Commentary on ‘Bridging scientifi c universality and cultural specifi city in PET’
One important lesson from the three chapters written by Barbarin, Hwang, and Nsamenang is that Psychology Education and Training (PET) should pay special attention to cultural diversity. As noted by Barbarin in his wonderful presentation of PET in the United States of America, our American colleagues are motivated by a desire to lead psychology beyond a position of ethnocentrism and monoculturalism to a recognition and appreciation of the diversity of social and cultural groups that make up the population. The specifi c guidelines that were shaped in the past two decades on multicultural education, training, research, practice, organizational change and policy development indeed represent a signifi cant step forward towards greater intercultural sensitivity and respect for diversity. For example, psychologists are now explicitly encouraged to recognize that, as cultural beings, they may hold attitudes and beliefs that can detrimentally infl uence their perceptions of and interactions with individuals from other cultures. This principle, and others in the same vein, should indeed be encouraged.