> Hello colleagues, > I'm teaching a Peace Studies class this semester, mostly from a > psychological perspective, and I'm looking for readings concerning the 9/11 > events. Do you know of anything that would give my class insights into the > mindsets of such behaviors? >
Hi Joe, There are several resources available to you related to both peace psychology as well as 9/11. In relation to the latter, Prentice Hall has put out a very thin booklet entitled "Prentice Hall Authors Speak About September 11 and Beyond." It includes a couple of articles by psychologists. Wiley also has a very thin publication called "Psychological Consequences of Terrorism." Other sources with greater depth include: Hoffman, B. (1999). Inside Terrorism. New York: Columbia University Press. Very good examination of the historical and political roots of terrorism. Includes both theory and concrete examples of various types of terrorism and terrorist groups around the world including within the U.S. Reich, W., & Laqueur, W. (Eds.). (1998) Origins of Terrorism: Psychologies, Ideologies, Theologies, States of Mind. Washington, DC: Woodrow Wilson Center Press. Edited text which includes an examination of the roots of terrorism from a variety of perspectives. Includes an interesting chapter by Bandura related to the concept of moral disengagement. 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. This edited text includes sections on both direct violence and structural violence as well as chapters dealing with the trauma associated with war and conflict. Chirot, D., & Seligman, M. E. (Eds.). (2001). Ethnopolitical warfare: Causes, consequences, and possible solutions. Washington, DC: American Psychological Association. New text published by APA with chapters ethnicity and nationalism as well as the group violence, psychosocial assistance, social psychology and intergroup conflict, and the psychology of group identification. 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. Has a particularly good chapter related to the use of threats and retaliation in response to events such as today. Focuses on why these are often counter-productive. Langholtz, H. J. (Ed.). (1998). The psychology of peacekeeping. Westport, CT: Praeger. Includes some chapters which may be applicable to today's events such as the psychosocial concerns of rescue/humanitarian workers. Also includes some information about the psychological consequence of landmines. While at first this may seem irrelevant, many of our students safety has been challenged as they may feel they are no longer safe and attack can occur at any time. Also, there is a good chapter on psychosocial numbing which may be related to why some of your students may seem not to care. Kressel, N. (1996). 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. Ajdukovi�, D. (Ed.). (1997). Trauma recovery training: Lessons learned. Zagreb, Croatia: Society for Psychological Assistance. Based on a 1997 conference on trauma recovery training. Provides information relevant to the treatment of children and adults in war regions. Provide valuable information concerning training and the mental health and support of care providers. Jones, L. (1998). The question of political neutrality when doing psychosocial work with survivors of political violence. International Review of Psychiatry, 10, 239- 247. While neutrality is an assumed component of clinical practice, this article argues that such neutrality may be counterproductive and impossible in some situations. Thoughtful exploration of political neutrality versus subjectivity concerns in psychosocial work with survivors of political violence. Also discussed are the ramifications of such neutrality and subjectivity. Kleber, R. J., Figley, C. R., & Gersons, B. P. R. (Eds.). (1995). Beyond trauma: Cultural and societal dynamics. New York: Plenum Press. This collection of essays examines all aspects of working with survivors of trauma associated with mass violence, war, political oppression, and disaster. Challenges traditional notions of posttraumatic stress disorder, argues for the inclusion of social and cultural values in work with survivors, and examines the moral and ethical issues associated with treatment of survivors. Based on the 1992 World Conference of the International Society for Traumatic Stress Studies on Trauma and Tragedy: The Origins, Management, and Prevention of Traumatic Stress in Today's World, Amsterdam, Netherlands. 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. Zinner, E. S., & Williams, M. B. (Eds.). (1999). When a community weeps: Case studies in group survivorship. Philadelphia, PA, US: Brunner/Mazel. Maniscalco, P. M., & Christen, H. T. (2001). Understanding Terrorism and Managing the Consequences. Upper Saddle River, NJ: Prentice-Hall. Whitaker, D. J. (2001). The Terrorism Reader. New York: Routledge. Office of Teaching Resources in Psychology Documents Finally, there are two free curriculum resources available on the Office of Teaching Resources in Psychology which have annotated bibliographies, lecture suggestions, and some additional information which may be of use to you in your peace psychology class. Both include information related to terrorism particularly the psychosocial roots of terrorism and survivor concerns. The documents are: Incorporating Genocide, Ethnopolitical Conflict, and Human Rights Issues Into the Psychology Curriculum: Informational Resources (2000) 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). 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 Warm regards, Linda -- Linda M. Woolf, Ph.D. Book Review Editor, H-Genocide Associate Professor - Psychology Coordinator - Holocaust & Genocide Studies, Center for the Study of the Holocaust, Genocide, and Human Rights Webster University 470 East Lockwood St. Louis, MO 63119 Main Webpage: http://www.webster.edu/~woolflm/ mailto:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
