International law relating to human rights dates from the end of the Second World War and the founding of the United Nations. The United Nations (UN) Charter includes multiple references to human rights. The Universal Declaration of Human Rights, adopted by the UN General Assembly on Dec. 10, 1948, was followed by the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights (both in 1966). Regional systems to enhance the protection of human rights have been established in Europe, Latin America and Africa. International organizations such as the United Nations Education, Scientific and Cultural Organization have made significant contributions, along with countless non-governmental organizations (Buergenthal, 2006). A recent review of quantitative and qualitative measures of human rights impact summarizes the issue in this way: “over the course of the past two decades the idiom of human rights has spread like wildfire across international policy arenas, reshaping the way statespersons, journalists, and scholars speak about international relations, international law, trade development assistance, media reporting and post-conflict justice” (Hafner-Burton & Ron, 2009).
Individual psychologists have also made disseminating ideas about the international protection of human rights central to their work (McFarland, 2015). Attention has been paid to enhancing awareness of the Universal Declaration of Human Rights and the Convention on the Rights of the Child. However, the issuing of the Hoffman Report alleging psychologists’ complicity in human rights violations in July 2015 made it clear that more effort is needed to inform psychologists on these topics. Recent pronouncements have committed APA to increased engagement using the findings of psychological science to promote human rights, and APA's vision statement includes serving as an effective champion of the application of psychology to promote human rights.
APA has been an organizational member of the Coalition on Science and Human Rights at the American Association for the Advancement of Science (AAAS) since 2009, the year the coalition was founded. This network is composed of professional associations in the physical and social sciences who pledge to “demonstrate how science and technology can be used in support of human rights work, how science is fundamental to the enjoyment of human rights, and how science should be conducted in a way consistent with human rights. Specifically, it protects the rights of scientists across the globe, develops tools to defend human rights, builds partnerships between scientists and the human rights community, creates educational resources, addresses intersections of ethics and human rights, and advances the right to science” (Sherrod, 2015).
In this annotated bibliography, we cover a variety of rights issues but devote particular attention to disability rights, children’s rights and personal integrity rights (including the prohibition of torture). Psychologists are particularly likely to be interested in these human rights topics, and each has been the subject of a UN Convention, listed above. However, in light of APA’s broad responsibilities as an information source for the profession and in fostering understanding what psychological science can contribute to promoting human rights, we also summarize research studies conducted by social and developmental psychologists about the knowledge and attitudes of adolescents and adults concerning international human rights. Most of the abstracts contain material from authors’ abstracts (often from PsycInfo). Abstracts of books have been excerpted from book jackets or other promotional material. We have edited all the material to condense it and emphasize its relation to the purpose of the bibliography.
References
Buergenthal, T. (2006). The evolving international human rights system. American Journal of International Law, 100 (4), 783-807.
Hafner-Burton, E. & Ron, J. (2009). Seeing double: Human rights impact through qualitative and quantitative eyes. World Politics, 61(2), 360-401.
McFarland, S. (2015). Human rights 101: A Brief college-level overview.
Sherrod, L. (2015). Developmental science and human rights. Developments: Newsletter of the Society for Research in Child Development, 58(1), 1-2.
"Equality hypocrisy, inconsistency and prejudice: The unequal application of the universal human right to equality"
Abrams, D., Houston, D. M., Van de Vyver, J., & Vasilievic, M. (2015). Equality hypocrisy, inconsistency, and prejudice: The unequal application of the universal human right to equality. Journal of Peace Psychology, 21(1), 2015, 28-46. https://dx.doi.org/10.1037/pac0000084opens in new window
Article 1 of the Universal Declaration of Human Rights (stressing equality and freedom) is widely endorsed in Western culture. This study of a representative national sample of nearly 3,000 adults in the United Kingdom provides a test of whether people apply their value of "equality for all" similarly across several types of minority status (women, people with disabilities, people aged over 70, African-Americans, Muslims and homosexual people). Drawing on theories of intergroup relations the authors examined respondents' judgments of how important it is to satisfy their particular wishes, whether there should be greater or reduced equality of employment opportunities, and feelings of social distance. Respondents prioritized equality more for "paternalized" groups (women, people with disabilities, people over 70) than others (African-Americans, Muslims and homosexual people). Even respondents who valued equality highly showed significant divergence in their responses to "paternalized" versus "nonpaternalized" groups. (This abstract has been adapted.)
"Tortured beliefs: How and when prior support for torture skews the perceived value of coerced information"
Ames, D.R. & Lee, A.J. (2015). Tortured beliefs: How and when prior support for torture skews the perceived value of coerced information.opens in new window Journal of Experimental Social Psychology, 60, 86-92. https://dx.doi.org/10.1016/j.jesp.2015.05.002opens in new window
The authors investigate how people judge the value of information gained from informants subject to coercion. Drawing on past work on confirmation biases and moral judgments they utilized a scenario describing the foiling of an al-Qaeda terrorist attack. They found that torture supporters in the U.S. are more likely than opponents to see coerced information as relatively valuable and necessary. A second study investigated an important boundary condition: prior general support for torture predicted the perceived value of coerced information when the interrogated informant was an outgroup member (an al-Qaeda informant tortured by US operatives) but not when the informant was an in-group member (an American soldier tortured by al-Qaeda). Overall, the results suggest that advocates for torture are more likely to interpret ambiguous evidence as implying the value and necessity of extreme interrogation techniques when used by an in-group. (This abstract has been adapted).
"Disability, bioethics, and human rights"
Asch, A. (2001). Disability, bioethics, and human rights. In G. Albrecht, K.D. Seelman, & M. Bury (Eds.), Handbook of disability studies 297–325. Thousand Oaks, CA: Sage.
The author analyzes the link between disability studies and bioethics. She highlights issues of significance to the field of bioethics as they pertain to disability studies and disability rights. Further, she explores whether these disparate concepts have prompted controversy between disability rights activists and scholars and those in traditional bioethics. The author concludes by encouraging disability study scholars to focus on social justice demands posed by bioethics. The author believes that these demands present challenges and are critical in order to move forward in the field of disability studies.
"Nationalism and support for immigrants' rights among adolescents in 25 countries"
Barber, C., Fennelly, K., & Torney-Purta, J. (2013). Nationalism and support for immigrants' rights among adolescents in 25 countries. Applied Developmental Science, 17(2), 1-16. https://dx.doi.org/10.1080/10888691.2013.774870opens in new window
The authors investigated whether a strong sense of nationalism on the part of adolescents within a country was associated with lower support for the rights of outsiders to that country (that is, immigrants). Data were from 77,000 native-born 14-year-olds from 25 countries tested in the International Association for the Evaluation of Education Achievement Civic Education Study of 1999. National indicators of citizenship policies were incorporated into a multilevel analysis. Native born adolescents living in countries with more restrictive policies about citizenship for immigrants were less supportive of immigrants' rights (for example, to receive an education). At the individual level negative attitudes toward immigrants' rights were associated with attitudes of protective nationalism in long-established democracies (especially in religiously diverse countries). This association was not found in newer democracies. (This abstract has been adapted).
"Educating for human rights consciousness"
Bellino, M. J. (2014). Educating for human rights consciousness. In Wren, T. (Ed.), Human rights and cultural meanings (pp. 43-83). New York: New University Press.
The author conducted ethnographic observations and interviews with young people in urban and rural Guatemala in 2010-2012. Given postwar violence and instability, it was unclear how relevant human rights would be to students. She identified three attitudinal patterns or narratives in the data. First is the narrative of denial, a lack of belief in the power of normative human rights frameworks to improve the local situation. Second is the narrative of skepticism. The young person knows about human rights frameworks but believes that government officials lack the will or ability to uphold the law and effectively combat violence and other human rights abuses. Third is the narrative of empowerment, a belief in the value of civic and rights-enhancing activities. These three narratives could provide the basis for studies of human rights attitudes by psychologists across countries.
"The struggle for web equality by persons with cognitive disabilities"
Blanck, P. (2014). The struggle for web equality by persons with cognitive disabilities. Behavioral Sciences & the Law, 32(1), 4-32. https://dx.doi.org/10.1002/bsl.2101opens in new window
This article is based on the book "eQuality: The Struggle for Web Accessibility by Persons with Cognitive Disabilities" (2014, Cambridge University Press). It contends that the rights of individuals with cognitive disabilities to equal access to web content are not only protected under law, but may also be implemented and supported by current user-based, semantic and cloud technologies. Consistent with the Americans with Disabilities Act and the U.N. Convention on the Rights of Persons with Disabilities, web content equality is defined through functional, rather than disability-specific, approaches and techniques to enable personalization and customized usage across online functions. Legal challenges brought forward by individuals with cognitive and other disabilities illustrate the barriers still faced by individuals with disabilities to web equality as well as some of the solutions to and outcomes of these challenges. In closing, a view for the full and equal enjoyment of web content, which considers technology, financial benefits, and the role of advocacy and regulations, is discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
"Determinants of human rights attitudes and behavior: A comparison and integration of psychological perspectives"
Cohrs, J.C., Maes, J., Moschener, B. & Kielmann, S. (2007). Determinants of human rights attitudes and behavior: A comparison and integration of psychological perspectives. Political Psychology, 28(4), 441-469. https://dx.doi.org/10.1111/j.1467-9221.2007.00581.xopens in new window
A time-lagged internet survey was administered to nearly 500 adults and analyzed with structural equation modeling. The researchers examined the extent to which more or less positive orientations toward human rights are related to right-wing authoritarianism, social dominance orientation, basic human values and political ideology. Right-wing authoritarianism was negatively associated with dimensions of human rights attitudes and self-reported human rights behavior. Human rights knowledge also predicted human rights behavior. (This abstract has been adapted).
"The effects and effectiveness of using torture as an interrogation device: Using research to inform the policy debate"
Costanzo, M.A. & Gerrity, E. (2009).opens in new window The effects and effectiveness of using torture as an interrogation device: Using research to inform the policy debate. Social Issues and Policy Review, 3, 179-210. https://dx.doi.org/10.1111/j.1751-2409.2009.01014.xopens in new window
These authors review the relevant social scientific research on the effectiveness, impact and causes of torture. First, they summarize research on false confessions and examine the relevance of that research for torture‐based interrogations. Next, they review research on the mental health consequences of torture for survivors and perpetrators. Finally, they explore the social‐psychological conditions that promote acts of cruelty (such as those seen at Abu Ghraib) and examine the arguments typically offered to justify the use of torture. They argue that any hypothesized benefits from the use of torture must be weighed against the substantial proven costs of torture. These costs include the unreliable information extracted through interrogations using torture, the toll on victims and torturers, loss of international stature and credibility, and the risk of retaliation. (This abstract has been adapted).
"Human Rights as Social Representations"
Doise, W. (2002). Human rights as social representations. London, UK: Routledge.
A careful social psychological analysis of the meaning of human rights had not previously been formulated or examined for its relevance across national and cultural boundaries. This book provides a detailed examination of the foundations of human rights principles, the sources of their universality and their limitations. Social representation theory is used by the author to consider how human rights as guiding ideas can inform institutionalized standards, which can then be used to evaluate the relationship of individuals with authorities and with each other.
"The child as citizen"
Earls, F. J. (Ed.). (2011). The child as citizen. Sage.
A number of issues related to the UN Convention on the Rights of the Child are discussed from the point of view of psychologists, historians of childhood, medical and public health researchers, and legal experts. Several contributions deal with participatory citizenship and with adolescents' deliberative participation in decisions about matters of health. The publication constitutes volume 633 in the Annals of the American Academy of Political and Social Science.
The psychology of rights and duties: Empirical contributions and normative commentaries
Finkel, N. J. & Moghaddam, F. M. (Eds.) (2005). The psychology of rights and duties: Empirical contributions and normative commentaries. Washington, D.C.: American Psychological Association. https://dx.doi.org/10.1037/10872-000opens in new window
This cross-disciplinary book presents psychological research on the understanding of rights and duties. The collection aims to strengthen the dialogue between research and normative arguments. Empirical researchers present findings on the general public's commonsense understandings of rights and duties (both in the U.S. and in other countries). Normative chapters by social theorists conceptualize rights and duties from several important perspectives. It includes chapters on measuring human rights attitudes, cross-cultural comparisons, developmental perspectives and philosophical explorations, as well as legal perspectives and normative commentaries. (This abstract has been adapted).
Understanding social action, promoting human rights
Goodman, R., Jinks, D., & Woods, A.K. (Eds.). (2012). Understanding social action, promoting human rights. New York: Oxford University Press.
This book applies social science research concepts to the study of human rights and human rights law. It focuses on three key methodological and substantive areas: first, actors in the human rights domain; second, groups and group dynamics— considering political economy and social network analysis; and third, communication, covering health communications, media studies and social norms research. Psychologists have written several chapters focused on topics such as cognitive biases, factors associated with compliance to laws, the process of psychic numbing, the role of nationalism/parochialism and the effectiveness of social marketing campaigns.
"Human rights: The role of psychological sense of community"
Hackett, J., Omoto, A. M., & Matthews, M. (2015). Human rights: The role of psychological sense of community. Peace and Conflict: Journal of Peace Psychology, 21(1), 47-67. https://dx.doi.org/10.1037/pac0000086opens in new window
Despite progress in addressing human rights, violations persist around the world. This study attempts to understand the psychological determinants leading people to be concerned about human rights (across domains) and to take action. Research conducted with nearly 3,000 respondents are reported; structural equation modeling was used in the analysis. Self-transcendent values predicted attitudes and behaviors supportive of human rights, largely mediated by people's feelings that they are part of a global community consisting of all humanity. (This abstract has been adapted).
"Children's rights and school psychology: Historical perspective and implications for the profession"
Hart, S. N. & Hart, B. W. (2014). Children's rights and school psychology: Historical perspective and implications for the profession. School Psychology International, 35, 6-28. https://dx.doi.org/10.1177/0143034313508875opens in new window
In this article, the authors advocate that school psychologists better integrate the human rights of children into programs and advocate for children's rights in policy and practice. The authors use the UN Convention on the Rights of the Child to provide a framework that school psychologists can use to advance the rights of children and to guide their development. Convention Article number 23, for example, addresses the rights of children with disabilities; school psychologists might use this article to further support practices to enhance the health and well-being of these children. (This abstract has been adapted).
"Personal closeness and perceived torture efficacy: If torture will save someone I'm close to, then it must work"
Houck, S.C., Conway, L. G., & Repke, M. (2014), Personal closeness and perceived torture efficacy: If torture will save someone I'm close to, then it must work. Peace and Conflict: Journal of Peace Psychology, 20(4), 590-592. https://dx.doi.org/10.1037/pac0000058opens in new window
Psychological research on the efficacy of torture frequently excludes an important question: What causes people to believe that torture is effective? Across two studies, participants evaluated hypothetical crisis scenarios that varied in the degree of personal closeness to the potential victim of the perpetrator in the crisis. They then indicated the degree to which they believed that torture would be effective in the scenario. Findings revealed that personal closeness to the victim led to the belief that using torture with the perpetrator would be more effective. Results further suggested that perceived efficacy in part accounted for the effect of personal closeness on torture support in the scenario. These studies may help inform our understanding of the psychology of perceptions about torture in particular circumstances. (This abstract has been adapted).
"Enhancing the role of international human rights in the psychology curriculum"
Hulsizer, M. R., & Woolf, L. M. (2012). Enhancing the role of international human rights in the psychology curriculum. Psychology Learning & Teaching, 11(3), 382-387. https://dx.doi.org/10.2304/plat.2012.11.3.382opens in new window
International human rights are an important concern among psychologists. Consequently, many psychological professional organizations across the globe have begun to incorporate fundamental tenets of human rights into policy statements and ethics codes. As a result of these changes, psychology educators need to expand the curriculum to include human rights. This article provides examples aimed at the integration of human rights content into existing courses (e.g., lecture topics, activities and service learning opportunities) as well as suggestions for creating courses which are focused solely on human rights. (This abstract has been adapted).
"Mainland Chinese adolescents' judgments and reasoning about self-determination and nurturance rights"
Lahat, A., Helwig, C., Yang, S., Tan, D. & Liu, C. (2009). Mainland Chinese adolescents' judgments and reasoning about self-determination and nurturance rights. Social Development, 28(3), 690-710. https://dx.doi.org/10.1111/j.1467-9507.2008.00507.xopens in new window
The authors asked approximately 160 younger (13 years) and older (17 years) adolescents from urban and rural China, to respond to written scenarios in which children's rights to self-determination and nurturance conflicted with the desires of authorities. They also evaluated scenarios in which children's desire to exercise self-determination was in conflict with their own welfare or interests (nurturance). Older participants and those from urban settings were more likely than younger participants and those from rural settings to endorse self-determination, both when in conflict with authority and with their own needs for nurturance. When supporting self-determination, participants appealed to individual rights, autonomy and personal choice in their justifications. The findings indicate that concepts of diverse types of rights are held by adolescents from both modern and traditional settings in China. (This abstract has been adapted).
"Culture and family violence: Fostering change through human rights law"
Levesque, R. (2001). Culture and family violence: Fostering change through human rights law. Washington, D.C.: American Psychological Association. https://dx.doi.org/10.1037/10432-000opens in new window
This book surveys the nature of family violence from a cross-cultural perspective. The thematic investigation examines family violence manifested through the life span, an approach that remains absent from cross-cultural and human rights analyses. The approach emphasizes the manner in which individuals who maltreat others are influenced by their cultural location. That emphasis results in the need to understand how cultures define violence, create climates conducive to violence, serve as buffers from violence and influence intervention efforts. This cultural view of family violence tempers more polarized conceptions that focus on individuals or their social surroundings to understand the causes, nature and consequences of violence. (PsycINFO Database Record (c) 2015 APA, all rights reserved.)
"Regardless of frontiers: Adolescents and the human right to information"
Levesque, R. (2008). Regardless of frontiers: Adolescents and the human right to information. Journal of Social Issues, 64(4), 725-747. https://dx.doi:10.1111/j.15404560.2008.00586.x
Legal systems struggle to keep pace with rapid technological advances and changing social conditions. The author notes that the United States has typically adopted an approach that treats adolescents as in need of control and indoctrination into the values of prior generations. An emerging human rights approach seeks to endow adolescents with greater control over their own rights and aims to shape informational environments that could better allow adolescents to prepare themselves for their own futures. A "liberative" approach to law that began with adolescents' realities and charted ways to develop laws consistent with those realities could benefit from taking human rights orientations more seriously. (This abstract has been adapted.)
"Engaging moral agency for human rights: Outlooks from the Global South"
Malley-Morrison, K.; Caputi, R.; Gutowski, E; Campbell, T.; Estuar, M. R. E.; Akhurst, J.; Dalley, M. P..; de Souza, L. K.; DeSouza, E.; Jaafar, J. L., Binti; S.; McCarthy, S., Puri, E.; Raj, N.; Scruggs, N.; Shah, D.; Stevens, M.J. (2015). Engaging moral agency for human rights: Outlooks from the Global South. Peace and Conflict: Journal of Peace Psychology®, 21(1), 68-88. https://dx.doi.org/10.1037/pac0000085opens in new window
More than 1,000 individuals from South and Southeast Asia, Africa and Latin America answered the Personal and Institutional Rights to Aggression and Peace Survey. Participants' descriptions of what they would want to do if directly exposed to three specific human rights violations (torturing a prisoner, bombing civilians and beating antiwar protestors) were coded for personal agency (prosocial or non-prosocial). In addition, their arguments concerning whether countries have a right to invade other countries and torture suspects and whether civilians have a right to protest, were coded for moral disengagement and engagement. Moral engagement was positively correlated with prosocial agency and with belief in a right to protest, and negatively correlated with non-prosocial agency and with beliefs in the acceptability of state-perpetrated invasion and torture. Activists showed more prosocial agency on behalf of human rights and more moral engagement regarding the right to protest than non-activists. (This abstract has been adapted.)
"Personality and support for universal human rights: A review and test of a structural model"
McFarland, S. (2010). Personality and support for universal human rights: A review and test of a structural model. Journal of Personality®, 78(8), 1735-1764. https://dx.doi.org/10.1111/j.1467-6494.2010.00668.x
The author reviews the individual differences that predict support for international human rights. Support for human rights is linked most positively to 'globalism' (other international and environmental concerns), 'identification with all humanity,' principled moral reasoning, benevolence, and dispositional empathy. It is related most negatively to ethnocentrism and its root dispositions, the social dominance orientation and authoritarianism. Secondly, a structural model of the effects of authoritarianism, social dominance, ethnocentrism and identification with all humanity upon commitment to human rights is tested. Across two studies with about 300 respondents, ethnocentrism and identification with all humanity directly predicted human rights commitment. The effects of authoritarianism upon this commitment were fully mediated through enhanced ethnocentrism and reduced identification with all humanity. The effects of social dominance were similar. (This abstract has been adapted).
"Culture, individual differences, and support for human rights: A general review"
McFarland, S. (2015). Culture, individual differences, and support for human rights: A general review. Peace and Conflict: Journal of Peace Psychology, 21(1), 10-27. https://dx.doi.org/10.1037/pac0000083opens in new window
Cultural and individual differences in support for universal human rights are reviewed. Cross-cultural studies suggest a common international understanding of human rights, and international surveys indicate strong global endorsement of human rights. However, country-specific events can affect support within a country, and a country's historical culture affects whether civil and political rights, or economic, social and cultural rights receive stronger support. Individual differences in support for human rights are strongly predicted positively by a sense of identification with all humanity and by concern for other global issues, and negatively by generalized prejudice, authoritarianism, social dominance orientation and right-wing political ideology. Many other individual differences more weakly predict human rights support. Little is known about how concern for human rights develops, and this issue merits sustained research. (This abstract has been adapted).
"Who cares about human rights?"
McFarland, S. & Matthews, M. (2005). Who cares about human rights? Political Psychology, 36(3), 365-385. https://dx.doi.org/10.1111/j.1467-9221.2005.00422.xopens in new window
Previous studies of human rights attitudes are reviewed, new measures are reported and a three-factor model is identified (Human Rights Endorsement, Commitment, and Restriction). Individual differences that predict attitudes on each factor overlapped but differed. Dispositional empathy, education and global knowledge contributed to an endorsement of human rights ideals, but none of these affected commitment or restriction. Globalism (as contrasted with nationalism) and principled moral reasoning strengthened human rights commitment, while ethnocentrism and the social dominance orientation weakened it. Authoritarianism, ethnocentrism and belief that the world cannot be changed increased a willingness to restrict the rights of unpopular groups, while principled moral reasoning and self-rated liberalism decreased it. In short, the individual differences that influence human rights attitudes depend substantially upon which dimension of these attitudes is considered. (This abstract has been adapted).
"Building humane communities respectful of children: The significance of the Convention on the Rights of the Child"
Melton, G. (2005). Building humane communities respectful of children: The significance of the Convention on the Rights of the Child. American Psychologist®, 60(8), 916-926. https://dx.doi.org/10.1037/0003-066X.60.8.918opens in new window
The article draws on the deliberations of the APA Working Group on the Convention on the Rights of Child (chaired by the author). He argues that the UN Convention on the Rights of the Child offers an opportunity to use a global moral consensus to transform life at local and everyday levels of interaction, including the neighborhood. This has the potential to promote the full development of children's personalities. The U.N. Convention also presents a normative framework to guide psychologists' advocacy on behalf of children. (This abstract has been adapted).
"It's all about relationships: The psychology of human rights"
Melton, G. (2010). It's all about relationships: The psychology of human rights. American Journal of Orthopsychiatry, 80(2), 161-169. https://dx.doi.org/10.1111/j.1939- 0025.2010.01019.x
A premise of the law of humanitarian relief has long been that children have "first call" on society's resources. Such an approach implies that children, including children with emotional disturbance, have a right to "special care and assistance." In implementing this principle, however, it is important to remember that how such assistance is provided is at least as important as how much is offered. Human rights law can provide the guidance necessary for thoughtful action to treat all children like people. (This abstract has been adapted.)
"Searching for puzzle pieces: How (social) psychology can help inform human rights policy"
Migacheva, K. (2015). Searching for puzzle pieces: How (social) psychology can help inform human rights policy. Peace and Conflict: Journal of Peace Psychology, 21(1), 142-149. https://dx.doi.org/10.1037/pac0000089opens in new window
In this commentary, the author examines how U.S. foreign policy is involved with human rights. She discusses human rights in the United Nations' "Universal Declaration of Human Rights" and identifies its four major principles: human rights are universal and absolute; interdependent and indivisible; equal and nondiscriminatory; and consist of both rights and duties. One of her concerns is the absence of psychological insights in human rights discourse and policy efforts. The author explores how social psychology might contribute towards creating more effective human rights policies. The author encourages psychologists to share their findings and insights with policymakers and advocacy groups to improve human rights efforts. (This abstract has been adapted).
"The mechanisms of psychosocial injury following human rights violations, mass trauma, and torture"
Nickerson, A., Bryant, R.A., Rosebrock, L., & Litz, B.T. (2014). The mechanisms of psychosocial injury following human rights violations, mass trauma, and torture.opens in new window Clinical Psychology: Science and Practice, 21, 172-191. https://dx.doi.org/10.1111/cpsp.12064opens in new window
The pervasive negative impact of human rights violations (HRVs) on psychological functioning has been well documented. There is limited research, however, investigating the mechanisms that mediate the link between exposure to HRVs and various mental and behavioral health outcomes. The authors propose three theory‐ and evidence‐based pathways by which HRVs may lead to psychosocial impairment, namely, disruptions in interpersonal processes, decreased perceptions of control, and the denigration of individual and group identity. The authors also underscore how the post-HRV environment moderates each of these pathways and describe the implications of the proposed model for clinical practice. (This abstract has been adapted).
"What constitutes torture? Psychological impediments to an objective evaluation of enhanced interrogation tactics"
Nordgren, L. F.opens in new window, McDonnell, M. M.,opens in new window & Loewenstein, G.opens in new window (2011). What constitutes torture? Psychological impediments to an objective evaluation of enhanced interrogation tactics. Psychological Science, 22, 689-694. https://dx.doi.org/10.1177/0956797611405679opens in new window
Torture is prohibited by statutes worldwide, yet the legal definition of torture is almost invariably based on an inherently subjective judgment involving pain severity. In four experiments, the authors demonstrate that judgments of whether specific interrogation tactics constitute torture are subject to an empathy gap: People who are experiencing even a mild version of the specific pain produced by an interrogation tactic are more likely to classify that tactic as torture (or as unethical) than are those who are not experiencing pain. This discrepancy could result from an overestimation of the pain of torture by people in pain, an underestimation of the pain of torture by those not in pain, or both. The fourth experiment shows that the most likely interpretation is that the discrepancy results from an underestimation of pain by people who are not experiencing it. (This abstract has been adapted).
"Social perceptions of torture: Genuine disagreement, subtle malleability and in-group bias"
Norris, J. I, Larsen, J. T., Stastny, B. J. (2010). Social perceptions of torture: Genuine disagreement, subtle malleability and in-group bias. Peace and Conflict: Journal of Peace Psychology, 16(3), 275-294. https://dx.doi.org/10.1080/10781919.2010.488164opens in new window
This article explores whether people agree on what acts do and do not constitute torture and, if not, what social and contextual factors affect such perceptions. In Study 1, American undergraduates disagreed about whether many acts constitute torture. In Study 2, they judged fewer acts as torture when they were embedded among more aversive acts. In Study 3, conservatives considered fewer acts torture when they were performed by Americans upon Iraqis than when they were performed by Iraqis upon Americans. This article discusses the implications of differing definitions of torture and recent controversies over treatment of detainees, recognizing that peaceful negotiations may well depend on how negotiating entities view their treatment at the hands of an adversary. (This abstract has been adapted.)
"Challenges to the human rights of persons with intellectual disabilities"
Owen, F. & Griffiths, D. (Eds.) (2009). Challenges to the human rights of persons with intellectual disabilities. London: Jessica Kingsley Publishers.
The authors compiled chapters which focus on issues that those with intellectual disabilities encounter when ensuring their civil, educational and other rights. One chapter provides a historical overview of the rights of people with intellectual disabilities, including the right to life. Another chapter describes how international law has progressed in terms of protecting the rights of people with disabilities. Practical guidelines for support and accommodation are provided for those who seek help with disability-related issues. This book can be useful for psychologists as it may encourage them to integrate a human rights framework into their practice.
"Young people's perspectives on the Rights of the Child"
Ruck, M. D., & Horn, S. (Eds.). (2008). Young people's perspectives on the Rights of the Child. [Special issue]. Journal of Social Issues. 64(4).
This issue of the Journal of Social Issues (JSI) presents current theory, research and methodological considerations pertaining to "Young People's Perspectives on the Rights of the Child." The brief introduction charts the landscape of children's rights by outlining the purpose and goals of the issue, provides a short historical overview on the topic, sets the context for the individual articles and highlights the recurring themes making up this issue of JSI. The authors of the articles in this issue extend current knowledge and thinking on the topic of children rights and also set the foundation for future empirical work, practice and policy pertaining to children's rights and rights-focused research. (This abstract has been adapted.)
"Handbook of children's rights: Global and multidisciplinary perspectives"
Ruck, M. D., Peterson-Badali, M., & Freeman, M. (Eds.). (in press). Handbook of children's rights: Global and multidisciplinary perspectives. New York: Taylor and Francis.
Since the almost universal adoption of the UN Convention on the Rights of the Child (1989) issues pertaining to children's rights have received increased social, political and empirical attention. This handbook brings together research, theory and practice from several academic disciplines on children's rights. It also considers major debates about children's rights. Chapters include: historical perspectives; best interests of the child; child friendly cities; children's agency; working children; children's participation; child soldiers and global conflict; children's legal rights; children's economic rights; youth sexuality and gender; child protection and poverty; children's rights in the digital world; children in street settings; neuroscience perspectives; and challenges in implementing the United Nations Convention on the Rights of the Child. The authors include scholars from Australia, Belgium, Brazil, Canada, England, Germany, Ireland, Israel, Kenya, South Africa, South Korea and the United States. The Handbook is intended as a resource for professionals, scholars, educators, students and policy-makers.
"Does moral and social conventional reasoning predict British young people's judgments about the rights of asylum-seeker youth"
Ruck, M. D. & Tenenbaum, H. R. (2014). Does moral and social conventional reasoning predict British young people's judgments about the rights of asylum-seeker youth. Journal of Social Issues, 70(1), 47-62. https://dx.doi.org/10.1111/josi.12046opens in new window
While there is an established body of research on how youth view their own rights, few studies have examined their views about the rights of out-group members. Employing a social-cognitive domain approach, the authors interviewed nearly 300 British young people about the religious and non-religious rights of asylum seeking youth. The young people took into account specific features of the rights situations that were presented. The use of moral justifications was related to endorsing the rights of asylum seekers, while the use of social conventional reasoning was related to rejecting asylum seekers' rights. (This abstract has been adapted).
"Adolescents' perceptions of rights as reflected in their views of citizenship"
Sherrod, L. (2008). Adolescents' perceptions of rights as reflected in their views of citizenship. Journal of Social Issues, 64(4), 771-799. https://dx.doi.org/10.1111/j.1540-4560.2008.00588.xopens in new window
The author begins by noting that the UN Convention on the Rights of the Child attempts to provide a balance between children's rights to nurturance (being entitled to care and protection) and to self-determination (freedom to participate). The study investigated adolescents' view of the rights and responsibilities associated with citizenship among 300 13-18 year olds. Age, parental education, ethnicity, and aspects of political self-concept were associated with the adolescents' views. (This abstract has been adapted).
"Human rights and rehabilitation outcomes"
Siegert, R. J., Ward, T., Playford, D. E. (2010). Human rights and rehabilitation outcomes. Disability and Rehabilitation, 32(12), 965-71. https://dx.doi.org/10.3109/09638281003775360opens in new window
In this article, the authors introduce the Ward and Birgden model of human rights, which is based on the work of the philosopher Gewirth. In his model, Gewirth argues that 1) people must accept that they have the right to the core values of well-being and freedom and 2) people must accept that others also have the same rights to freedom and well-being. The authors apply this rights-based framework to rehabilitation practices where often clients are in vulnerable states. A case study is used to illustrate the relevance of the Ward and Birgden model to health and rehabilitation and how it may be applied to such settings. (This abstract has been adapted).
"Enhancing children's rights: connecting research, policy and practice"
Smith, A. (Ed.) (2015). Enhancing children's rights: connecting research, policy and practice. New York, NY: Palgrave Macmillan.
This book examines the relationship between rights, research, policy and practice, and how links between them can promote children's rights in a way that is sensitive to the political context. Authors outline the relevance of theory and research to diverse areas of policy - including early childhood education, health, recreation, child protection and poverty. It shows the importance of partnerships between researchers, child advocates, practitioners, and policy-makers. Scholars and advocates from Australia, Chile, China, England, Ireland, Kosovo, India, Lithuania, New Zealand, Norway, Scotland and the United States contributed chapters.
"Why people are committed to human rights and still tolerate their violation: A contextual analysis of the principle-application gap"
Staerkle, C. & Clemence, A. (2004). Why people are committed to human rights and still tolerate their violation: A contextual analysis of the principle-application gap. Social Justice Research, 17(4), 389-292. https://dx/doi.org/10.1207/s15327949pac1103-4.
Two experimental studies reported a gap between support for general principles contained in the Universal Declaration of Human Rights and denunciation of concrete violations of these principles. Participants in the studies read different scenarios involving human rights violations committed by various authorities in Western contexts. In all situations, attributes or actions of the victims were presented that could be used to justify the violations. Participants indicated their level of support for each human right and the unacceptability of violations of it. A dual principle organized positioning towards the violations. Participants with a rights-based orientation denounced the violation independently of the victims' attributes, whereas context-oriented respondents brought in their perception of victims' unacceptable acts. Judgmental differences were moderated by the situational context and participants' extent of agreement with human rights. (This abstract has been adapted).
"A social psychology of human rights rooted in asymmetric intergroup relations"
Staerkle, C., Clemence, A. & Spini, D. (2015). A social psychology of human rights rooted in asymmetric intergroup relations [Introduction to a special issue]. Peace & Conflict: Journal of Peace Psychology, 21(1), 133-141. https://dx.doi.org/10.1037/pac0000088opens in new window
The authors argue that the first systematic social psychological research explicitly dealing with human rights was that of Doise and his colleagues (see previous entry). They note that researchers have recently discovered both the political and the scientific importance of a social psychological analysis of this area. The special issue to which this serves as an introduction considers the relevance of the psychological analysis of human rights and their role in everyday thinking about social inequality, intergroup injustice, widespread suffering from armed conflict, intergroup violence and rights-violating authorities. It also reflects a growing awareness of global issues among psychologists. (This abstract has been adapted.)
The cognitive representation of human rights: Knowledge, importance and commitment
Stellmacher, J., Sommer, G. & Brahler, E. (2005). The cognitive representation of human rights: Knowledge, importance and commitment. Peace and Conflict: Journal of Peace Psychology, 11(3), 267-292, https://dx.doi.org 0.1207/s15327949pac1103_4opens in new window.
The UN's Universal Declaration of Human Rights and the International Covenants, distinguish between two types of human rights— civil and political rights and economic, social and cultural rights. The Universal Declaration and the UN Decade for Human Rights Education emphasize the relevance of knowledge about human rights in the population. This article presents the results of two studies in Germany. Knowledge about human rights and about human rights documents is quite low. Economic, social and cultural rights are less well known and are evaluated as less important, than civil and political rights. Large inter-individual differences in commitment to human rights were observed. These differences can be explained in part by knowledge about human rights and perceptions of the importance of human rights. Right-wing authoritarianism and social dominance orientation show inconsistent associations. East Germans showed greater knowledge about the right to work than West Germans. (This abstract has been adapted).
"Fostering young people's support for participatory human rights through their developmental niches"
Torney‐Purta, J., & Barber, C. (2011). Fostering young people's support for participatory human rights through their developmental niches. American Journal of Orthopsychiatry, 81(4), 473-481. https://dx.doi.org/10.1111/j.1939-0025.2011.01113.xopens in new window
The authors review several decades of empirical research on civic engagement among young people in democracies in relation to international human rights. They examine how everyday settings such as neighborhoods and schools within them can foster support for human rights among adolescents. Secondary analysis of the International Association for the Evaluation of Educational Achievement Civic Education (CIVED) Study (data collected in 1999 from nationally representative samples of 14-year-olds across 28 countries) is presented. A cluster analysis of 12 attitudinal scales in Australia, England, Finland, Sweden and the United States is presented. A new conceptual model is introduced, a modification of Super and Harkness's Developmental Niche. This model frames findings from the CIVED Study focusing on everyday experiences and neighborhood niches for the development of participatory human rights. The authors conclude that research on social justice attitudes among young people is a form of social advocacy. (This abstract has been adapted.)
"How adolescents in 27 countries understand, support, and practice human rights"
Torney‐Purta, J., Wilkenfeld, B., & Barber, C. (2008). How adolescents in 27 countries understand, support, and practice human rights. Journal of Social Issues, 64(4), 857-880. https://dx.doi.org/10.1111/j.1540-4560.2008.00592.xopens in new window
The authors used data from 88,000 14-year-olds surveyed in the 1999 IEA Civic Education Study to examine country differences in students' knowledge pertaining to human rights (compared with other types of civic knowledge) and attitudes toward human rights. Hierarchical linear modeling analysis examined student-level and country-level predictors (e.g., history of democracy) of rights-related knowledge and attitudes. Countries whose governments pay more attention to human rights in intergovernmental discourse have students with more human rights knowledge. U.S. students had relatively low levels of understanding of international principles including human rights. Students' experiences of democracy at school and with international issues were positively associated with knowledge of human rights. Gender differences exist. Students possessing more knowledge of human rights, more frequent engagement with international topics, and more open class/school climates held stronger norms supporting social movement citizenship and had more positive attitudes toward immigrants' rights. The authors draw implications for increasing adolescents' support of human rights. (This abstract has been adapted.)
"The abuse of women's rights: Perspectives from psychology and gender studies"
Trott, C. D., & Canetto, S. S. (2015). The abuse of women's rights: Perspectives from psychology and gender studies. The International Journal of Interdisciplinary Social and Community Studies, 7(4), 1-12.
The authors discuss why certain cultures' practices violate women's rights (e.g. juvenile marriage, dowry murder). They identify social factors that contribute to lack of consideration of women's rights. One factor is that many circumstances remain private matters that take place within the family and are very difficult to bring to the attention of legal or state / local government entities. The authors explore how psychology can play an important role in understanding and preventing such human rights violations. (This abstract has been adapted).
"The United Nations Convention on the Rights of the Child: a basis for Jus Cogens prohibition of juvenile capital punishment in the United States"
Walker, N. E. (2001). The United Nations Convention on the Rights of the Child: a basis for Jus Cogens prohibition of juvenile capital punishment in the United States. Behavioral Sciences & the Law, 19(1), 143-169.
The author supports the United Nations Convention on the Rights of the Child concerning prohibition of the capital punishment of juveniles. This international convention states that prohibiting capital punishment must now be treated as a rule of jus cogens (principles that form the norms of international law that cannot be derogated). The national impact of applying a jus cogens norm in the United States is considered. (This abstract has been adapted.)
"Human rights and correctional clinical practice"
Ward, T. & Birgden, A. (2007). Human rights and correctional clinical practice. Aggression and Violent Behavior, 12(6), 628-643. https://dx.doi.org/10.1016/j.avb.2007.05.001opens in new window
The authors consider the application of human rights to those within the criminal justice system. They begin by defining human rights and providing a justification of those rights. Then, the authors introduce a model of the structure of human rights which is based on the core values of freedom and well-being. They encourage practitioners to use this model to facilitate the process of rehabilitation, including the assessment and treatment of offenders. Further, the authors pay particular attention to offender rights as oftentimes their rights are not valued. The authors assert that though offenders are restricted to certain privileges, they are still entitled to basic human rights such as psychological treatment. The authors conclude by considering implications for research, policy, and practice for correctional practitioners. They suggest that further research is necessary in order to determine the full impact of human rights on correctional services. (This abstract has been adapted).
"Human rights ethical principles and standards in forensic psychology"
Ward, T., Gannon, T.A., & Vess, J. (2009). Human rights ethical principles and standards in forensic psychology. International Journal of Offender Therapy and Comparative Criminology, 53, 126-144.
The authors of this article explore the principles outlined in the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct. They examine how these principles can further be integrated into an "overarching" human rights framework. The authors compare their model of human rights to the APA Ethics Code and consider whether their model can address several problems that they have noted within the APA Code (e.g., it does not cover the broader range of ethical issues which are challenging psychologists). The authors focus their attention on forensic psychology and encourage practitioners to incorporate human rights principles into their daily practice. By doing so, psychologists can better manage the nuances of forensic practice. (This abstract has been adapted.)
"Psychology of Peace and Mass Violence — Genocide, Torture, and Human Rights: Informational Resources"
Woolf, L. M., & Hulsizer, M. R. (2004). Psychology of Peace and Mass Violence — Genocide, Torture, and Human Rights: Informational Resources. Retrieved from https://teachpsych.org/resources/Documents/otrp/resources/woolf04genocide.pdfopens in new window (PDF, 297KB)
This 27-page document contains two annotated bibliographies of materials on genocide, torture 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. (This abstract has been adapted.)
"Psychology of Peace and Mass Violence — War, Ethnopolitical Conflict, and Terrorism: Informational Resources"
Woolf, L. M., & Hulsizer, M. R. (2004). Psychology of Peace and Mass Violence — War, Ethnopolitical Conflict, and Terrorism: Informational Resources. Retrieved from https://teachpsych.org/resources/Documents/otrp/resources/woolf04war.pdfopens in new window (PDF, 303KB)
This 30-page document contains an annotated bibliography of materials on war, ethnopolitical conflict, terrorism and peace issues written from a psychosocial perspective. The bibliography includes major journal articles, book chapters, books and Internet resources on these issues organized by topic. In addition, there is an annotated list of relevant journals.
"Psychology of Peace and Mass Violence: Instructional Resources"
Woolf, L. M., & Hulsizer, M. R. (2004). Psychology of Peace and Mass Violence: Instructional Resources. Retrieved from https://teachpsych.org/resources/Documents/otrp/resources/woolf04instr.pdfopens in new window (PDF, 303KB)
This 33-page document consists of resource materials for developing whole courses and lectures on mass violence and peace. For incorporating specific topics into existing courses, suggestions for lecture topics and selected references are given. For developing and revising whole courses, sample syllabi are provided. In addition, lists of relevant videotapes, Internet sites/listservs and professional organizations are offered.
Anju Khubchandani
Director of the American Psychological Association Office on Disability Issues in Psychology Representative of the American Psychological Association (AAAS) on the American Association for the Advancement of Science Coalition on Science and Human Rights.
Judith Torney-Purta
Professor emerita from the University of Maryland and a fellow of APA. Representative of the American Educational Research Association on the AAAS Coalition on Science and Human Rights.
Suggested Citation
Khubchandani, A. & Torney-Purta, J. (2016). Internationally recognized human rights and psychology: Annotated bibliography (2000-2015). Washington, D.C.: American Psychological Association.