Presentación del Dr. Jozef Corveleyn en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Corveleyn's presentation at the event "Psychology at the PUCP aligned with the world psychology" - 27.04.2017

1. North-South-North cooperation in the
domain of socially applied clinical
psychology
PUCP and KU Leuven - two sister universities
cooperating
J. Corveleyn, April 2017 – Lima, PUCP

2. Overview
1. Elements of ‘our’ history
2. Lessons from more than 20 year of cooperation
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3. 1. Some history
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4. KU Leuven – Universidad Catolica de Lovaina
1425 – and today
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5. Leuven Tradition of developmental
cooperation
Africa, Asia and Latin-America
Since the sixties of 20ed century: strong focus Latin-
America (difficult political times)
Some well-known ‘examples’ from Peru :
- Gustavo Guttierez : psychology and theology – Leuven/Louvain
- Salomon Lerner : philosophy – Leuven/Louvain
- Super-category : doctor honoris causa : Mario Vargas Llosa,
2003 (Nobel 2010)
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6. Psychology and Educational Sciences
First meeting with PUCP-psychology : 1995 in Leuven
Cecilia Thorne +
Here : in action in our collaboration: with internship
students at her house, 2003
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7. Academic vision of Cecilia
- Vision towards future: need of fundamental and applied
research; vide: the doctoral program of the Catholic
University of Nijmegen (Franz Mönks) – the first
generation
- Leadership, coordination of the camino – long term
- Collaboration in the service of psychological science
AND in the service of the country:
 Intellectual and academic growth of the academic team and of
the students
 Mutual learning (Peru ↔ Belgium)
 With special attention for the developmental needs of the
people : e.g. her study on bi-linguism in inland population in
Peru
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8. Doctorates 2000-2015 – next
generation
- 13 doctorates in psychology or in educational
sciences: candidates coming from PUCP and from
ULIMA
- There also were Doctorates in other Faculties and with
other countries (Chile, Ecuador, e.g.)
- In different areas of psychology :
 Clinical
 Social
 Labor and organizational
 Health
 Educational
 Experimental – cognitive
 Motivation psychology
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9. Doctorates 2000-2015 …
With VLIR-Project ULIMA and KU Leuven (1995-2004)
1. Dora Herrera (Willy Lens en Leo Lagrou; 2002); PUCP, Lima
2. Cecilia Chau (Stephan Van den Broucke, 2004); PUCP, Lima
3. (Manuel Fernandez (defended at San Marcos, has been helped by short stay grants); assistance of prof. Willy Lens;
now: USMP, Lima)
With Special Grant system KU Leuven – Latin America (2000-2010)
1. Lennia Matos (Willy Lens; 2005); PUCP, Lima
2. Rafael Gargurevich (J. Corveleyn en P. Luyten, 2006); PUCP, Lima
3. Carlos Iberico (Dirk Hermans en Frank Baeyens, 2006); PUCP, Lima
4. Pierina Traverso (J. Corveleyn, C. Thorne, en P. Meurs; 2006); PUCP, Lima
5. Barbara Alarco (Hans De Witte, Dora Herrera en Nele De Cuyper, 2009)
6. Sandra Inurritegui (Géry d’Ydewalle, 2010); ULIMA
7. Denisse Manrique (Pol Ghesquière and Karla Van Leeuwen, 2012); from ULIMA
8. Alex Davila (Karl Verfaillie; defense in 2017); PUCP, Lima.
9. Liliana Casuso Ferrand (Omer Van den Bergh en Wim Van Den Noortgate, 2014); (alumna de
PUCP).
Further
1. Roxanna Morote (IRO KU Leuven grant and private foundation 2014. Corveleyn, Odin Hjemdal
(Trondheim, N) and Patricia Martinez, PUCP); now Trondheim and PUCP
2. Miryam Rivera Holguin (supported by PUCP and facilitated by KU Leuven); now PUCP and KUL
3. Karen Yearwood (alumna PUCP) (Private fund). Nicole Vliegen and Jozef Corveleyn, 2018 9

10. 2000 – 2015: Special cooperation projects
2008 – 2010: South Initiative/VLIR: K.U. Leuven – PUCP
“Coordination of knowledge and field experience in the domain of diagnostics and
treatment of family violence as one of the posttraumatic consequences of the problems
linked to the internal conflict in Peru: the elaboration of a largely accessible, short
diagnostic and therapeutic handbook.”
 Promoters: C. Thorne and J. Corveleyn.
 Publication: 2011 : ‘BUENAS PRACTICAS’
2012 – 2014: South Initiative/VLIR: a collaboration between KU
Leuven – PUCP – UARM
“Caring the caregivers: reinforcement of community psychology professionals and
consolidation of a training model for local caregivers of victims of violence in a marginal
district of Lima and in Ayacucho”.
 Promoters: J. Corveleyn; T. Velazquez, PUCP; partner:
Beatriz Oré - UARM; local ONG working: Liesbet Willems.
Assisting: Roxanna Morote.
 Publication : 2015 : ‘TRABAJO CON PERSONAS
AFECTADAS…’
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11. VLIR 2008-2010
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12. VLIR 2012-2014
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13. Continuation – PUCP in Ayacucho
In continuation and in line with the VLIR 2012-2014 action:
PUCP takes initiative to organize a further 3 semesters of
training to fulfill the possibility of organizing
 Maestria en psicologia comunitaria for the people of
Ayacucho
 On explicit demand of the first participants
 See : webpage and some foto’s:
http://blog.pucp.edu.pe/blog/mpsicologiacomunitaria/
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14. Continuation – KU Leuven
1. In collaboration with PUCP: the doctoral work in
progress of Mg Miryam Rivera Holguin, to promote
community psychology approach to the problems of
mental health care and organization of care in Peru
2. In collaboration with PUCP and UARM: action and
action research in a community in Villa El Salvador.
a. Research : doctorate of KAREN YEARWOOD on EARLY
ADVERSITY AND CHILDHOOD TRAUMA IN PERU: FROM
IDENTIFICATION OF RISK AND RESILIENCE MODELS TO
IMPLICATIONS FOR INTERVENTION – 2018.
b. Action – implementation of preventive and therapeutic capacity
for (mainly) the victims of family violence in the district.
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15. KU Leuven/PUCP/UARM action in
Villa El Salvador
KU LEUVEN – PSYCHOLOGY
(scientific background)
- Doctorate(s)
- Practical and strategic backing (internships / volunteers)
↓
SUYANA-PERU, ONG Belga
↓
PADMA, ONG Peru : team of psychotherapists
+ PURIY = social enterprise, continuation of or
combination with therapy
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16. Logo’s
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17. Villa El Salvador
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18. Suyana-Peru, Belgian ONG
Suyana = Quechua voor Hoop.
Zie : http://www.suyanaperu.be/
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19. Padma, ONG Peruana
• ONG – Peruvian Law
• Central theme and competence : trauma care
and prevention.
• See : http://www.padmaperu.com/
• Mission-Objectives
• Capacity building (therpeutic, preventive)
• Clinical service
• Research and
• Permanent training in therapeutic techniques,
open to NON-TEAM members.
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20. Puriy: two generations approach
Zie : http://www.padmaperu.com/proyectos/
• Two generations approach : work training, salary for
victimized women + attention for child care +
educational needs + individual and group counselling
• Puriy Del Peru is a social enterprise which produces
leather goods for global consumption offering fair
wages and good working conditions for poverty-prone
Villa El Salvador, Lima, Peru.
• The profits of Puriy Del Peru will be used to fund the
social programs of Padma, a non-profit focused on
violence prevention and treatment in Villa El Salvador,
Lima, Peru.
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21. Puriy (quechua ‘el camino’)
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22. 2. Lessons and experiences - 1
1. An important part of the psychosocial research efforts,
must be concentrated on problems that directly concern
and affect large parts of the population
2. Of course, pure academic research is also important
everywhere, and surely in countries in full economic and
social development: this is not directed to immediate needs,
but is important for the long term. Construct a base for
independent own research; training of a substantial group of
national scientists and students. Important for innovation
and independent thinking. Acquiring an own and strong
voice in the international choir of research and science.
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23. Lessons and experiences – 1a
a. Vide ‘Liberation psychology’ (see point 1):
 Science is science (method; statistics, etc.), but
 Western standards, dominating the psychological science, are not universal
 See: IQ research
 Resilience research (e.g., research of Roxanna Morote and of Karen
Yearwood)
 Research about early adversity (and trauma) (e.g. research of Pierina
Traverso, Roxanna Morote, Rafael Gargurevich)
 Even method of data collection : paper/pencil >< oral questionnaire
(see research of Rafael Gargurevich)
b. Independent research (see point 2):
 Importance of cultural embeddedness (see above under a)
 And making the ‘own’ research questions
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24. Lessons and experiences - 2
3. Our common experience has shown that university training
is more than selling teaching and teachers.
- In the most difficult times (until the nineties) in the country:
• Need for reconstruction and safeguarding
- After:
• First : need for extension and growth : more universities and high
schools and more accessibility of high school and university training
is/was needed for as much as possible talented people, independent
of their socio-economic status
• And : thinking of the future : investment in fundamental academic
research = in obligatory combination with teaching.
• PUCP did not wait with this : therefore its HIGH PLACE IN THE
INTERNATIONAL RANKING. THE MERIT OF THE GENERAL PUCP-
POLICY, applied in the Department/Faculty of Psychology since the
80thies…
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25. Concrete examples - 2
To summarize, from my our experience as co-researchers, we
acquired commonly (S and N), new and better detailed
knowledge in clinical psychology:
- Trauma-diagnostics and research methods :
 Rafael Gargurevich in doctoral research on the victims of the
earthquake in Moquegua, and other disasters (e.g. Ica)
 Roxana Morote in doctoral research on ‘Risk, Vulnerabilities and
Protective Aspects of Resilience and Hope in Peru’ (Community-based
Leaders’
- Trauma treatment :
 see the experiences of PADMA team in Villa El Salvador.
 In progress: the doctoral research of Karen Yearwood
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26. Concrete examples - 2
- The role of attachment in the development of the traumatized
individual – early adversity
 Pierina Traverso in doctoral research on adolescent mothers
 (in parallel) Greet Geenen in doctoral research on mother-child dyads
in extreme poverty in Belgium
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27. Concrete examples – 2a
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28. Examples – 2a
Padma team in Centro Medico
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29. Lessons and experiences - 3
4. Win-Win: the ‘profit’ for the North in cooperation
From eyes wide shut to Eyes wide open :
1 example: research of Miryam Rivera
Rese
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30. Lessons and experiences - 4
5. Strengthening of the own research capacity of the
university leads to:
 Greater independence towards foreign influence; designing
own research lines in function of the needs of the country
 Reinforcement of capacity to collaborate internationally
 Strenghtening the critical, intellectual capacity of civil society in
the country
6. Reinforcement of the basis of democracy
 D is built on : freedom of the individual, equality of the citizens,
and on solidarity, as much as needed to make possible
freedom and equality
 Academic research and teaching is the support of these values
by the advancement of critial intellectual thinking, the making of
own scientific base for policies, and for the promotion of social
respect for all citizens 30

31. Lessons and experiences - 4
…/(Democracy): keep in mind the word of the economist
Amartya Sen (Nobel, 1998):
“the value of a society can be evaluated in function of
the attention it gives to the poorest amongst its
members”
See also, in collaboration with philosopher Martha
Nussbaum : ‘capabilities approach’
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32. Lessons and experiences - 5
7. Of course: academic training is focusing the creation of
an elite (intellectual) that contributes to the progress of the
society.
 The access to this elite may not depend on non-
academic criteria: each talent counts for a society; the
talent of the rich, the middle class and of the poor.
 Every talent must have access to the best development
environment for that talent. Role of the state.
 The university education must comprise the focus of
social committment for every student (see PUCP the
work of brigadas, in cases of grand necessity).
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