The Watchman

<p>Over the course of the last five years, the female prison population in New Zealand has risen more than 56%. As these numbers remain exponentially increasing, the ability to uphold successful facilitation for each and every inmate is weakening. This is largely a result of poor and incorrect implementation of criminal rehabilitation schemes. Upon release, confusion, fear, and the sheer overwhelm of exposure to the culture contained within modern day society gives appeal to recidivism, and leads to the escalation of the prison population crisis. In response to this escalating crisis — advancing the search for alternative means of successful criminal rehabilitation — this research explores the enablement of architecture to have a rehabilitative function within a prison environment, as well as the reduction of recidivism through didactic architectural experience. This research proposes that the decommissioned Mount Crawford Prison in Wellington New Zealand can be redesigned to test this opportunity. As a research site, it can be used to test how design can enhance the rehabilitation process of a prisoner in the cultural transition from incarceration to society. The research approach integrates Michel Foucault’s theory “Of Other Spaces” to address the first principle objective of this research investigation, and develop architecture that encourages prison inhabitants to reinterpret dystopian experience through the lens of heterotopia; Cathy Ganoe’s theory “Design as Narrative: A theory of inhabiting space” to address the second principle objective of this research investigation, and develop architecture that establishes a spatial experiential narrative about a person’s transforming interpretation of their surroundings; Daniel Merritt Hewett’s theory “Architecture and the Productive Implications of Pause” to address the third principle objective of this research investigation, as a means of establishing strategic points of pause along the journey of the spatial experiential narrative, that enable enhanced understanding of heterotopia. Kalervo Oberg’s theory of culture shock is also integrated as a means of developing an understanding of the cultural transition from incarceration to liberation.</p>

The Watchman

<p>Over the course of the last five years, the female prison population in New Zealand has risen more than 56%. As these numbers remain exponentially increasing, the ability to uphold successful facilitation for each and every inmate is weakening. This is largely a result of poor and incorrect implementation of criminal rehabilitation schemes. Upon release, confusion, fear, and the sheer overwhelm of exposure to the culture contained within modern day society gives appeal to recidivism, and leads to the escalation of the prison population crisis. In response to this escalating crisis — advancing the search for alternative means of successful criminal rehabilitation — this research explores the enablement of architecture to have a rehabilitative function within a prison environment, as well as the reduction of recidivism through didactic architectural experience. This research proposes that the decommissioned Mount Crawford Prison in Wellington New Zealand can be redesigned to test this opportunity. As a research site, it can be used to test how design can enhance the rehabilitation process of a prisoner in the cultural transition from incarceration to society. The research approach integrates Michel Foucault’s theory “Of Other Spaces” to address the first principle objective of this research investigation, and develop architecture that encourages prison inhabitants to reinterpret dystopian experience through the lens of heterotopia; Cathy Ganoe’s theory “Design as Narrative: A theory of inhabiting space” to address the second principle objective of this research investigation, and develop architecture that establishes a spatial experiential narrative about a person’s transforming interpretation of their surroundings; Daniel Merritt Hewett’s theory “Architecture and the Productive Implications of Pause” to address the third principle objective of this research investigation, as a means of establishing strategic points of pause along the journey of the spatial experiential narrative, that enable enhanced understanding of heterotopia. Kalervo Oberg’s theory of culture shock is also integrated as a means of developing an understanding of the cultural transition from incarceration to liberation.</p>

A Longitudinal Investigation of the Sociocultural Adaptation of Brazilian Students in New Zealand

<p>Global mobility means increasing numbers of individuals are exposed to potentially stressful experiences in their cross-cultural transition. A process of cultural learning is required to overcome differences between host and home culture during sociocultural adaptation. To study this process, this thesis employed a mixed-methods approach examining adaptive trajectory over a six-month educational exchange. The study analysed a unique population of 279 Brazilian high school students from low SES backgrounds arriving in New Zealand. Results from cross-lagged panel models in Study 1 indicated that higher initial ratings of English progress led to subsequent higher levels of interactions with New Zealanders three months after, which then led to higher ratings of language progress at the final time-point. A longitudinal mediation showed interaction with New Zealanders at the mid-point of the sojourn helped explain increased English ability over time. No longitudinal relations were observed for culture shock, indicating the influence of language progress and interactions with host culture on culture shock may vary across populations. In Study 2, we used thematic analysis on students’ open-ended interview responses to examine what their experiences in the new culture were. Three themes were identified: opportunities, difficulties, and general feelings. The identified themes supported the findings of Study 1 and highlighted the crucial role of language and social support during the students’ experiences. Combined, the studies partially confirmed previous research with our unique sample of Brazilian students, and placed further emphasis on the need to sample different populations in the study of adaptation.</p>

A Longitudinal Investigation of the Sociocultural Adaptation of Brazilian Students in New Zealand

<p>Global mobility means increasing numbers of individuals are exposed to potentially stressful experiences in their cross-cultural transition. A process of cultural learning is required to overcome differences between host and home culture during sociocultural adaptation. To study this process, this thesis employed a mixed-methods approach examining adaptive trajectory over a six-month educational exchange. The study analysed a unique population of 279 Brazilian high school students from low SES backgrounds arriving in New Zealand. Results from cross-lagged panel models in Study 1 indicated that higher initial ratings of English progress led to subsequent higher levels of interactions with New Zealanders three months after, which then led to higher ratings of language progress at the final time-point. A longitudinal mediation showed interaction with New Zealanders at the mid-point of the sojourn helped explain increased English ability over time. No longitudinal relations were observed for culture shock, indicating the influence of language progress and interactions with host culture on culture shock may vary across populations. In Study 2, we used thematic analysis on students’ open-ended interview responses to examine what their experiences in the new culture were. Three themes were identified: opportunities, difficulties, and general feelings. The identified themes supported the findings of Study 1 and highlighted the crucial role of language and social support during the students’ experiences. Combined, the studies partially confirmed previous research with our unique sample of Brazilian students, and placed further emphasis on the need to sample different populations in the study of adaptation.</p>

Towards and understanding of the immigrant experience: Social-cognitive processes of identity development during cultural transition

<p>In a highly globalized world, where more than 200 million people are living as international migrants (OECD, 2013), continuously confronting and negotiating the demands of at least two different cultures, there is a growing need to understand how cultural transition affects the identity of immigrants and explore the factors that can potentially contribute to the development of a positive, coherent, and consolidated immigrant identity. The current research programme integrates aspects of developmental and cross-cultural theory to gain a deeper insight in to the dynamics of identity formation and the processes involved in identity reconstruction during cultural transition from the very early stages of acculturation. Drawing from previous work on identity styles by Berzonsky (1989, 2011), chapter two introduces a new version of the Identity Style Inventory assessing social-cognitive information processing strategies during cultural transition (ISI-CT). The ISI-CT incorporates five distinct identity styles (analytical informational, exploratory informational, normative to the country of origin, normative to the host society, and diffuse-avoidant) and a measure of identity commitment. Three studies are presented reporting the construction of the ISI-CT and the examination of its factorial structure (study 1 and study 2), the convergent and discriminant validity of the assessment tool (study 1), and longitudinal relationships among subscales (study 3). Chapter three extends Berzonsky’s theorizing to acculturation research and tests a model of identity development with a diverse sample of newly arrived immigrants (N = 218). Results indicate that social-cognitive identity processing styles facilitate both positive and negative pathways to immigrant identity outcomes and highlight the central role of identity commitment during acculturation identity crises. In chapter four is presented a six-month longitudinal study that investigates the appraisal (threat or challenge) of identity stress in immigrants, the capacity of identity processing styles in reducing the negative effects of acculturative identity stress, and the prediction of psychological adjustment over time. Longitudinal interaction effects revealed that the analytical and exploratory informational styles enhanced the positive effects of challenge appraisal on psychological adjustment over time. In contrast, styles involving avoidance and normative orientation to one’s country of origin dampened the positive effects of challenge appraisal on psychological adjustment six months later. In sum, the series of studies reported in the present thesis draw attention to the central role of social-cognitive identity styles in terms of identity development, acculturative stress management, and long-term psychological adaptation of recent immigrants. The findings of the research programme have important implications for acculturation theory and research by highlighting the benefits of the developmental approach in the understanding of the immigrant experience. In addition, potential avenues for applications and future research are discussed.</p>

Towards and understanding of the immigrant experience: Social-cognitive processes of identity development during cultural transition

<p>In a highly globalized world, where more than 200 million people are living as international migrants (OECD, 2013), continuously confronting and negotiating the demands of at least two different cultures, there is a growing need to understand how cultural transition affects the identity of immigrants and explore the factors that can potentially contribute to the development of a positive, coherent, and consolidated immigrant identity. The current research programme integrates aspects of developmental and cross-cultural theory to gain a deeper insight in to the dynamics of identity formation and the processes involved in identity reconstruction during cultural transition from the very early stages of acculturation. Drawing from previous work on identity styles by Berzonsky (1989, 2011), chapter two introduces a new version of the Identity Style Inventory assessing social-cognitive information processing strategies during cultural transition (ISI-CT). The ISI-CT incorporates five distinct identity styles (analytical informational, exploratory informational, normative to the country of origin, normative to the host society, and diffuse-avoidant) and a measure of identity commitment. Three studies are presented reporting the construction of the ISI-CT and the examination of its factorial structure (study 1 and study 2), the convergent and discriminant validity of the assessment tool (study 1), and longitudinal relationships among subscales (study 3). Chapter three extends Berzonsky’s theorizing to acculturation research and tests a model of identity development with a diverse sample of newly arrived immigrants (N = 218). Results indicate that social-cognitive identity processing styles facilitate both positive and negative pathways to immigrant identity outcomes and highlight the central role of identity commitment during acculturation identity crises. In chapter four is presented a six-month longitudinal study that investigates the appraisal (threat or challenge) of identity stress in immigrants, the capacity of identity processing styles in reducing the negative effects of acculturative identity stress, and the prediction of psychological adjustment over time. Longitudinal interaction effects revealed that the analytical and exploratory informational styles enhanced the positive effects of challenge appraisal on psychological adjustment over time. In contrast, styles involving avoidance and normative orientation to one’s country of origin dampened the positive effects of challenge appraisal on psychological adjustment six months later. In sum, the series of studies reported in the present thesis draw attention to the central role of social-cognitive identity styles in terms of identity development, acculturative stress management, and long-term psychological adaptation of recent immigrants. The findings of the research programme have important implications for acculturation theory and research by highlighting the benefits of the developmental approach in the understanding of the immigrant experience. In addition, potential avenues for applications and future research are discussed.</p>

Pathways to Positive Development for Muslim Immigration Youth in Western Contexts

<p>Muslim youth growing up in Western contexts face a complex set of issues as a result of meeting the various, and often incongruent, expectations placed upon them by their family, religion, ethnic community and host national society. This group of young people is often thought to face high risks of maladaptation, as they potentially experience the negative effects of acculturation more so than host nationals or other immigrant youth. Recent research, however, has suggested that many Muslim migrant young people are successfully negotiating their experiences of cultural transition in Western societies. Therefore, the major aim of this thesis was to obtain systematic data on young Muslim migrant’s “pathways to positive development”, or how these young people achieve successful adaptation in the face of adversity. To examine the complexities of Muslim migrant youth acculturation fully, it is necessary to have a comprehensive understanding of their lived experiences within and across contexts. In order to achieve this, four studies were conducted utilising mixed methodologies and drawing on a range of psychological and sociological theories, predominantly focusing on acculturation, development and religiosity. Study 1 qualitatively investigated the indicators and determinants of participation and success for Muslim youth in the New Zealand environment. The results of this study enabled a framework to be developed that illustrates the most salient ecological resources youth access (family, religion and the intercultural environment), the risks they face (discrimination and cultural differences) and outcomes of the acculturation process. In study 2, this framework was refined by drawing upon theories of resilience, and subsequently was tested quantitatively with a sample of Muslim youth in New Zealand. Results from this study indicate that while Muslim youth in New Zealand may be at risk of maladaptative outcomes because of their exposure to discrimination and cultural transition, ecological resources may counteract some of the negative effects of these stressors. Study 3 sought to test whether the results found in study 2 were generalisable to Muslim youth in other contexts by carrying out a comparative analysis of youth outcomes in New Zealand and the United Kingdom. These societies were chosen to be compared because they share a similar historic culture but have taken very different routes to social cohesion and the inclusion of minorities. The major aim of this study was to investigate whether the country of settlement has an impact on the adaptation of Muslim migrant youth. The results demonstrate that the cultural environment of migration plays an important contributing factor to both the experience of stress and the achievement of positive adaptation above and beyond the effects of resources. Finally, study 4 utilised techniques of multilevel modelling to examine the acculturation experiences of Muslim youth cross-culturally. Drawing on the International Comparative Study of Ethnocultural Youth (ICSEY) data, Muslim migrant youth from 9 Western receiving nations were examined. Results indicate that the ideological context (cultural values and host national attitudes towards immigrants) has important effects on individual levels of adaptation and the experience of perceived discrimination. The findings of this thesis contribute novel perspectives to acculturation and development research as well as cross-cultural psychology more generally. Using multiple methods in the study of psychological phenomena enables a move beyond traditional descriptions of acculturation processes as situated predominantly within one cultural setting and advances our understanding of how Muslim youth fare in a global context.</p>

Pathways to Positive Development for Muslim Immigration Youth in Western Contexts

<p>Muslim youth growing up in Western contexts face a complex set of issues as a result of meeting the various, and often incongruent, expectations placed upon them by their family, religion, ethnic community and host national society. This group of young people is often thought to face high risks of maladaptation, as they potentially experience the negative effects of acculturation more so than host nationals or other immigrant youth. Recent research, however, has suggested that many Muslim migrant young people are successfully negotiating their experiences of cultural transition in Western societies. Therefore, the major aim of this thesis was to obtain systematic data on young Muslim migrant’s “pathways to positive development”, or how these young people achieve successful adaptation in the face of adversity. To examine the complexities of Muslim migrant youth acculturation fully, it is necessary to have a comprehensive understanding of their lived experiences within and across contexts. In order to achieve this, four studies were conducted utilising mixed methodologies and drawing on a range of psychological and sociological theories, predominantly focusing on acculturation, development and religiosity. Study 1 qualitatively investigated the indicators and determinants of participation and success for Muslim youth in the New Zealand environment. The results of this study enabled a framework to be developed that illustrates the most salient ecological resources youth access (family, religion and the intercultural environment), the risks they face (discrimination and cultural differences) and outcomes of the acculturation process. In study 2, this framework was refined by drawing upon theories of resilience, and subsequently was tested quantitatively with a sample of Muslim youth in New Zealand. Results from this study indicate that while Muslim youth in New Zealand may be at risk of maladaptative outcomes because of their exposure to discrimination and cultural transition, ecological resources may counteract some of the negative effects of these stressors. Study 3 sought to test whether the results found in study 2 were generalisable to Muslim youth in other contexts by carrying out a comparative analysis of youth outcomes in New Zealand and the United Kingdom. These societies were chosen to be compared because they share a similar historic culture but have taken very different routes to social cohesion and the inclusion of minorities. The major aim of this study was to investigate whether the country of settlement has an impact on the adaptation of Muslim migrant youth. The results demonstrate that the cultural environment of migration plays an important contributing factor to both the experience of stress and the achievement of positive adaptation above and beyond the effects of resources. Finally, study 4 utilised techniques of multilevel modelling to examine the acculturation experiences of Muslim youth cross-culturally. Drawing on the International Comparative Study of Ethnocultural Youth (ICSEY) data, Muslim migrant youth from 9 Western receiving nations were examined. Results indicate that the ideological context (cultural values and host national attitudes towards immigrants) has important effects on individual levels of adaptation and the experience of perceived discrimination. The findings of this thesis contribute novel perspectives to acculturation and development research as well as cross-cultural psychology more generally. Using multiple methods in the study of psychological phenomena enables a move beyond traditional descriptions of acculturation processes as situated predominantly within one cultural setting and advances our understanding of how Muslim youth fare in a global context.</p>

Modernization and Culture in García Márquez’s Caribbean

Gabriel García Márquez offers rich accounts of the Colombian Caribbean’s experience with the historical forces of progress that test traditional societies and their predominant values and attitudes. Colombian historiography identifies various broad stages of secular change in the Caribbean since independence: (1) the emergence of enclave economies, (2) the arrival of people fleeing violence, (3) the foundation of new settlements in the hinterland, (4) the rapid industrialization of Barranquilla, and (5) the region’s full integration into the national project. García Márquez’s fictional towns and generations exist in phases 1–4, which roughly correspond with one hundred years of postindependence history. His Caribbean, like the real one, follows a messy path to modernity where traditional values are tested. It has fuzzy political, cultural, and economic borders and is governed by overlapping elites who, unintentionally, leave vacuums of power for the reproduction of morally loose, intercultural, and miscegenated societies. These societies see the dominant civilization and are familiar with its technologies and social projects. News of progress comes to them in leaf storms, books of knowledge brought by gypsies, trains arriving out of nowhere, or the speeches of shady politicians. This article argues that such broad changes shape values and attitudes as people adapt to new patterns of organization. In the standard modernization account, traditional values (i.e., survival/family orientation) give way to secular values (i.e., self-expression/trust in anonymous institutions). But this cultural transition is neither smooth nor complete. Rather, traditional and secular values coexist in constant tension, and García Márquez shows how.

CROSS-CULTURAL TRANSITION CARE IN LITHUANIAN SCHOOLS: SCHOOL PSYCHOLOGISTS' PERSPECTIVES

Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross-Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support—yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context.