zed Books.
Watts, C., & Zimmerman, C. (2002). Violence against women: Global
scope and magnitude. Lancet, 359, 1232-1237.
Research Methods
Traditional experimental methods may not be applicable to the study
of war, ethnopolitical conflict, and large-scale human rights violations.
Thus, research methods courses should include field methodologies such
as in-depth interviewing, ethnographic research methods, and oral histories.
Examples of these methodologies can be taken from the literature on war,
human rights, torture, and ethnopolitical conflict.
Bales, K. (1999). Disposable people: New slavery in the global economy.
Los Angeles: University of California Press. Includes a chapter on methods
used for this research.
Social Psychology
The history of social psychology is linked to attempts to understand
the Holocaust. Thus, many topics lend themselves to discussion. At the
forefront are topics related to stereotyping, prejudice, and discrimination,
obedience to authority, conformity, social-role theory, groupthink, moral
exclusion, diffusion of responsibility, bystander behavior, altruistic
behavior, in-group/out-group behavior, and group dynamics. Multiple examples
of the impact of each of these can be examined through analysis of genocide
and other forms of mass violence.
Bar-Tal, D. (1990). Causes and consequences of delegitimization: Models
of conflict and ethnocentrism. Journal of Social Issues, 46, 65-81.
Kressel, N. (2002). Mass hate: The global rise of genocide and terror.
New York: Plenum Press.
Miller, A. G. (Ed.). (1999). Perspectives on evil and violence [Special
issue]. Personality and Social Psychology Review, 3(3).
Opotow, S. (Ed.) (1990). Moral exclusion [Special issue]. Journal
of Social Issues, 46(1).
Sabini, J. P., Silver, M., Lifton, R. J., Kelman, H. C., Hamilton,
V. L., & Fairbank, J. K. (1993). Political psychology of destructive
obedience and genocide. In N. J. Kressel (Ed.), Political psychology:
Classic and contemporary readings (pp. 185-245). New York: Paragon
House.
Staub, E. (1999). The origins and prevention of genocide, mass killing,
and other collective violence. Peace and Conflict: Journal of Peace Psychology,
5, 303-336.
Additional Course Information
Altruism and Aggression: We live in a violent society. In fact,
it is virtually impossible to pick up a daily newspaper, leaf through
a magazine, or listen to the evening news without learning that some act
of violence has occurred. Yet, in the midst of this epidemic of violence,
we still hear about instances of altruism – helping behavior. How is it
that our species can be so destructive one instant and so truly kind and
helpful in another. The events surrounding 9-11 provide an unfortunate case
point. The resultant carnage was staggering. However, equally as stunning
was the outpouring of kindness. The duality of human behavior is perplexing.
Is our species inherently good or evil?
During the course of the semester we will explore the duality of our
species. First, we will examine aggression. Specifically, why do people
aggress and what steps can be taken to prevent or control this destructive
behavior? Topics to be covered include child abuse and physical punishment,
ethnic- and racially based violence, terrorism, antisocial personalities
(i.e., psychopath), sexual aggression, spousal abuse, drugs and aggression,
and the media's impact on violence.
Second, we will explore the conditions that lead to helping behavior.
We will discuss the role of empathy, gender, race, and attractiveness in
bystander intervention. Theoretical issues will be debated during the class.
For example, is there such a thing as true altruism – helping without regard
to potential rewards? Or do we primarily help due to the conscious or unconscious
desire to achieve a reward (e.g., praise, money, and esteem).
Psychology of Peace and Conflict: This seminar on peace
and conflict employs an interdisciplinary perspective to examine the causes
of conflict and violence and the ways to resolve, manage, and control both
violent and nonviolent conflicts at all levels: a) international, b) intergroup,
and c) interpersonal.
This course is intended to provide students with information integrating
theory and research on international, intergroup, and interpersonal conflict
and direct approaches to conflict resolution such as negotiation, mediation,
and facilitation.
The syllabus and a more detailed course description for this course
can be found on the Project Syllabus website: http://www.lemoyne.edu/OTRP/projectsyllabus.html#peace
Psychosocial Perspectives on Terrorism: On September 11,
2002 many of us in the United States experienced for the first time the
effects of terrorism. Terrorism is not a new phenomenon and many researchers
have been struggling to understand the root causes and effects of terrorism.
In this class, we will examine the psychosocial roots and impact of terrorism.
We will examine the "why" of terrorism. Are terrorists psychopaths? Are
terrorists just inherently evil? Or is the issue much more complex than this,
particularly when we take into consideration a variety of partisan perspectives?
Within this context, we will examine the various types of terrorism such
as religious, state-sponsored, and individual acts of terrorism.
During the class we will also examine the impact of terrorism on many
levels from the individual to national level. We will discuss topics related
to the personal experience of trauma due to terrorism, such as normal emotional
reactions to personal attack, PTSD, grief, coping, and the challenge to
just world thinking. On a group level we will examine broader issues such
as stereotyping, in-group/out-group behaviors, moral exclusion, displacement
of aggression, nationalism, propaganda, and dehumanization.
The syllabus and a more detailed course description for this course
can be found on the Project Syllabus website: http://www.lemoyne.edu/OTRP/projectsyllabus.html#peace
Annotated Bibliography
The annotated bibliography below is largely culled from the following
resources that are available for free download through the Office of Teaching
Resources in Psychology. Note that both of these resources are currently
undergoing revision and update. Check back to the web site listed
below for new documents.
Incorporating Genocide, Ethnopolitical Conflict, and Human Rights Issues
Into the Psychology Curriculum: Informational Resources (2000), Linda
M. Woolf, Webster University. This 27-page document contains two annotated
bibliographies of materials on genocide, ethnopolitical conflict, and human
rights issues written from a psychosocial perspective. The first bibliography
includes major journal articles, book chapters, books, and Internet resources
on these issues organized by topic. The second bibliography is comprised
of reference materials for background information and further study. In
addition, there is an annotated list of relevant journals.
Incorporating Genocide, Ethnopolitical Conflict, and Human Rights Issues
Into the Psychology Curriculum: Instructional Resources (2000), Linda
M. Woolf, Webster University. This 32-page document consists of resource
materials for developing whole courses and lectures on genocide, ethnopolitical
conflict, and human rights issues. For incorporating specific topics into
existing courses, lecture suggestions and selected references are given.
For developing and revising whole courses, sample syllabi are provided.
In addition, lists of relevant videotapes, Web sites, Internet discussion
lists, and professional organizations are included.
Both can be found for free download at: http://www.lemoyne.edu/OTRP/teachingresources.html#diversity
Good General Resources
Bourke, J. (1999). An intimate history of killing: Face to face
killing in 20th century warfare. New York: Basic Books.
An examination of the intimate act of killing during wartime.
Weaves historical analysis and scholarship with writings of soldiers (i.e.,
diaries, memoirs, and letters). Most noted for its premise that
pleasure and sexual gratification may play a role in killing for some
individuals. Also includes unique chapters that focus on women and war,
training men to kill, war crimes, and the return to civilian life.
Bunker, B. B., Rubin, J. Z., & Associates. (1995). Conflict,
cooperation, & justice: Essays inspired by the work of Morton Deutsch.
San Francisco: Jossey-Bass.
This collection of essays represents a tribute to social psychologist
Morton Deutsch. Sponsored by the Society for the Psychological Study
of Social Issues (SPSSI), it includes essays concerning the three major
areas of Deutsch’s work: conflict, cooperation, and justice. Chapter
2 is especially useful in the delineation of various issues involved in
conflict analysis. Essays include the application of principles to
a broad range of contexts from interpersonal to international and from schools
to the work place.
Cancian, F. M., & Gibson, J. W. (1990). Making war, making peace:
The social foundations of violent conflict. Belmont, CA: Wadsworth.
Textbook consists of 48 readings concerning the social and cultural
causes of peace and war. Covers a broad range of topics including
inequality, perspectives on the peace movement, and modern military strategies.
Carnegie Commission on Preventing Deadly Conflict. (1997). Preventing
deadly conflict: Executive summary of the final report. New York:
Carnegie Corporation.
Outline of proposed steps and interventions involved in preventing
genocide and deadly conflict.
Chang, E. C. (Ed.). (2000). Optimism and pessimism: Implications
for theory, research, and practice. Washington, D. C.: American Psychological
Association.
Text contains sixteen essays that discuss the interplay between
optimism and pessimism. Cultural, biological, and psychological antecedents
of optimism and pessimism are explored. Practical implications for therapy
are also included. This text is an ideal choice to balance out any discussion
of positive psychology.
Chirot, D., & Seligman, M. (Eds.). (2001). Ethnopolitical Warfare:
Causes, Consequences, and Possible Solutions. Washington, D.C.: American
Psychological Association.
Edited text published by APA with information concerning ethnicity
and nationalism as well as the group violence, psychosocial assistance,
social psychology and intergroup conflict, and the psychology of group
identification. This excellent resource is divided into five sections
beginning with theories of nationalism and ethnicity. The book then
extends to discussions of the major genocides of the twentieth century,
chapters focused on ethnopolitical conflicts that stopped short of genocide,
and analyses of limited to partially contained instances of ethnopolitical
conflict. The chapters in the final section of the text contain
various psychosocial theories of conflict and potential solutions. An
impressive list of contributors from each area of research.
Christie, D. J., Wagner, R. V., & Winter, D. D. (Eds.). (2001).
Peace, conflict, and violence: Peace psychology for the 21st century.
Upper Saddle River, NJ: Prentice-Hall.
Excellent text highlighting the many facets of peace psychology.
The text is divided into four main sections. The first section includes
chapters concerning direct violence examined from a psychological perspective.
Topics range from an analysis of intimate violence to a discussion concerning
weapons of mass destruction. The second section addresses issues
involved in structural violence such as social injustice and globalism.
The last two sections concern a broad spectrum of issues related to peacemaking
and peacebuilding. A must for anyone interested in the topic of peace psychology.
Danieli, Y. (Ed.) (2002). Sharing the front line and the back hills:
International protectors and providers: Peacekeepers, humanitarian aid workers
and the media in the midst of crisis. Amityville, NY: Baywood Publishing.
Addresses the needs of all of those involved in working towards
peace as well as providing aid in areas of conflict. Important work for
anyone for policymakers, mental health practitioners, United Nation peacekeepers,
workers within NGOs and other humanitarian aid organizations, and educators.
De Jong, J. (Ed.) (2002). Trauma, war, and violence: Public mental
health in socio-cultural context. New York: Kluwer Academic.
Provides analyses of various mental health needs and programs
by psychologists from around the globe. Focuses particularly on
the needs of those who live in areas of extreme conflict, refugee camps,
intense poverty, or where human rights are routinely violated.
Fellman, G. (1998). Rambo and the Dalai Lama: The compulsion to
win and its threat to human survival. Albany, NY: State University
of New York Press.
Part of the SUNY Series, Global Conflict and Peace Education.
Blends psychology, sociology, history, and peace studies in an analysis
of current cultures based largely on conflict. Through a mixture of scholarship
and anecdotal evidence, Fellman proposes a paradigm shift from an adversarial
paradigm to one based on mutuality, cooperation, and caring. Highly readable,
this text serves as a good introduction for students to the concepts of
conflict, nonviolence, and mutuality.
Fisher, R. J. (1997). Interactive conflict resolution. Syracuse,
NY: Syracuse University Press.
Describes the process of interactive conflict resolution as a
means of peacebuilding. Interactive conflict resolution involves third
party facilitation of dialogue between non-official representatives of
groups engaged in conflict. The book begins with chapters discussing the
work of three pioneers in the use of the interactive conflict resolution
method. This is followed by discussion examining the various methods and
concerns related to the use of these methods of peacebuilding in cases of
protracted conflict.
Fisher, R., Schneider, A. K., Borgwardt, E., & Ganson, B. (1997).
Coping with international conflict: A systematic approach to influence
in international negotiation. Upper Saddle River, NJ: Prentice-Hall.
A good introductory text for students interested in international
conflict. Includes case studies that introduce concepts of negotiation,
partisan perceptions, problem solving, and conflict resolution. Provides
a systematic method for developing a focused strategy aimed at peacebuilding
within a specific conflict situation.
Frank, J. D. (1988). Sanity and survival in the nuclear age: Psychological
aspects of war and peace. Lanham, MD: University Press of America.
Discusses the biological, psychological, and social factors underlying
war and peace. Also discusses the danger of these factors in light of
advanced weaponry.
Gerrity, E., Keane, T. M., & Tuma, F. (Eds.) (2001). The mental
health consequences of torture. Bethesda, MD: National Institute of
Mental Health.
This edited text provides an excellent overview of a broad range
of topics related to the subject of torture. The text is divided
into five sections and begins with introductory chapters highlighting a
discussion of torture from a survivor's perspective and an overview of
the research. This is followed by chapters addressing various conceptual
models (e.g. psychosocial and economic) used in the understanding of torture.
The middle two sections concern the use of torture during war and in relation
to social violence (e.g. homicide and domestic violence). The text
concludes with chapters focusing on various clinical issues related to work
with torture survivors.
Gilbert, D. t., & Fiske, S. T., & Lindzey, G. (Eds.). (1998).
The handbook of social psychology (4th ed), Vol. 2. Boston: McGraw-Hill.
This edited text contains several notable review chapters
including: Altruism and Prosocial Behavior (Chapter 23), Aggression and
Antisocial Behavior (Chapter 24), Social Conflict (Chapter 27), Social
Justice and Social Movements (Chapter 30), and Social Psychology and World
Politics (Chapter 35). While there is no peace psychology chapter, each
of the aforementioned sections can provided useful information.
Grossman, D. (1995). On killing: The psychological cost of learning
to kill in war and society. New York: Little, Brown, and Company.
Discusses the inhibitions of individuals towards killing and
the need by the military to train soldiers to kill. Provides information
regarding the military training process and notes similarities to the
use of video games and violent media exposure in the United States. Discusses
the traumatic effect of killing on soldiers during wartime.
Kecmanovic, D. (1996). The mass psychology of ethnonationalism.
New York: Plenum Press.
Examines the sociopsychological and anthropological forces underlying
nationalism or ethnonationalism. Addresses factors that foster the
increase in nationalism and enable individuals to commit acts that would
be otherwise unacceptable against other groups.
Kressel, N. (2002). Mass hate: The global rise of genocide and terror.
New York: Plenum Press.
One of the few texts to address the psychosocial roots of genocide
and mass violence. Underlying the entire text is the question, “Why mass
hate?” With this question in mind, Kressel examines four instances
of mass violence in depth: ethnic cleansing in Bosnia, violence associated
with Muslim extremists in New York, the Rwandan genocide, and the Holocaust.
The book includes two significant chapters that synthesize and critique
the research on situational and personality factors as related to actions
of mass violence and terror. Text first published in 1996 has been revised
and updated to include information and analysis related to the attacks
on the United States of September 11, 2001.
Kurtz, L. R., & Turpin, J. (1998). Encyclopedia of violence:
Peace and conflict. San Diego, CA: Academic Press.
A three-volume encyclopedia composed of articles written by over
200 scholars. Excellent resource for students and researchers examining
work outside their main area of study. Would make an excellent addition
to the reference section of any library.
Langholtz, H. J. (Ed.). (1998). The psychology of peacekeeping.
Westport, CT: Praeger.
Excellent text compiling contributions related to topics of peacekeeping,
peacemaking, and peacebuilding. Topics range from prevention to post-conflict
reconstruction and reconciliation. Includes chapters not commonly covered
in other texts such as peacekeeper personnel selection and training, psychological
concerns of peacekeepers and humanitarian workers, and the psychological
consequences of landmines.
Long, W. J., & Brecke, P. (2003). War and reconciliation: Reason
and emotion in conflict resolution. Cambridge, MA: MIT Press.
Highlights the importance of the reconciliation process in the
development of sustainable peace following civil and international conflict.
Through the use of nineteen case studies, the authors systematically analyze
the role that reconciliation can play in the restoration of social order.
Salomon, G., & Nevo, B. (Eds.) (2002). Peace education:
The concept, principles, and practices around the world. Mahwah, NJ:
Lawrence Erlbaum.
An important book for anyone interested in peace education.
Provides important discussions related to the concept, underlying principles,
and international practice of peace education. Also provides an
overview of the current research.
Schellenberg, J. A. (1996). Conflict resolution: Theory, research,
and practice. Albany, NY: State University of New York Press.
Represents a blend of theory, review of the research, and case
studies. Text is divided into three main sections. The first section
contains a good chapter concerning research methodology in the study of
conflict resolution. The second section outlines various theories
of conflict including an examination of internal psychological characteristics,
social processes, and social-structural processes. The final section outlines
five methods of conflict resolution practice including coercion, negotiation
and bargaining, adjudication, mediation, and arbitration. Each chapter
is discussed within the context of a specific case study.
Schwebel, M. (Ed.). (1998). Peace by forceful means? [Special issue].
Peace and Conflict: Journal of Peace Psychology, 4(2).
An important contribution to the literature. Grapples with the
difficult question of whether in our violent world, force is necessary
as a mechanism to maintain peace. This issue begins with an article by
Ralph White that evaluates twelve examples of the use of force by the United
States and critiques their effectiveness. This opening article is followed
by commentaries evaluating White’s arguments.
Smith, M. B. (1999). Political psychology and peace: A half-century
perspective. Peace and Conflict: Journal of Peace Psychology,
5, 1-16.
Overview, analysis, and speculations concerning fifty years of
peace and political psychology.
Snyder, C. R., & Lopex, S. J. (Eds.). (2001). The handbook of
positive psychology. New York: Oxford University Press.
This edited text is devoted to providing a forum for a more positive
view of the human condition. This comprehensive reference source is an
excellent starting point if you are interested in infusing aspects of positive
psychology into your lectures.
Strozier, C., & Flynn, M. (Eds.). (1998). Genocide, war, and
human survival. Lanham, MD: Rowman & Littlefield.
The text’s essays are divided into three sections: Hiroshima
and America, genocide and mass violence, and witnessing. Although much of
this volume is clearly political and historical, several essays are of value
to psychologists. For example, Gerber’s “We must hear each other’s
cry: Lessons from Pol Pot Survivors,” Simon’s “Can There be a Psychoanalysis
Without a Political Analysis?” and Kai Erikson’s correspondence with and
tribute to his father Erik concerning the dangers of social speciation
are relevant to the discipline of psychology. The text was organized originally
to serve as a tribute to the work of Robert Lifton.
Suedfeld, P. (Ed.). (1990). Psychology and torture. New York:
Hemisphere.
Excellent collection of essays concerning the nature and effects
of torture as well as psychology’s response to issues of torture. Addresses
the issue from multiple vantage points including the effects of torture
and process of therapeutic intervention, the perpetration of torture and
the processes involved in becoming a torturer, and psychology’s role in
fighting to abolish torture. Includes a disturbing chapter that presents
the argument of justifiable torture in limited situations.
Tetlock, P. E. (1997). Psychological perspectives on international
conflict and cooperation. In D. F. Halpern & A. E. Voiskounsky (Eds.),
States of mind: American and post-Soviet perspectives on contemporary
issues in psychology (pp. 49-76). Oxford, England: Oxford University
Press.
Scholarly psychological analysis of the politics of conflict
within and between states.
Worchel, S., & Simpson, J. A. (Eds.). (1993). Conflict between
people & groups: Causes, processes, and resolutions. Chicago: Nelson-Hall.
A collection of articles concerning interpersonal, intergroup,
and international conflict. Includes discussion of U.S. and U.S.S.R. conflict,
negotiations in Poland, Israeli-Palestinian conflict and the relationship
of YinYang theory and conflicts
Altruism and Aggression Resources
Barash, D. P. (2001). Understanding violence. Needham Heights,
MA: Allyn and Bacon.
The text represents a truly multidisciplinary approach to understanding
aggression. The author has compiled some key readings on aggression from
individuals in biology, psychology, sociology, anthropology, political
science, and criminology. Selections are appropriate for undergraduates.
An excellent supplement for an aggression course.
Baron, R. A., & Richardson, D. R. (1994). Human aggression (2nd
ed.). New York: Plenum Press.
The first edition was a classic. The second edition continues
the tradition of excellence. This text provides a very thorough summary
of the aggression research. All the major perspectives are discussed (i.e.,
biological, cognitive, developmental, personality, and social). Unfortunately,
the text is getting dated. In addition, the text may be best suited for
graduate studies. However, it is an excellent reference source.
Batson, C. D. (1991). The altruism question. Mahwah, NJ: Lawrence
Erlbaum.
The text explores whether helping behavior is driven by solely
altruistic or egoistic motivation? In this text the author reports a series
of experiments that support Batson's theory of altruistic motivation.
Very good reference piece. Nice contrast to the egoistic perspective.
Berkowitz, L. (1993). Aggression: Its causes, consequences, and
control. New York: McGraw-Hill.
This text is a well-written overview of aggression that is appropriate
to an upper division undergraduate class. The focus is primarily on experimental
research conducted in this area of inquiry. The only problem with the
text is its age. Instructors may need to supplement the text with more
current research.
Englander, E. K. (1997). Understanding violence. Mahwah, NJ:
Lawrence Erlbaum.
Short text provides an introduction to aggression. Writing level
is appropriate to undergraduate courses. Book is organized around common
antecedents of aggression. Additional special topics such as drugs, gangs,
sexual assault, abuse, and family violence are also presented. The text
is somewhat brief in its coverage and therefore may need to be supplemented
with additional readings when used in an upper division class.
Geen, R. G. (1990). Human aggression. Pacific Grove, CA:
Brooks/Cole.
Although this textbook is dated, it does provide a very concise
summary of the major theoretical perspectives in aggression research.
Could be used as a classroom textbook if it is supplemented with more
current research.
Geen, R. G., & Donnerstein, E. (Eds.). (1998). Human aggression:
Theories, research, and implications for social policy. San Diego: Academic
Press.
This edited text summarizes current research findings regarding
the antecedents of aggressive behavior. Chapters cover such topics as:
Personality Influences, Methodology, Affect, Cognition, Self-Esteem, Psychoactive
Drugs, Exposure to Media, Violence Towards Women, Sexual Aggression, and
Temperature. Each chapter includes possible social implications. Due to
its complexity, the text may be best suited for a senior seminar or graduate
class. Regardless, it is a very good reference source.
Meadows, R. J. (2001). Understanding violence and victimization
(2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Text primarily addresses victimization. Topics include: Family
Violence, Victimization by Strangers, Workplace Violence, and School Violence.
The author also presents a chapter on responding to criminal victimization.
Although well written, the text does not cover the full range of aggressive
behavior and would need to be coupled with a more broad-based text for
use in the classroom.
Ozinga, J. R. (1999). Altruism. Westport, CT: Praeger Publishers.
The author argues that altruism in an inherent part of human
nature with evolutionary value. Text provides an interesting perspective
on the altruism question.
Renfrew, J. W. (1997). Aggression and its causes: A biopsychosocial
approach. New York: Oxford University Press.
The text is well written and is appropriate for undergraduate
courses. However, the material presented in the text is slanted towards
non-human research than other aggression textbooks. Thus, one may need
to supplement the text with additional readings to provide a more balanced
approach to understanding aggression.
Schroeder, D. A., Dovidio, J. F., Penner, L. A., & Piliavin, J.
A. (1994). The social psychology of helping and altruism. New York:
McGraw-Hill.
This text provides such a broad overview of this research area.
Four authors from different perspectives contributed to this book. The
result is well written and appropriate for undergraduates.
Van Hasselt, V. B., & Hersen, M. (Eds.). (2000). Aggression
and Violence: An Introductory Text. Needham Heights, MA: Allyn and
Bacon.
This edited text provides a broad overview of aggression. The
major perspectives are detailed as well as several sections devoted to
specific forms of aggression (e.g., child abuse, elder abuse, homicide)
and special topics (alcohol and drugs). The text is well written and is
appropriate for an undergraduate upper division course.
Terrorism Resources
Hoffman, B. (1999). Inside terrorism. New York: Columbia University
Press.
Excellent introduction to the topic of terrorism. Includes a
broad discussion outlining the difficulties associated with defining terrorism.
Most beneficial are the chapters discussing the myriad of motivations
for terrorism, the symbiotic role of the media, targets and techniques
for both terrorism and counterterrorism, and the internationalization of
terrorism. The text is both theoretical and grounded in discussion of
terrorist attacks (domestic and international) in the U.S. and other countries.
La Greca, A., Sivlerman, W. K., Vernberg, E. M., & Roberts, M.
C. (Eds.) (2002). Helping children cope with disasters and terrorism.
Washington, DC: American Psychological Association.
Edited text designed address the myriad of crises that children
may be exposed to including terrorism, natural disasters, human-made or
technological disasters (e.g. auto accidents), and acts of violence.
Maniscalco, P. M., & Christen, H. T. (2001). Understanding
terrorism and managing the consequences. Upper Saddle River, NJ: Prentice-Hall.
Text designed to familiarize the reader to a variety of critical
responses to terrorist attacks. Designed for a broad range of readers
from those in law enforcement to private industry. Not only addresses
the immediate consequences of an attack with weapons of mass destruction
(e.g. biological and chemical weapons) but also the impact that such attacks
have on service delivery and society. Includes simulations that
can be used as class exercises.
Pyszczynski, T., Solomon, S., & Greenberg, J. (2002). In the
wake of 9/11: The psychology of terror. Washington, DC: American Psychological
Association.
Provides an analysis of the attacks of September 11, 2001 and
the response of those within the U.S. to those attacks within the context
of terror management theory and research.
Reich, W., & Laqueur, W. (Eds.). (1998) Origins of terrorism:
Psychologies, ideologies, theologies, states of mind. Washington,
DC: Woodrow Wilson Center Press.
Edited text that addresses a number of topics relevant to the
study of the psychosocial roots of terrorism. Includes chapters concerning
the motivation of terrorism, moral disengagement, hostage taking, and
the psychopolitical bases of terrorism within democratic nations.
Stout, C. (Ed.). (2002). The psychology of terrorism. Westport,
CT:Praeger
This is a four volume edited set. The first volume is designed
to provide background information for general understanding of a broad
range of terrorism topics from bioterrorism to the psychology of the terrorist.
The second volume focuses on clinical issues and responses to terrorism.
The third volume is divided into two sections that focus on placing terrorism
within cultural and religious theoretical contexts. This four volume set
concludes with articles addressing various aspects of response to terrorism
as well as prevention. An important addition for any library.
Whitaker, D. J. (Ed.). (2001). The terrorism reader. New York:
Routledge
Edited text examining terrorism from various approaches including
psychological, sociological, legal, and ethical. Includes good discussion
of the problems associated with counterterrorism. Includes numerous case
studies.
Additional Information
Additional readings related to the study of peace and war can be found
at http://www.webster.edu/~woolflm/peacereadings.html
Included are readings related to the following:
Peace, Conflict, and War
Refugees and Survivor's Concerns
Human Rights
Children and Adolescents
Women
Torture
Educator Resources
Recommended Journals
Peace and conflict links - http://www.webster.edu/~woolflm/peacelinks.html
Division 48 (Society for the Study of Peace, Conflict, and Violence:
Peace Psychology) - http://gsep.pepperdine.edu/~mstimac/Peace-Psychology.htm
Psychologists for Social Responsibility (PsySR) - http://www.psysr.org
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