Craig N. Shealy, Ph.D.

Executive Director, International Beliefs and Values Institute


As Executive Director of the International Beliefs and Values Institute, Craig N. Shealy, Ph.D. leads a range of international activities including the Cultivating the Globally Sustainable Self Summit Series, a multi-year, multi-institution, multi-disciplinary initiative; various research and applied projects from the Summit Series will be published in a book that Dr. Shealy is editing for Oxford University Press. Drs. Shealy, Merry Bullock, and Shagufa Kapadia also co-edited Going Global: How Psychologists Can Meet a World of Need, a 2023 volume from APA Books, which presents the work of leading psychologists in the U.S. and internationally.

Dr. Shealy’s research on the etiology, maintenance, and transformation of beliefs and values – explicated through Equilintegration (EI) Theory, the EI Self, and the Beliefs, Events, and Values Inventory (BEVI) – has been featured in multiple publications, including Making Sense of Beliefs and Values: Theory, Research, and Practice, a recent volume with Springer Publishing, and other scholarly forums. The BEVI is used in a wide array of settings and contexts (e.g., clinical, educational, forensic, leadership, organizational), both in the U.S. and internationally, and has been selected for several grant-based initiatives.

Dr. Shealy received his Ph.D. in Clinical Psychology from Auburn University’s APA-accredited doctoral program. A licensed clinical psychologist, Dr. Shealy is a Fulbright Specialist in Japan, Fellow of the American Psychological Association, Past President of the APA’s Division of International Psychology, a recipient of the Early Career Award from the APA’s Society for the Advancement of Psychotherapy, a Nehru Chair at the Maharaja Sayajirao University of Baroda, India, and a National Register Legacy of Excellence Psychologist.

Scholarly, Educational, and Professional Interests

Dr. Shealy’s long-term scholarly, educational, and professional interests have focused on 1) the etiology, structure, and functioning of the human “self” and “identity” (e.g., how beliefs and values exist in the service of core need), 2) how formative variables (e.g., education, ethnicity, gender, life history, political and religious background) influence learning, growth, and development, and 3) the implications of these complex and interacting processes for actions, policies, and practices in the larger world. Current areas of focus include:

  • The relationship between “beliefs and values” and actions, policies, and practices, both locally and globally, including the Sustainable Development Goals (SDGs) and “wicked problems” we collectively face (e.g., conflict resolution, global education, human rights, religious and cultural understanding, sustainability) (see
  • How we might better “cultivate globally sustainable selves,” a multi-year Summit Series initiative that brings together scholars, educators, practitioners, students, and leaders from around the world (see
  • The development and facilitation of international and interdisciplinary global education paradigms and programs, exemplified by Applied Global Studies (AGS) and the AGS Model (
  • Assessment, etiology, maintenance, and transformation of beliefs and values – through research, teaching, theory, and practice – vis-à-vis Equilintegration Theory, the EI Self, and the Beliefs, Events, and Values Inventory (BEVI) (see
  • How cutting edge interdisciplinary paradigms and programs (e.g., artificial intelligence; developmental psychopathology; engaged, high impact, and transformative learning) and assessment-based interventions (e.g., collaborative online international learning or COIL; therapeutic assessment or TA) can help illuminate and facilitate deep change at the level of identity and self (see
  • Internationalizing psychology and psychologists to “meet a world of need” across nine targeted areas of emphasis – advocacy, assessment, consultation, leadership, policy, practice, research, service, and teaching (see

Selected Publications

  • Shealy, C.N. (Ed.). (in press). Cultivating the globally sustainable self: How the human species might fulfill its potential. Oxford, England: Oxford University Press.
  • Shealy, C.N., Bullock, M., & Kapadia, S. (Eds.). (2023). Going global: How psychologists can meet a world of need. Washington, DC: APA Books.
  • Shealy, C.N. (2017). Celebrating our past and engaging our future: A strategic plan for the Division of International Psychology of the American Psychological Association. International Psychology Bulletin, 21(3), 3 - 12.
  • Shealy, C. N. (Ed.). (2016). Making sense of beliefs and values: Theory, research, and practice. New York: Springer Publishing.
  • Shealy, C.N. (2015) (Rapporteur). Theme 1: Sustainability and change. Learning Together for Change Conference. Arusha, Tanzania: UNESCO.
  • Shealy, C. N. (2015). Psychology in action: Still giving away a world of psychology. Psychology International, 26(1), 1-4.
  • Shealy, C.N. (2014). Internationalizing teaching and learning: The essential role of assessment-based research and practice. Internationalizing Teacher Education: Resources from NAFSA's 2014 Colloquium.
  • Shealy, C.N. (2014). Education for sustainability research: Why it matters. In D. Sobel, S.J. Gentile, & P. Bocko (Eds.), A national blueprint for Education for Sustainability (pp. 27-28). Boston, MA: Houghton Mifflin Harcourt.
  • Shealy, C.N., Bhuyan, D., & Sternberger, L.G. (2012). Cultivating the capacity to care in children and youth: Implications from EI Theory, EI Self, and BEVI. In U. Nayar (Ed.), Child and Adolescent Mental Health (pp. 240-255). New Delhi, India: Sage Publications.
  • Shealy, C.N. (2010). Editorial: Women’s rights are human rights: An interview with Pinar Ikkaracan. Beliefs and Values, 2(1), 8-15.
  • Shealy, C. N. & Bhuyan, D. (2009). The value of value based education. In M. Mukhopadhyay (Ed.), Quality school education for all (pp. 94-113). New Delhi, India: Education Technology and Management Academy.
  • Shealy, C. N. (2007). Giving away a world of psychology. Psychology International, 18(4), 6-8.
  • Shealy, C. N. (2005). Justifying the Justification Hypothesis: Scientific-Humanism, Equilintegration (EI) Theory, and the Beliefs, Events, and Values Inventory (BEVI). [Special Series]. Journal of Clinical Psychology, 61(1), 81-106.
  • Arredondo, P., Shealy, C., Neale, M., and Winfrey, L. (2004). Consultation and interprofessional collaboration: Modeling for the future. [Special Series]. Journal of Clinical Psychology, 60(7), 787-800.
  • Shealy, C. N. (2004). A model and method for “making” a C-I psychologist: Equilintegration (EI) Theory and the Beliefs, Events, and Values Inventory (BEVI). [Special Series]. Journal of Clinical Psychology, 60(10), 1065-1090.
  • Shealy, C. N., Cobb, H. C., Crowley, S. L., Nelson, P. D., & Peterson, G. W. (2004). Back to our future? The Consensus Conference and combined-integrated (C-I) model of doctoral training in professional psychology. [Special Series]. Journal of Clinical Psychology, 60(9), 893-909.
  • Shealy, C. N. (2002). Knowing the way toward professional child and youth care: The therapeutic home parent model. In E. J. Knorth, P. M. Van Den Bergh, & F. Verheij (Eds). Professionalization and participation in child and youth care (pp. 87-106). Hampshire, England: Ashgate Press.
  • Shealy, C. N. (1996). To be and not to be, to know and to do? That is the question (and the therapeutic parent model has an answer). In Symposium: Shealy's therapeutic parent model – Responses from the field. Child & Youth Care Forum, 25(5), 277-348.
  • Shealy, C. N. (1995). From Boys Town to Oliver Twist: Separating fact from fiction in welfare reform and out-of-home placement of children and youth. American Psychologist, 50 (8), 565-580.