1.5-generation immigrant adolescents’ autonomy negotiations in transnational family contexts

This study explored how 1.5-generation immigrant adolescents negotiate their autonomy with their parents in a new cultural context. The studied adolescents are immigrants with African, Middle Eastern, Southern Asian, and EU/FSU background in Finland. The study is built on the ecological framework, which looks at development within the context of social systems. The study combines perspectives of cross-cultural psychology, acculturation research, and developmental psychology to explore autonomy in a transnational developmental context. The data consists of 80 semi-structured interviews with immigrant adolescents aged 13 to 18. Our results suggest that adolescents’ autonomy is negotiated within local family circumstances, while the transnational context becomes particularly crucial in the negotiation categories of peer relations and cultural continuity. Cultural differences in using different negotiation categories are discussed.

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Everyday Agency: Rethinking Refugee Women’s Agency in Specific Cultural Contexts

Frontiers in Psychology ◽

10.3389/fpsyg.2021.726729 ◽

2021 ◽

Vol 12 ◽

Author(s):

Maria Kanal ◽

Susan B. Rottmann

Keyword(s):

Coping Strategies ◽

Cultural Context ◽

Cultural Psychology ◽

Interdisciplinary Approach ◽

Adult Women ◽

Structured Interviews ◽

Refugee Women ◽

Cultural Coping ◽

Coping Model ◽

And Coping

This article proposes an interdisciplinary approach to refugee agency – the capacity to act within structural conditions – using the example of Syrian women rebuilding family and home in Turkey. Our broader objective is to prompt a re-thinking of refugee women’s everyday agency for scholars researching migration. The dominant manner of studying agency tends to be centered on refugees’ efforts to change their particular situations. Drawing on the latest theoretical propositions of cultural psychology (collective coping and the cultural coping model), we argue that agency can also be observed through examining how refugees rebuild their lives in the face of the many changes and challenges they have experienced. Guided by the cultural coping model, we describe stressors and coping strategies in context. With this approach, we can escape the trap of viewing refugee women in dichotomous ways, either as traumatized victims or as liberated from “traditional patriarchy.” A total of 33 semi-structured interviews were conducted in Turkey with Syrian, Arabic-speaking adult women. Interviews aimed to obtain comprehensive narratives on acculturation, daily stressors, coping strategies and everyday experiences of uprootedness. We used constructivist grounded theory (Charmaz, 2006) to identify significant themes (initial coding) and then code for more conceptual units of meaning (focused coding). The findings are structured around context specific themes: stressors and coping strategies. The study revealed three important types of stressors: family-related, role-related and place-related stressors. Each stressor can only be understood within the cultural context of inter-dependent agency, motherhood and neighborhood belonging, which are highly valued lived experiences of the refugee women. The study also identified three coping strategies: faith-based, home-making and identity building strategies. Our research shows that relying on Islamic understandings, creating the routines of a happy home and forging neighborly ties are important gender and culture specific manifestations of agency. The value of this research is that it provides migration scholars a useful model for designing research with female refugees. By identifying and writing about these specific and contextual forms of agency, researchers can provide better support to refugee women in their daily lives, while also challenging the image of passive “womenandchildren.”

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A VIDEOGRAVAÇÃO COMO RECURSO METODOLÓGICO EM PESQUISA QUALITATIVA PARA ANÁLISE DE INTERAÇÕES

Cadernos de Educação Tecnologia e Sociedade ◽

10.14571/brajets.v11.n2.248-261 ◽

2018 ◽

Vol 11 (2) ◽

pp. 248

Author(s):

Renata Magalhães Naves ◽

Silvana Goulart Peres ◽

Flavio Ferreira Borges ◽

Fabrícia Teixeira Borges

Keyword(s):

Cultural Context ◽

Cultural Psychology ◽

Developmental Psychology ◽

School Library ◽

Video Recording ◽

Human Science ◽

Theoretical Contribution ◽

Time Space ◽

Psychology Perspective ◽

Productive Research

The video recording of the storytelling is a productive research resource for allowing rescue lately the organization of the time, space, scenes, lines and interactions between the teacher and the children in the storytelling context. The research on which we based for the production of this work was performed from the theoretical contribution of human development in the Cultural Psychology perspective with emphasis in the historical-cultural context, and the objective was to analyze the interactions that occurred in the School Library between the storyteller and children. Participated of the research one teacher (storyteller) and eighteen children aged five years. This work can contribute and dialogue with qualitative researches that intend to utilize the video recording as a resource to analyze the interactions, presented here from the procedures description. This methodological course allowed us to accomplish a microanalysis of the interactions, because we consider it important to conduct the research in human science – in our specific case, in the approach of the Developmental Psychology.

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Gender, Sex, and Sexualities

10.1093/oso/9780190658540.001.0001 ◽

2018 ◽

Cited By ~ 2

Keyword(s):

Peer Relations ◽

Gender Stereotypes ◽

Cultural Psychology ◽

Developmental Psychology ◽

Systems Approach ◽

Sex And Gender ◽

Intersectionality Theory ◽

Nonbinary Gender ◽

And Gender ◽

Psychoanalytic Theories

This volume is a compendium of conceptual frameworks and associated research approaches used for inquiry into gender, sex, and sexualities. It is suitable for use as an advanced textbook. Part I (Emerging Frameworks: Beyond Binaries) includes Magnusson and Marecek on meanings of sex and gender; Warner and Shields on intersectionality theory; Hegarty, Ansara, and Barker on nonbinary gender identities; and Gowaty on flexibility as a core evolutionary principle. Part II (Contemporary Avenues of Inquiry) includes Kurtiş and Adams on cultural psychology; Donaghue on discursive psychology; Lee and Pratto on gendered power; Biernat and Sesko on gender stereotypes and stereotyping; Leaper on the development of children’s identities, traits, and peer relations; Bell on psychoanalytic theories; Hines on the psychobiology of early gender development; Diamond on a dynamical systems approach to intimacy and desire; Heywood and Garcia on the integration of evolutionary theory, neuroscience, and feminist theory; and Scholnick and Miller on concepts and categories in feminist developmental psychology.

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ІНТЕРПРЕТАЦІЯ КАТЕГОРІЇ РОЗВИТКУ В СУЧАСНІЙ ПСИХОЛОГІЇ

Psychology of Personality ◽

10.15330/ps.8.1.22-30 ◽

1970 ◽

Vol 8 (1) ◽

pp. 22-30

Author(s):

Анжеліка Шамне

Keyword(s):

Cultural Context ◽

Developmental Psychology ◽

Structure And Dynamics ◽

Modern Psychology ◽

Development Site ◽

Approaches To Study ◽

Methodological Approaches ◽

Self Motion

У статті розглянуто сучасні підходи до інтерпретації категорії розвитку, розкрито теоретичні та методологічні підходи до вивчення категорії розвитку у сучасній психології, визначено її психологічний зміст, моделі, структуру та динаміку. Категорія розвитку розглядається як епіцентр наукової проблематики у психології та як поняття інтегративного типу. Розвиток проаналізовано як категорію, явище і проблему психології розвитку в різних аспектах аналізу. Розглянуто місце розвитку в системі споріднених психологічних понять. У статті також аналізуються психологічні аспекти теоретичних та методологічних постнекласичних тенденцій вивчення природи, характеру та визначення психічного розвитку. Постнекласична парадигма та плюралістична методологія пізнання визначають розмитість дисциплінарної мови та врахування ролі соціокультурного контексту при вивченні психологічних явищ. Важливими тенденціями сучасного теоретико-методологічного стану психологічних досліджень розвитку також є визнання неефективності моністичного підходу до його вивчення, взаємозв'язок теоретичних ідей та спроби створення метатеоретичних схем, постнекласичне розуміння розвитку як принципово незавершеного процесу саморуху, актуалізація антропологічного діапазону проблем та посилення спрямованості на роль культурного контексту в дослідженні розвитку людини. The article deals with the modern approaches to the interpretation of the category of development, reveals the theoretical and methodological approaches to study of development in modern psychology, its psychological content, patterns, structure and dynamics. Category of development is viewed as an epicenter of scientific issues in modern psychology and the concept of the integrative type. Category of development is considered as the phenomenon and the problem of developmental psychology in various aspects of the analysis. Analyzed the development site in the related psychological concepts. The article analyzes the psychological aspects of theoretical and methodological postnonclassical contemporary trends in the study of nature, character, and determination of mental development. Postnonclassical paradigm and pluralistic methodology of knowledge determine the disciplinary blurring and increase of the role of the analysis of socio-cultural context in the study of psychological phenomenon. The important tendencies of modern theoretical and methodological state of psychological researches of development are facts of inefficiency of the monistic approach to its study, interconnection of theoretical ideas and attempts of creating metatheoretical schemes, postnonclassical understanding of development as a fundamentally uncompleted process of self-motion, actualization of anthropological range of problems and strengthening of focus on the role of cultural context in research of human development.

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Dialecticism across the Lifespan: Towards a Deeper Understanding of the Ontogenetic and Cultural Factors Influencing Dialectical Thinking and Emotional Experience

10.31234/osf.io/9agdp ◽

2017 ◽

Author(s):

Igor Grossmann

Keyword(s):

Human Development ◽

Cultural Context ◽

Cultural Psychology ◽

Emotional Experience ◽

Cross Cultural ◽

Future Directions ◽

Developmental Models ◽

Empirical Inquiry ◽

Cultural Processes ◽

Dialectical Thought

Before dialecticism became a topic of empirical inquiry in cultural psychology, scholars in related disciplines has discussed dialecticism as a model of human development, as an essential component of maturity and wisdom. This review chapter bridged these two perspectives, comparing conceptualizations of dialecticism in developmental and cultural psychology. After reviewing historical portrayals of dialecticism in various philosophical traditions, this chapter provides comparison of historical characterizations with the contemporary treatment of dialecticism in human development and cultural psychology. Both streams -- developmental and cross-cultural -- are proposed as essential for an integral understanding of the construct. Subsequently, the chapter discusses the emerging developmental models of dialecticism across the lifespan and reviews the accompanying empirical evidence, situating it in a cross-cultural context. It concludes with an outline of future directions of research on dialectical thought, with attention to psychological and socio-cultural processes engendering dialecticism across the lifespan.

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Dialecticism across the Lifespan

10.1093/oso/9780199348541.003.0005 ◽

2018 ◽

Cited By ~ 1

Author(s):

Igor Grossmann

Keyword(s):

Human Development ◽

Empirical Evidence ◽

Cultural Context ◽

Cultural Psychology ◽

Cross Cultural ◽

Future Directions ◽

Developmental Models ◽

Empirical Inquiry ◽

Sociocultural Processes ◽

Dialectical Thought

Before dialecticism became a topic of empirical inquiry in cultural psychology, scholars in related disciplines had discussed dialecticism as a model of human development, as an essential component of maturity and wisdom. This chapter bridges these two perspectives, comparing conceptualizations of dialecticism in developmental and cultural psychology. After reviewing historical portrayals of dialecticism in various philosophical traditions, the chapter provides a comparison of historical characterizations with the contemporary treatment of dialecticism in human development and cultural psychology. Both streams—developmental and cross-cultural—are proposed as essential for an integral understanding of the construct. Subsequently, the chapter discusses the emerging developmental models of dialecticism across the lifespan and reviews the accompanying empirical evidence, situating it in a cross-cultural context. It concludes with an outline of future directions of research on dialectical thought, with attention to psychological and sociocultural processes engendering dialecticism across the lifespan.

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Analysis of the early mother-child relationship in schizophrenic patients

International Journal of Social Psychiatry ◽

10.1177/0020764021991186 ◽

2021 ◽

pp. 002076402199118

Author(s):

Marziyeh Khoshgoftar ◽

Anahita Khodabakhshi-Koolaee ◽

Mohammad Reza Sheikhi

Keyword(s):

Cultural Context ◽

Phenomenological Approach ◽

Sampling Procedure ◽

Structured Interviews ◽

Step Method ◽

Child Relationship ◽

New Information ◽

Data Saturation ◽

Schizophrenic Patients ◽

Mother Child Relationship

Background and Aim: The mother as the first caregiver plays a significant role in the formation of the child’s behavior, growth, and communication. The present study aimed to analyze the early mother-child relationship in schizophrenic patients. Materials and Methods: This qualitative study employed a descriptive phenomenological approach. The participants were male patients with schizophrenia who were hospitalized in Qazvin Bahman Psychiatric Hospital from March to September 2020 with an age range of over 18 years. Given the objective of the study, the data were collected using semi-structured interviews. The participants were selected using purposive sampling and the sampling procedure continued until data saturation as the point when no new information is observed in the data. Accordingly, the data were saturated after interviewing 15 participants. The data were analyzed using Colaizzi’s seven-step method. Results: The analysis of the data revealed four main themes including ambivalent attachment to the mother, feelings of constant fear and worry, a sense of constant care for the mother, and a cold and emotionless relationship with the child. Conclusion: The present study suggested that schizophrenia is a disorder that affects the mother-child relationship, and does the term “schizophrenic mothers” need to be reconsidered? However, the result of this research has been done according to the nature and cultural context of Iranian society.

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Metaphors and cultural narratives on adaptive responses to severe adversity: A field study among the Indigenous Pitaguary community in Brazil

Transcultural Psychiatry ◽

10.1177/1363461519890435 ◽

2019 ◽

Vol 57 (2) ◽

pp. 332-345 ◽

Cited By ~ 1

Author(s):

Iara Meili ◽

Eva Heim ◽

Ana C Pelosi ◽

Andreas Maercker

Keyword(s):

Posttraumatic Growth ◽

Field Study ◽

Cultural Context ◽

Field Research ◽

Adaptive Responses ◽

Cultural Narratives ◽

Structured Interviews ◽

The Core ◽

Recovery Processes ◽

Context Specific

The expressions resilience and posttraumatic growth represent metaphorical concepts that are typically found in Euro-American contexts. Metaphors of severe adversity or trauma and the expressions of overcoming it vary across cultures—a lacuna, which has not been given much attention in the literature so far. This study aimed to explore the metaphorical concepts that the Indigenous Pitaguary community in Brazil uses to talk about adaptive and positive responses to severe adversity and to relate them to their socio-cultural context. We carried out 14 semi-structured interviews during field research over a one-month period of fieldwork. The data were explored with systematic metaphor analysis. The core metaphors included images of battle, unity, spirituality, journeys, balance, time, sight, transformation, and development. These metaphors were related to context-specific cultural narratives that underlie the Pitaguary ontological perspective on collectivity, nature, and cosmology. The results suggest that metaphors and cultural narratives can reveal important aspects of a culture’s collective mindset. To have a contextualized understanding of expressive nuances is an essential asset to adapt interventions to specific cultures and promote culture-specific healing and recovery processes.

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Facilitators, challenges and usefulness of an asthma educational programme

Health Education Journal ◽

10.1177/0017896920981620 ◽

2020 ◽

pp. 001789692098162

Author(s):

Muhammad Naeem ◽

Hamad Ghalib Dailah

Keyword(s):

Cultural Context ◽

Educational Programme ◽

Structured Interviews ◽

Policy Makers ◽

Long Period ◽

Breathing Techniques ◽

Educational Programmes ◽

Asthma Patients ◽

Programme Content

Background: This study explored the role of hospitals, specialised doctors and staff in developing patient awareness, participation and motivation concerning asthma control. It also looked at the challenges that undermine the value of asthma educational programmes, especially in an Arab cultural context. Methods: Semi-structured interviews were used to collect data from 30 asthma patients who had been living with asthma for a long period of time. Results: Findings highlight how an asthma educational programme can increase patient knowledge about the causes of asthma. Following the programme, patients had a better understanding of levels of medication, breathing techniques and rest and relaxation. Awareness of support from health professionals for managing depression and frustration also increased. However, some patients felt that the asthma educational programme content and delivery was not very interactive and was too lengthy. Conclusion: Findings can help policy makers, researchers, hospitals, doctors and the national Ministry of Health improve the content of future asthma educational programmes. They can also inform the development of a research framework to extend understanding of relevant issues in an Arabian context.

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‘Thrown in at the Deep End’: The Experience of Graduates of Transnational Western Medical Education Transitioning into Middle Eastern Clinical Practice

International Journal of Higher Education ◽

10.5430/ijhe.v8n6p36 ◽

2019 ◽

Vol 8 (6) ◽

pp. 36

Author(s):

Fiza Rashid-Doubell ◽

Timothy P Doubell

Keyword(s):

Medical Education ◽

Clinical Practice ◽

Cultural Context ◽

Middle Eastern ◽

Phenomenological Approach ◽

Full Time ◽

Host Countries ◽

Medical Teams ◽

The One ◽

And Coping

Background: Newly qualified doctors educated in their home country usually go on to work in their first hospital job in same country. These graduates are familiar with the socio-cultural context of clinical setting they work in. But, with many Western universities providing cross-border education to host countries in the Middle East and South East Asia in subjects such as medicine. The experiences of those graduating from transnational medical education and working in local hospitals are absent.The aim of the study was to explore the early transitional experiences of newly qualified doctors moving from a European branch campus to practice at hospitals affiliated to the medical school situated in a Middle-Eastern country.Methods: A qualitative study using an interpretive phenomenological approach through interviews to explore experiences of graduates of transnational medical education working in Middle Eastern hospitals. Results: The main findings can be summarised under the three themes generated: the essentials of practice, routine of practice and realities of practice. The results evidenced the transition as a challenging period for new doctors finding dissonance between the skills taught while in transnational education and the workplace. There were three particular areas of discord for the graduates in clinical practice: working in medical teams with a different arrangement to the one prepared for; adapting to a more patient-centred language and coping with differences in ethical norms, values and practices in the hospital.Conclusions: The graduates found transitioning from university to full-time clinical practice difficult and were disappointed by their experience not matching their expectations of work. These findings are valuable for transnational medical educators seeking to improve the experience of graduates who are moving from the clear ideals, norms and values of transnational medical education into the complexity of full-time clinical practice.

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