Ghanaian Summer Field Research
Program
Indiana University Southeast
Department of Psychological Science
1st Summer Session, 2010
Time: Orientation
M-F (11 a.m. – 12:30 p.m.),
In country travel from May 18 – June 5, 2010
Instructors: Lucinda Woodward, Ph.D.
Department of Psychological Science, NQ131
Ball State University
Matthew Decker, M.A.
Department of Psychology
Western Michigan University
Matthew.A.Decker@wmich.edu
Description
of Program: The intent of this immersion learning program
is to offer each student the opportunity to serve a diversified population in
both an educational and a humanitarian fashion.
This cultural experience will educate the student on the history and the
current demographics of Ghana, West Africa.
Students will also be trained in epidemiological and field research
methodology, diagnostic skills, multicultural psychology, interviewing skills,
and diversity issues.
Required
text and readings:
The Housemaid by Amma
Darko
Eshun, S. (2003). Sociocultural
determinants of suicide ideation: A comparison between American and Ghanaian
college samples. Suicide and Life Threatening Behavior, 33,
165-171.
Lloyd, C., & Gage-Brandon, A. (1993). Women’s role in maintaining
households: Family welfare and sexual inequality in Ghana. Population
Studies, 47, 115-131.
Roberts,
H. (2001). A way
forward for mental health care in Ghana?
The Lancet, 357,
1859.
Course
Objectives: Upon completion of the program students should
be able to:
1) Discuss the history and culture of Ghana
2) Discuss historical and current government
policies as they pertain to the African Diaspora we see now
3) Understand the symptoms of PTSD within a
medical context
4) Establish inter-rater reliability in use of a
structured clinical interview
5) Demonstrate the ability to collect and
interpret data
6) Understand and employ goal-oriented,
supportive interpersonal interviewing techniques
7) Contribute to the development
of a paper and pencil screener for PTSD for use with a West African population
West African Immersion Project Portfolio Description:
The
Portfolio requirement of the West African Immersion Project will allow each
student to summarize his/her educational experience with respect to the
specific discipline in which they are studying.
The Portfolio requirement will also allot for a tangible product to use
as a base for an empirical grade in the course.
The Portfolio Project will specify 3 goals:
1) to explain why the
student has chosen this particular educational experience (where they come from
personally and educationally)—roughly 3-5 pages
Will include student expectations of
learning to be gleaned from participating in the project
2) to relate the
experience of the West African Immersion Project—roughly 6-10 pages
Will include artifacts, journals entries,
photos, worksheets, etc. that represent the student’s experiences, participation,
and objectives of the project
3) to tell the story of
in what ways this experience will give direction to the student’s future goals
(roughly 3-5 pages)
Will include a personal reflection
The Portfolio Project will include, but not be
limited to:
A
representative collection of notes, assignments, journal reflections, achievements,
and resources acquired during the in-country experience. It will be assembled and turned in for
grading by Thursday, July 23, 2009.
Portfolios may be submitted by e-mail (to Lewoodward@bsu.edu) or via hard copy to the main Psychology office in NQ104.
Final
Grade: Your final grade will be calculated via the
components listed below
Assessment will focus on:
(10%) 1) the student’s
demonstrated cultural sensitivity to the host community.
(10%) 2) the student’s
demonstrated interpersonal and
leadership skills both within the team
unit and with respect to the host community during the
course.
(30%) 3) the student’s
active involvement in the implementation of the PTSD survey research
(50%) 4) how well the
student has met the objective criteria of the portfolio requirement.
SS1 2010: West African Immersion Program Itinerary
Day
1: Meet and Greet: Review of course structure, itinerary, and
objectives (assigned reading: The
Handmaid)
Day
2: History and Culture of Ghana (assigned
reading: Lloyd & Gage-Brandon; Naming system)
Day
3: Overview of PTSD and the mental
disorders (Roberts; Eshun)
Day
4: Administration of the SCID for DSM IV
Day
5: Field research and methodology (NIMH
ethical training module completed)
Day
6: Depart Indianapolis for Ghana,
Indianapolis International Airport
Day
7: Arrive in Ghana—orientation
Day
8:
Coffin
Shop
Village
of Hope Orphanage
Lunch
and swimming at Tills Resort
Day
9:
Nkrumah
Mausoleum
National
Cultural Center
Lunch
TBD
Independence
Square
Day
10:
Budaburam
tour
Winneba Harbor & Boat Ride
Lunch at Lagoon Lodge
Swim at public beach in Winneba
Day
11:
Kasoa
Catchment study
Day
12:
St.
George's Castle
Fishing
harbor
St.
Jago Hill
Lunch
at Coconut Grove Bridge House
Posuban
shrines
Dutch
cemetery
Day
13:
Gold
Coast Catchment study
Day
14:
Canopy
walk
Walking
tour of Kakum National Forest
Lunch
at Hans Cottage Botel and feed crocs
Day
15:
Accra
Catchment study
University
of Accra
Day
16:
Swim
on Krokrobite beach
Lunch
at Italian Gardens
Drumming
workshop
Drum
show
Day
17:
Ashanti
shrines & traditional crafts market
Overnight
at Ashanti Gold Hotel
Day
18:
Kumasi
Catchment study
Lunch:
TBD
Overnight
at TICCS or Catholic Guest House
Day
19:
Lunch: TBD
Oldest
mosque in Ghana
Overnight
at Mole Hotel
Day
20:
Walking
safari
Lunch: Mole Hotel
Overnight
at Mole Hotel
Day
21:
Batique
workshop
Lunch:
TBD
Overnight
at Ashanti Gold Hotel
Day
22
Volta
Catchment study
Lunch:
TBD
Overnight
at Senchi Resort
Day
23:
Volta
dam tour
Lunch
at Volta Hotel
Tour
of traditional bead shop
Overnight
at Stone Lodge
Day
24:
Shai
Hills Reserve
Hike
to Bat Cave/overlook
Lunch:
Stone Lodge
Overnight
at Shangri La Hotel (Accra)
Day
25: Depart Ghana
Day
26: Arrive Louisville
Last day of classes : Debriefing
and portfolios due