Embedding Intercultural Competence Development in the Psychology Curriculum

ABSTRACT Psychology educators recognize the importance of preparing graduates who are interculturally competent. This article outlines and reflects on teaching practices intended to embed intercultural awareness and skills in a health psychology curriculum. It includes descriptions of activities consisting of tutorials involving a schematic approach to mapping intercultural interactions for stress reduction and health communication and a reflective learning journal on culture and health. Globalization and the need to prepare graduates for work in multicultural work settings have prompted Australian higher education institutions to consider good teaching and learning practices in intercultural competence development (Griffith University, 2011; Mak, 2010). The Australian Psychology Accreditation Council standards (APAC, 2010) also stipulate intercultural diversity to be a core topic in the four-year undergraduate psychology curriculum. In Australia, four-year graduates from APAC-accredited programs are eligible for a psychologist internship or postgraduate professional psychologist training. Either pathway to full psychologist registration (licensing) in Australia requires these graduates to possess well-developed communication and interpersonal skills for working with people from culturally diverse backgrounds. Psychology educators should consider embedding international perspectives an