Multicultural Psychology

In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a "transcultural" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap "from the bottom up"—one classroom at a time.

A globalizáció következményeként a vállalatok jelentős része határokon átívelő tevékenységet folytat és sok esetben a munkahelyi közösségek is különböző kulturális háttérrel rendelkező munkavállalókból szerveződnek. A szolgáltatások, áruk és munkaerő intenzív áramlása miatt egyúttal a kulturális különbségeinkből fakadó konfliktusok növekedésével is számolni kell. Ezek a feszültségek pedig negatívan befolyásolhatják az emberek és a szervezetek teljesítényét.

Napjainkban olyan vezetőkre van szükség, akik a szakmai tudáson túl, megfelelő érzelmi és kulturális képességekkel rendelkeznek, továbbá hatékonyan képesek reagálni az idegen munkakörnyezet kihívásaira. A globális menedzserek sokkal inkább az egész világ, mintsem egy adott ország perspektívájából szemlélik az üzleti élet döntéseit, emiatt megfelelő egyensúlyt kell találniuk a helyi és a globális környezet elvárásai között, amihez viszont a kiváló intellektus (IQ) és kimagasló érzelmi intelligencia (EQ) legtöbbször nem elég. A siker kulcsa a vezetők kulturális kompetenciájában rejlik, melynek egyik mérőeszköze a kulturális intelligencia (CQ). A magas kulturális intelligenciával rendelkező dolgozók hatékonyabban tudnak kulturálisan diverz csapatokkal dolgozni és sokkal eredményesebben működnek globális üzleti környezetben, ugyanis meglévő képességeiket megfelelően tudják kulturálisan eltérő kontextusban alkalmazni.

Jelen tanulmány összefoglaló képet ad a CQ koncepciójának elméleti hátteréről, bemutatja négy fő dimenzióját (magatartási, motivációs, kognitív és metakognitív). Ezen kívül feltárja a CQ komplex kapcsolatrendszerét más intelligenciatípusokkal (mint például IQ és EQ), különböző személyiségfaktorokkal, a teljesítményt erőteljesen befolyásoló interkulturális kompetenciákkal is. Bemutatásra kerülnek a CQ mérési lehetőségei, valamint az egyes dimenziókra ható fejlesztési lehetőségek is.

This article presents findings from a multimethod qualitative study on the intersectional experiences of discrimination for Asian American women. Participants included 94 women from various Asian American
ethnic groups (Mdnage=25) who participated in an online survey analyzed through consensual qualitative research–modified and 13 women (Mdnage = 29) from different Asian American ethnic groups who participated in focus group interviews analyzed using thematic content analysis. Results
revealed 15 themes that illuminated the types of discrimination experienced by participants as Asian American women, namely, tokenist representative of Asian Americans, mislabeled/assumed ethnicity,
foreigner, excluded, smart and/or inevitably successful, culture-based discrimination, criminal, bad driver, denying experiences of discrimination, exotic, not a leader, submissive and passive, cute and small, invisible, and service worker. Experiences of discrimination occurred in a variety of personal and professional contexts. Research and clinical implications as well as directions for future research are discussed.

The purpose of this paper is to discuss the social problem of depression from a multi-theoretical perspective. It explores depression through the lens of two psychologically based theories of human behavior, existential theory and cognitive theory, as well as through the vehicle of two sociological theories, Marxist theory and the theory of oppression. By understanding how each of these theories explains depression, social workers may be helped to see the complexity of treating the problem. It is the belief of the authors that social work literature, which is often dominated by reductionist, quantitativelybased research studies, has increasingly ignored theoretical explorations of key social problems such as depression, to the determent of the profession and the disciplines which inform it.

Schneider (2013) describes polarization as “the fixation on one point of view to the utter exclusion of competing points of view” (p. v). When combined with authoritarianism, polarization can be particularly challenging. This presentation examines the intersection of polarization and authoritarianism relevant to contemporary dialogues on multiculturalism and diversity.  Increased polarization is evident in discussions on immigration, Islam, police violence with people of color, race relations in many academic institutions, and political movements such as Occupy and Black Lives Matter. Authoritarianism in response to these issues can be identified through many actions that tend to shut down conversations. After identifying the problem, this presentation utilizes contemporary examples. For instance, individuals or groups with privilege often utilize authoritarianism to set expectations on what is considered appropriate behaviors and/or ways of communicating. These expectations are often biased toward the comfort and norms of the privileged group. This frequently results in further polarizing of those with privilege from those without, and reduces rather than promotes opportunities for dialogue. Building from the examples, we identify factors that can contribute to authoritarianism. For example, utilizing an authoritarian approach can serve as a defense mechanism against insecurities and fears. Last, we examine responses to authoritarianism and polarization that are typically ineffective as well as strategies more likely to be effective.

Abstract: Human experience cannot be separated from culture. Yet, distance remains between psychology’s acknowledgement of the importance of culture, and its consistent integration into psychological theory, research, and practice. Person-Environment-and-Culture-Emergence (PEaCE) Theory, an integrative, complex systems approach, is introduced to facilitate conceptualization of individual and collective wellness outcomes. It draws primarily upon cultural and community psychologies in the context of a broad humanistic orientation that holds the dignity, humanity, and interconnectedness of all persons of the world as its core value. The “Being-in-Culture-in-the-World” Transactional Field represents the infinite and complex interrelationships between multidimensional biopsychorelational (person), socioecological (environment), and cultural systems that are in ongoing and dynamic transaction. Positive (e.g., thriving, well-being) and negative (e.g., dysfunction, disease) wellness outcomes are conceptualized as emergent properties of the activity of the transactional field. PEaCE Theory is informed by a large and diverse body of conceptual and empirical literature, both within and outside of psychology (e.g., public health, cultural studies), that converge in their insistence on the critical role of culture and context for understanding human experience and improving the health of persons, relationships, communities, and nations. PEaCE Theory will require ongoing testing and refinement towards its aim of transdisciplinary and global relevance.

The lived experience of the body–that is, our bodily sensations, perceptions and behaviors–is the essential ground of human identity. Developmentally, our visceral impulses serve as the foundation for personal agency, guiding us as we move through the world, reaching for some things and refusing others. Our bodily encounters with the physical environment shape and reshape our understanding of the world; we learn about gravity by falling down and discover how our point of view changes when we walk around and encounter new perspectives. Language, often considered a function of our cognitive capacity for abstraction, is laden with meaningful references to the body that hint at its sensorial roots. Indeed, cognition itself is increasingly understood as deeply intertwined with bodily feeling i. When applied to our understanding of the social world, our embodied experience plays an equally important role. As we navigate interpersonal relationships and learn about the characteristics associated with different groups of people, our bodies help to create and maintain the power dynamics that can arise between us–for instance, by signaling dominance or submission through our gestures and eye contact ii. We are categorized into sociocultural groups according to physical traits that are marked as desirable or deficient based on their appearance and functioning. Depending on our social identifications, we may learn to treat our bodies as sexual objects or as instruments of labor. In short, our nonverbal communication patterns, beliefs about body norms, and feelings of connection and identification with our bodies are all deeply affected by our assigned membership in different social groups and the privileges associated with that membership iii. However, despite the research evidence supporting these ideas, existing models of social justice have not been particularly attentive to the body's role in reproducing oppression iv in everyday life. Neither have approaches that specialize in working with the felt sense of the body (often grouped into a field called " somatics " v) offered many strategies for resolving the tension between the information available to us through bodily explorations of sensation and movement and the data grounded in social power and authority. However, it is possible to address the singular experience of the body in a way that does not bypass the political. Conversely, it is possible to work collectively to transform oppressive social structures while fully recognizing the micro-sociological building blocks that maintain those structures. An embodied approach to social justice–one that recognizes the degree to which our bodies are implicated in the reproduction of social power–should not be considered a replacement for working on the macro-sociological level to make structural and ideological changes in social institutions such as education or healthcare, or as a substitute for legislative reform. Rather, it works to support change in the relational fabric of our lives so that structural shifts correspond with authentic transformations in attitude, and where legal rights and freedoms are experienced at the core of our beings and manifested in our everyday interactions with others.

This course is an intensive survey of the theory and methods of the study of gender in psychology. We will review psychological perspectives on gender, sexuality, and intersecting dimensions of human social and cultural diversity (e.g., race, ethnicity, age), with special attention paid to the role of feminist theory and methods in psychological science.

This presentation considers the history, current status, and future of humanistic psychology and multiculturalism. Humanistic psychology has struggled in actualizing its value of diversity; however, some progress has been made. Through an exploration of history, current challenges can also be illuminated as well as possible ways to respond to these challenges. An embracement of deep diversity in humanistic psychology is called for, which includes an epistemological and ontological diversity in humanistic psychology. Furthermore, the implications of Granger’s (2012) call for inviting diversity into the home of humanistic psychology are explored. A deep diversity in humanistic psychology includes a broad, inclusive understanding of science as well as an embracement of ways of knowing that are embedded in stories and poetry. The presentation concludes with recommendations for future directions.

Hoffman, L. (2013, August). Multiculturalism, epistemological diversity, language: Embracing poetry and science to advance psychology (Society for Humanistic Psychology Presidential Address). Invited paper presented at the 121st Annual Convention of the American Psychological Association, Honolulu, HI.

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how student contact with high school counselors about college information and other college-related variables influence students’ college application rates. In addition to some college related variables, the number of school counselors, and student contact were significant predictors of college application rates.  Implications for school counselors and counselor training are included.

Cognitive-behavioral therapy (CBT) and Person-Centered Therapy (PCT) have been shown to bring about positive changes in therapy. CBT and PCT, like all single-theory approaches, have limitations. Literature suggests that when the change-producing techniques of CBT and PCT are combined and applied, counseling is more effective (Josefowitz & Myran, 2005; Tursi & Cochran, 2006). In this paper, CBT and PCT are reviewed and then integrated into one approach. A case example is then presented and hypothetical helping sessions are described to demonstrate how the various techniques of the approaches can come together to create positive changes in therapy. A discussion follows that suggests future research and identifies additional resources.

Clinical training and counselor competency are essential for ethical practice when working with multiethnic, lesbian, gay, bisexual (LGB), and transgender clients. In this study, the author examined how multicultural courses related to students’ (N = 286) LGB and multicultural competencies. Self-reported multicultural and LGB competencies varied significantly depending on the number and types of diversity education reported. Multicultural courses significantly predicted students’ multicultural, but not LGB counselor competency. Political conservatism was the strongest predictor for both multicultural and sexual orientation competencies.

This paper gives an overview of the Common Factors approach to Family Therapy.  The history and theoretical formulations of the approach are discussed.  The Common Factors approach is applied to a case example.  The outcomes of the therapy are explained.  The merits and limitations of the approach are also discussed.

"Latinos are now the largest ethnic minority population in the United States and still they encounter a great deal of misunderstanding, prejudice, and discrimination. Utilizing a strengths-based perspective, Social Work Practice with Latinos addresses the unique needs of this diverse population.

Written by practitioners and scholars from many disciplines, this book discusses social issues of consequence to Latinos and specific strengths and risk factors of the Latino community. They then offer methods that utilize these strengths to ensure a culturally-competent approach to practice with Latino populations. Each chapter is accompanied by key questions for personal and group reflection to facilitate discussion and understanding of these vital themes.

The editors have nearly three decades of combined experience working with Latino populations inside and outside the United States. Drawing on this experience, they integrate these varied perspectives to prepare students and practitioners for practice with this richly diverse community."

Mental health and clinical psychology are relatively recent concepts in the Middle East, yet the demand for such services is increasing, particularly in a largely expatriate population in the UAE. Clinical Psychology was previously not a protected title, meaning that practitioners with very little experience or qualifications could practice. More recently, registration requirements have led to a minimum level of experience and Masters Level training for Clinical Psychologists. One University in the UAE (UAEU) has developed a Masters in Clinical Psychology, which simultaneously speaks to the registration requirements and needs of the population served by Clinical Psychologists. The future of clinical psychology in the UAE is likely to include more locally trained practitioners. Factors contributing to the successful future of Clinical Psychology in the region are highlighted.

Research has established the crucial role of the body in navigating experiences of social difference and mediating the traumatic impact of oppression. Although conceptual frameworks from education, counseling, and critical embodiment studies offer powerful lenses through which
to view these experiences of oppression, existing social justice models (e.g., anti-oppressive education, multicultural counseling and social work) are insufficiently inclusive of the body’s role in navigating oppressive social interactions. Conversely, existing models of working with embodied experience (e.g. somatic education and somatic counseling/psychotherapy) are insufficiently attentive to the role of social power in interpersonal relations. Drawing on current research on the embodied experience of oppression, this paper articulates an integrative model for addressing problematic experiences in relation to the body and social justice.

The field of this essay is the Contextual Approach to Family Therapy, developed in the mid-20th century. Its founder,  Iván Böszörményi-Nagy (1920-2007) was born in Budapest into a family of prominent judges, graduated with a Degree in Psychiatry in 1948 and immigrated to the US, in disagreement with unjust Communist regime in post - WWII Hungary. 
Family Therapy started developing in 1950s, when several American therapists, including Böszörményi-Nagy “began to look beyond individual psychology to understand and try to treat severe mental disorders...” (Carey (2007))  During clinical work, Böszörményi-Nagy noticed destructive patterns of family interactions being frequently  passed on through generations. This observation later contributed to the Contextual Approach, which  equipped Family Therapy with new theoretical principles and practical applications. The  essay shall attempt to evaluate contributions of Böszörményi-Nagy to the development of Contextual Approach to Family Therapy , as well as its strengths and limitations. To set out the field for evaluation, the essay shall outline the main principals of the Approach.

Nowhere does the need to appreciate a diverse range of different intercultural
experiences appear more obvious than in the context of intercultural education.
Yet, in times of neoliberal hegemony over educational politics and policies, less socioculturally
dominant and often more colloquial funds of intercultural knowledge risk to
suffer continued institutional marginalization and curricular obliteration. To counter
such forms of symbolic violence and to create learning environments that value a
wide range of processes of intercultural capital realization, intercultural education
needs to overcome ideas of “bad habitus” and “good reflexivity”, for they prematurely
discredit the value of people’s practical sense, while failing to problematize
the sociocultural contingency of their reflexive capacities. In a critical appropriation
of Bourdieu’s conceptualization of human agency, the present article highlights the
reconcilability of reflexivity and habitus, with a particular interest in processes of intercultural
capital realization and the (unfulfilled) potential of intercultural education

Keragaman agama di Indonesia merupakan keniscayaan dan selama ini telah terbukti dapat dikelola menjadi kekuatan masyarakat multikultur. Peran budaya multikultural yang selama ini dijalankan bahkan sebelum Indonesia merdeka, menjadi lahan subur bagi toleransi beragama. Dalam perspektif psikologi multikultural dapat ditelaah bahwa toleransi beragama dapat berlangsung karena faktor kepribadian multikultural, relasi multikultural  serta ideologi dan kebijakan multikultural

Reference: Koltko-Rivera, M. E. (2000). The Worldview Assessment Instrument (WAI): The development and preliminary validation of an instrument to assess world view components relevant to counseling and psychotherapy (Doctoral dissertation, New York University, 2000). _Dissertation Abstracts International_, _61_(04), 2266B. (UMI Microform No. 9968433)
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The objective of this study was the development and preliminary validation of a multi-scale instrument to assess selected world view assumptions that are relevant to psychotherapy and counseling.
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Ch. 1: THE RESEARCH OBJECTIVE: This chapter presents: a) an introduction to the world view construct, b) some reasons why the study of this construct is important for the discipline of psychology, c) a description of the assessment challenges in this area, d) a formal statement of research objectives, and e) conceptual and operational definitions of the world view construct and those aspects of it that are addressed in this study.
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Ch. 2: REVIEW OF RELATED LITERATURE: This chapter has for parts. The first part summarizes a few major attempts to conceptualize the world view construct, specifically in terms of the through of Freud, F. R. Kluckhohn, and D. W. Sue. (The reader is referred to Appendix A for a consideration of the contributions made by several other thinkers, including Pepper, Kelly, Maslow, and others.) The second part of the chapter focuses on dimensions of the world view construct that have been recommended as particularly relevant for counseling and psychotherapy, in the work of Bergin, D. W. Sue, Trevino, and Triandis. This part concludes with the selection of specific world view dimensions as the focus for the psychometric development effort in the present study. The third part of the chapter describes each of the dimensions of world view selected for attention in the present study. These dimensions are described as they are considered in the world view literature, and, selectively, in the general psychological literature. The fourth part of the chapter describes previous assessment efforts made with respect to these world view dimensions. A summary concludes the chapter.
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Ch. 3: THE METHOD. This chapter first outlines the iterative development process as a whole. Then, the chapter describes the methods used and the results obtained during the various modules of the process, called Studies 1 through 5. (Chapter 4, Results, describes the results obtained during the final iteration of the instrument development cycle, Study 5.) Finally, the chapter describes some of the limitations of the survey method, and ways in which some of these limitations were addressed. A summary concludes the chapter.
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Ch. 4: RESULTS: This chapter reports in detail the findings of Study 5, which had as its purpose the development of final scales for the Worldview Assessment Instrument (WAI). First, the sample is described in detail. Second, the results of an item-level factor analysis are given in detail. Third, the resulting scales are described in terms of their distributions, correlations, and reliabilities. Fourth, the scale-level factor structure of the WAI is described. The fifth and final section summarizes the chapter.
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Ch. 5: SUMMARY AND DISCUSSION: The first part of this chapter evaluates the success of the present research project in terms of its psychometric objective. The second part of the chapter sets out recommendations for further validation efforts regarding the WAI. The third part of the chapter reflects on what the present study has to contribute to a discussion of contemporary American world view beliefs. The fourth part of the chapter discusses what the present study reveals concerning higher-order world view structures. The fifth part of the chapter makes recommendations for the use of the WAI in research within generic and multicultural counseling and psychotherapy. A summary concludes the chapter.
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BIBLIOGRAPHY
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APPENDIX A: REVIEW OF PREVIOUS APPROACHES TO DESCRIBING AND ASSESSING THE WORLD VIEW CONSTRUCT: After a brief description of religio-philosophical approaches to world view through the late 19th century, we shall consider several 20th century theorists and research investigators. For each of the major 20th century theorists, we shall consider contributions to a model of world view, and critiques that can be made of the model. Available instrumentation is mentioned briefly.
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APPENDIX B: A CONSOLIDATION OF MODELS OF WORLD VIEW: THE COLLATED APPROACH: I pull together the various dimensions which have been used to describe world view in the models related in Chapter 2 and Appendix A.
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APPENDIX C: INSTRUMENT PROTOCOL FOR STUDY 5: DEVELOPMENT VERSION 5 AND DEMOGRAPHIC QUESTIONNAIRE.
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APPENDIX D: ITEMS OF DEVELOPMENT VERSION 5 SORTED BY SCALE.
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APPENDIX E: ORAL INVITATION TO PARTICIPATE
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APPENDIX F: ITEM-LEVEL FACTOR ANALYSIS OF WAI AND LOCUS OF CONTROL SCALES
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APPENDIX G: THE WORLDVIEW ASSESSMENT INSTRUMENT (WAI)
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APPENDIX H: SCORING KEY, SCORING SUMMARY, AND INTERPRETIVE GUIDE FOR THE WORLDVIEW ASSESSMENT INSTRUMENT
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APPENDIX I: ADDITIONAL SUGGESTIONS FOR USE OF THE WORLDVIEW ASSESSMENT INSTRUMENT IN PSYCHOLOGICAL RESEARCH: This appendix makes recommendations for the use of the WAI in research in areas of psychology other than process and outcome in generic and multicultural counseling and psychotherapy. (Recommendations for research in those areas are made in Chapter 5.) Specifically, areas for which research suggestions are made include: training in counseling and psychotherapy, health psychology; educational psychology; cross-cultural psychology; developmental, personality, and social psychology; abnormal psychology and psychopathology; psychology of religion and transpersonal psychology; peach psychology; and, metapsychology and the search for unifying perspectives in psychology. The WAI would be useful to address all of the research questions noted below in each of these areas.
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APPENDIX J: OUTLINES OF A PRELIMINARY THEORY OF WORLD VIEW: First, the need for theory in this area is described. Next, the world view construct is described in relation to two facets of the individual, the experiencing self and the acting self, by placing world view in relation to such constructs as sensation, acculturation, memory, perception, motivation, agency, persona, and cognition. The world views of others and the way these affect an individual's experiences are discussed. General and testable propositions are derived from the theory. An overall evaluation of the theory is made. A summary concludes the appendix.

This course is designed to serve as a graduate-level introduction to research design in psychology. The course will offer in-depth study of methodology in psychology and will survey some key epistemological and ethical debates in psychological science. The course also introduces students to a range of traditional (e.g., survey research) and critical (e.g., participatory action research) designs and approaches, with a nearly exclusive focus on social and behavioral research. The course will emphasize psychological research as a social process involving the complex negotiation of anticipated and unexpected methodological and ethical issues. Both reading and writing intensive, the seminar requires students to complete two reviews of academic papers during the semester and design a study based on their critique of published work in their area of academic interest. In this course, you will continue to develop your skills as a psychologist through in-depth study of the tools that psychologists use to create knowledge. You will become familiar with a wide range of methods and be able to compare the relative strengths and weaknesses of different approaches to psychological research. You will be able to identify assumptions that undergird different approaches and to think critically about how research design influences what we come to know about psychology. Through in-depth reading, class discussion, and writing, you will hone skills at asking, refining, and evaluating research questions, as well as identifying methods that are appropriate to answer a given research question(s). You will learn how to conduct a constructive peer review, and to structure a research proposal that seeks to extend knowledge in a specific subfield.

There are exigent reasons to foster lesbian, gay, bisexual, and transgender (LGBT) competence, training, and ethical care for health professionals within an interdisciplinary paradigm. LGBT individuals experience serious health and psychosocial disparities; moreover, these inequalities can be amplified when other aspects of diversity such as race, ethnicity, age, gender, religion, disability, and socioeconomic status intersect with sexual orientation and gender identity (Institute of Medicine [IOM], 2011). While the origins of LGBT health and psychosocial disparities are manifold, deficiencies in professional training, ethical care, and clinical competence are underlying contributors (IOM, 2011). In addition, LGBT clinical competency advancements are often siloed within the various health care disciplines—thus advances by one group of health professionals often have limited impact for those practicing in different health and human service fields. This special issue explores LGBT clinical competence, professional training, and ethical care within an interdisciplinary context and, to our knowledge, represents the first attempt to address LGBT clinical competence from a multidisciplinary health care perspective. The purpose of this special issue is to examine research, theory, and practice regarding ethical and effectual LGBT health and mental health services. Specifically, our aim is to explore interdisciplinary perspectives regarding the development and advancement of LGBT clinical competence, professional training, and ethical care. There remains a critical need to prepare health and human service providers that can practice across health domains in an ethical, effective manner with LGBT groups in a variety of health, education, social, and community settings. Although all Western mental health and medical professional organizations now endorse LGBT-affirmative clinical care and professional education, we start by reviewing

While the contemporary world has been heralded as being “post-racial”, we can look all-around to see evidence that this assertion is not only flawed but false. Religion is generally blamed as the key culprit for the escalating conflicts igniting the world over which threatens peace. Yet, rarely is secularism and the void created in its midst carefully analyzed in this context. The historical roots of this problem are more remote than postmodernism and modernism. However, secularism has fractured the way that human identity has been understood throughout time which eclipses the integral relationship between human diversity and religious pluralism.

This manuscript reviews instruments designed to assess multicultural competency and reports the results of a reliability generalization study. Data obtained from 89 research manuscripts were analyzed to assess the average internal consistency coefficients for each of the instruments and to determine the degree to which the internal consistency differed across populations and settings. Additional psychometric properties are qualitatively reviewed for commonly used instruments and five other measures of multicultural competency that had not been previously reviewed in the literature. The results indicate that the most widely used instruments have generally acceptable internal consistency reliability across different populations and settings. Limitations of the research being conducted on the topic of multicultural competencies are identified, and recommendations for future research are provided.

This PhD thesis presents an anthropological analysis of informal education activities among two French autochthonous communities: the Wayana-Apalaï people, living in French Guiana, and the Enata people, in French Polynesia. Thanks to the data gathered through a long term ethnographic fieldwork, it was determined the time dedicated to educational interactions in the domestic environment, the dominant educational styles and the educational logic of both communities. The educational dynamic has been interpreted as a process of transmission of cultural data related to a natural and social landscape. The results obtained show that educational strategies applied by Wayana-Apalaï and Enata educators are shaped by the constraints of the post-colonial dynamics and the requirements imposed by the global market economy.

The current global refugee crisis is receiving much media attention due to the astonishing numbers of refugees being displaced across countries. This is an opportunity to look further into the consequences of war – one result being that many families are displaced from their homes and forced to migrate elsewhere for safety. This thesis hopes to answer some questions that pertain to what refugees experience during their time of living in their war-torn countries and resettlement and some factors that influence it. Studies reveal main themes that are commonly observed in refugee and immigrant families. Refugees are more vulnerable to developing PTSD due to the severe trauma they are exposed to. In addition, migrants and refugees both go through personal, cultural, and societal adversities after they’ve been relocated to a new country. Much of the qualitative data show that the effects of these challenges have been passed down within familial relationships. Despite facing many hardships, researchers in the field are looking into ways that can empower this vulnerable population to better cope with their stress and trauma. One of the potentially effective therapeutic practice may involve the concept of resilience and coping which is closely related to an individual’s trauma, personality traits and mentality. Preventions and treatment for refugees so far revolve around the integration of their original culture and tapping into their abilities to cope. However, this thesis also aims to cover some of the gaps within the refugee research including a lack of cultural specific assessment tools, the mixed results in various studies involving posttraumatic growth and effects of discrimination, and exclusion of unregistered refugees in sample demographics.

There is a pressing need to enhance the availability and quality of mental health services provided to persons from historically disadvantaged racial and ethnic groups. Many previous authors have advocated that traditional mental health treatments be modified to better match clients' cultural contexts. Numerous studies evaluating culturally adapted interventions have appeared, and the present study used meta-analytic methodology to summarize these data. Across 76 studies the resulting random effects weighted average effect size was d = .45, indicating a moderately strong benefit of culturally adapted interventions. Results also indicated that interventions targeted to a specific cultural group were four times more effective than interventions provided to groups consisting of clients from a variety of cultural backgrounds. Recommendations are provided for improving the study of outcomes associated with mental health interventions adapted to the cultural context of the client.

The treatment for cancer can be physically, mentally, emotionally and socially challenging. These treatments have side effects like physical body pain, hair loss, changes in weight, energy, nausea and more. These physical changes impact the social, mental and emotional well-being of the patient and makes this journey of the life-threating prognosis of cancer very tough to confront. Expressive arts therapy provides a safe space for the patients to address their mental health concerns as a result of this treatment. The Capstone Thesis Project explored expressive arts therapy interventions with 95 patients through single or multiple sessions while going through their chemotherapy treatment. The focus of these sessions was the therapeutic relationship formed between the therapist and the patient in the dynamic environment of the hospital. Data was collected through notations and observations. This relational importance was proved to translate into the patient’s life in form of trust, sa...

Purpose – The purpose of this paper discusses psychologist Clark Moustakas' concept of loneliness and argues that it is relevant and applicable to engaging displaced children. Design/methodology/approach – The number of youth compulsorily displaced has reached record levels in the world's history. Loneliness may be a pervading element in the displaced child's life. This paper argues that those working with children have the ability to empower displaced children with the existential lonely experience. Findings – Strategies regarding how to initially engage the displaced child are discussed as a means to help the child enter the existential lonely realm. Originality/value – This paper has great value as many individuals, especially teachers are encountering displaced youth. This paper believes that those that work with displaced youth need to revisit Moustakas' understanding of existential loneliness as a means to help these youth find a safe place.

This interdisciplinary thesis in Anthropology and Psychology seeks to understand how transnational knowledges can be culturally negotiated. In the Malay Archipelago – a region between Southeast Asia and the Pacific with interweaving cultural, linguistic and trade histories – the expansion of transnational education is critiqued for supporting a neo-colonial incorporation of knowledge from the west. This situation demonstrates the critical need to understand how students and academics in this region engage with transnational knowledge and through this engagement negotiate knowledge.

Cultural negotiations in transnational knowledge are explored through a case study of clinical psychology, an academic discipline taught in postgraduate programs and practiced in mental health care settings. A mapping of exchanges in clinical psychology in the Malay Archipelago shows that the discipline continues to be influenced by one-way flows of knowledge from Europe, and more recently from Australia to the region. Therefore, this thesis also looks beyond the archipelago to explore the important contexts of transnational education and (post)colonialism through cases from Australia and the Netherlands (representing Europe).

The thesis analyses case studies of clinical psychology from an interdisciplinary social science perspective, using theories from cultural anthropology and psychology. From an anthropological perspective based on theories of globalisation, deterritorialisation, and power/knowledge, academic disciplines are analysed as territories of change. Territories consist of non-hierarchical networks of knowledges that are constantly changing as they are reinterpreted – clinical psychology is constantly mapping its own terrains. This notion creates an analytical space for the study of cultural influences on clinical psychology knowledge through a focus on application in training and practice. From a psychological perspective, cultural re-interpretations of American research are studied in Singapore, Australia and the Netherlands through the theory of multicultural counselling competency (MCC). The cross-cultural applicability of MCC in the case studies is analysed through the hypothesis that satisfaction with cultural training, cross-cultural clinical psychology practice experience and identification as a cultural minority are associated with MCC – in line with American research.

Data collection for this thesis took place in two universities in Singapore, two in Australia and two in the Netherlands. Insights into clinical psychology training and practice were acquired through statistical analysis of a survey of MCC, interpretative phenomenological analysis (IPA) of interviews regarding experiences of training and practice, and through phenomenological analysis of ethnographic data. Two years of ethnographic fieldwork was conducted in a clinical psychology training clinic of a university in Singapore, and several intervals of multi-sited fieldwork were conducted at clinical psychology departments at the other case universities in Singapore, Australia and the Netherlands. The main sources of ethnographic insights are based on informal conversations and discussions, observations, university and teaching resources, and analysis of information recorded in a reflective fieldwork journal.

The integrated quantitative and qualitative results from this research demonstrate that there are attempts to standardise ‘western’ knowledge as universally applicable, such as through MCC. However, transnational knowledge in clinical psychology is subject to cultural negotiation during training and practice. These negotiations are related to specific perceptions of the territory of clinical psychology, the cultural context of training and practice, and take place during daily applications of the discipline’s knowledge and practices. Taken together, these insights highlight the importance of cultural negotiations as sites of resistance towards cultural imperialism in clinical psychology.

Based on these case studies of clinical psychology, this thesis argues that transnational knowledge forms a territory that is culturally negotiated from ‘above’ (professional organisations, education institutions) as well as from ‘below’ (students, academics, practitioners). Knowledges are actively constructed as universal and therefore considered transnational, but they are also appropriated and changed. Risks of cultural imperialism in higher education are exacerbated by (post)colonial hierarchies in knowledge production and valuation, discourses of science, and ideas of globalisation of education. However, this thesis shows that knowledges are never separate from culture, and that transnational knowledges are always subject to cultural negotiations from the ground.

Unconscious mental processes (such as the automatic activation of racial stereotypes) can lead to such phenomena as negative pygmalion effects and stereotype threat, both of which directly interfere with black students' academic success, thus widening the racial achievement gap. Because stereotype activation occurs automatically and outside of conscious awareness, there is the disturbing possibility that nothing can be done to fully mitigate its harmful effects. It is proposed, however, on the basis of recent cross-disciplinary research, that by expending deliberate effort along the personal, instructional, and environmental dimensions, conscientious teachers can counteract these effects and help close the achievement gap.

Multicultural competency has been identified as essential to effective and ethical practice, particularly in the area of trainee supervision. Yet little is known about how multicultural issues are addressed in the supervision process. Counseling and psychology trainees who indicated a high degree of interest in multicultural issues were interviewed about their supervisory experiences to assess their perceptions of culturally competent supervision. Constant comparative methodology was used to analyze the data. Limitations and implications for research are discussed.

Cross-cultural counseling is imperative in the training of any therapist, yet there are no educational models based on drama therapy techniques. The author explores the need for an embodied multicultural self-assessment for drama therapy students and presents an approach that incorporates Robert Landy’s role theory and Pamela A. Hays’ ADDRESSING framework.

The importance of education in human life has always been expressed in the ideas that countless scientists have filled with books over the centuries. In this respect, the great founder of the Republic of Turkey, Mustafa Kemal Ataturk, I want to remember one of the valuable ideas about education. "As long as a nation does not have an army of knowledge, no matter how brilliant victories it wins on the battlefield, the lasting results of these victories depend solely on the knowledge army." In modern times, this valuable thought is of great importance to the world and humanity.
    So if we look at the war map of modern countries and peoples, the killing of school-age children, the army of teachers who do not know what to say to their students in a shower of bullets, the situation of refugees and displaced persons. the problems of education and refugees are obvious.
    The article "Migration and Education in the Context of Multiculturalism" discusses the transformation of the world into a battlefield, the alienation of people of different nationalities from science and education, and the abyss of a conscious and bright future for school-age children and youth.
      In this context faced in recent years  Republic of Turkey "and refugee education" issue being evaluated.
    The article also focuses on the problems of distance education for refugee children during the current pandemic.
      The author of the article argues that finding a way to solve this problem is the most important problem of education and politics.