Saba Safdar, Jeffrey Scott Mio, Lori A Barker, Melanie M Domenech Rodriguez, John Gonzalez

Cross-Cultural Psychology

Understanding Our Diverse Communities, Canadian Edition

• Broschiertes Buch

Produktbeschreibung

Cross-Cultural Psychology combines quantitative and qualitative research with anecdotal material to examine multicultural issues and capture the richness of diverse cultures in relation to psychology.

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Produktdetails

• Verlag: Hurst & Co.
• Seitenzahl: 368
• Erscheinungstermin: 12. September 2022
• Englisch
• Abmessung: 237mm x 190mm x 18mm
• Gewicht: 762g
• ISBN-13: 9780199038176
• ISBN-10: 0199038171
• Artikelnr.: 66229792

Autorenporträt

Saba Safdar is a professor at the University of Guelph. Jeffery Scott Mio is a professor at California State Polytechnic University. Lori A. Barker is a professor at California State Polytechnic University. Melanie M. Domenech Rodríguez is a professor at Utah State University. John Gonzalez is a professor at Bemidji State University.

Inhaltsangabe

* About the Authors
* Preface
* Acknowledgements
* From the Publisher
* Chapter 1: What Is Culture and Cross-Cultural Psychology?
* Learning Objectives
* 1.1 What Is Culture?
* - Scholarly Definitions of Culture
* - Culture and Worldview
* 1.2 What Is Race?
* - The Biological Concept of Race
* - The Sociological Concept of Race
* - Ethnicity
* 1.3 What Is Cross-Cultural Psychology?
* 1.4 What is Cultural Psychology?
* 1.5 What is Ethnic Psychology?
* 1.6 What is Multicultural Psychology?
* - Multiculturalism as a Philosophy
* - The Rise of Multiculturalism
* 1.7 Multiculturalism as the Fourth Force
* 1.8 What is the Biopsychosocial Model?
* 1.9 Historical Background
* - Dubious Beginnings
* - Gender Differences
* - Lesbian, Gay, Bisexual, Transgender, Queer, and Two-Spirit
* Summary
* Food for Thought
* Critical Thinking Questions
* Chapter 2: Cross-Cultural Involving Research and Testing
* Learning Objectives
* 2.1 Research Methods in Psychology
* - The General Research Model
* - The White European Standard
* - Internal Versus External Validity
* 2.2 Quantitative Research
* - Quantitative Approaches
* - Experimental Designs
* 2.3 Qualitative Research
* - Qualitative Approaches and Gender
* - Qualitative Approaches and Older Populations
* 2.4 Biases in Cross-Cultural Research
* - Construct Bias
* - Method Bias
* -- Instrument Bias
* - Item Bias
* - Bias of the User
* - Bias in the Usage
* 2.5 Equivalence of Measures
* - Language Barriers
* 2.6 Replication in Psychology
* 2.7 Collaborative Problem Solving
* 2.8 Intelligence Testing
* - Intelligence and Context
* - Alternative Conceptions of Intelligence
* Summary
* Food for Thought
* Critical Thinking Questions
* Chapter 3: Diversity and Worldviews
* Learning Objectives
* 3.1 Different Approaches to Investigating Cultures
* - Imposed Etics
* - Long-Term and Short-Term Orientation
* - Understanding Differences from Within
* - Male and Female Perspectives
* - Idiocentrism and Allocentrism
* - Guilt versus Shame
* - Face Saving, Face Giving, and Social Support
* 3.2 Are We WEIRD?
* 3.3 Models of Value Orientation and Worldview
* - Kluckhohn and Strodtbeck's Value Orientation Model
* - Schwartz's Theory of Human Values
* - Derald Wing Sue's Worldview Model
* 3.4 Worldviews of Different Ethnic Groups
* 3.5 Social Expectations and World Views of Women
* 3.6 World View of LGBTQ2S+ Individuals
* 3.7 Worldview Based on Social Class and Age
* - Youth and Worldview
* Summary
* Food for Thought
* Critical Thinking Questions
* Note
* Chapter 4: Cultural Differences in Communication
* Learning Objectives
* 4.1 Conversational Rules: The Cooperative Principle
* - The Maxim of Quality
* - The Maxim of Quantity
* - The Maxim of Relevance
* - The Maxim of Manner
* - Additional Maxims
* 4.2 Non-Verbal Aspects of Language
* - Proxemics
* - Kinesics
* - Paralanguage
* 4.3 High- Versus Low-Context Communication
* 4.4 Direct Versus Indirect Communication
* - Ethnic Minority Patterns of Communication
* -- Afro-Caribbean and African Canadians
* -- Asian Canadians
* -- Further Cultural Examples
* -- Indigenous Peoples
* - Communication Patterns of the Elderly
* - Communication Among Younger Adults
* 4.5 The Role of Social Media in Communication
* - The Use of Social Media: The Negative Aspects
* - The Use of Social Media: The Positive Aspects
* 4.6 Gender Differences in Communication
* 4.7 Bilingual Communication
* - Cognitive Consequences of Bilingualism
* - Social Consequences of Bilingualism
* Summary
* Food for Thought
* Critical Thinking Questions
* Chapter 5: Immigrants, Refugees, and the Acculturation Process
* Learning Objectives
* 5.1 Immigrants and Refugees
* - Immigrants
* - Refugees and Asylum Seekers
* - The Syrian Refugee Crisis
* 5.2 Migration Phases
* - The Six Stages of the Refugee Journey
* 5.3 Common Experiences of Immigrants and Refugees
* - Language Barriers
* - Support Networks
* - Family Structure
* - New Family Roles
* - Employment
* - Education
* 5.4 Acculturation
* - Models of Acculturation
* -- Acculturation of Immigrants
* -- Acculturation of Diverse Populations
* 5.5 Bronfenbrenner's Ecological Model
* Summary
* Food for Thought
* Critical Thinking Questions
* Note
* Chapter 6: Stereotyping, Prejudice, Discrimination, and Racism
* Learning Objectives
* 6.1 Social Categorizations and Their Consequences
* - Stereotype
* - Prejudice
* - Discrimination
* - Racism
* - Distinction amongst Stereotypes, Prejudice, Discrimination and
Racism
* 6.2 Stereotype Threat
* 6.3 The Development of Negative Stereotypes
* 6.4 Systematic Racism in Society
* - Indigenous Experiences with Racism
* 6.5 Overt Versus Covert Racism
* - The Grenfell Tower Tragedy: Was Socioeconomic Status a Factor?
* 6.6 The Complexities of Modern Racism
* - Aversive Racism
* - Colour-Blind Racial Ideology
* - Internalized Oppression
* 6.7 Racial Microaggressions
* 6.8 Racism and the Biopsychosocial Model
* 6.9 White Privilege
* Summary
* Food for Thought
* Critical Thinking Questions
* Note
* Chapter 7: Cultural Identity Development
* Learning Objectives
* 7.1 Independent and Interdependent Self
* 7.2 Models of Personality
* - The Tripartite Model of Personal Identity
* - The Five-Factor Model of Personality Across Cultures
* 7.3 Ethnic Identity Development
* - Black Identity Development
* - White-European Identity Development
* - Chicano/Latino Identity Development
* - Asian/Filipino Identity Development
* - Indigenous Identity Development
* 7.4 Multi-Ethnic Identity Development
* - Five-Stage Model of Biracial Identity Development
* - Bank's Typology of Ethnic Identity
* - Model of Bicultural Competence
* 7.5 Sexual Identity Development
* 7.6 Racial and Cultural Identity Development Model (R/CID)
* 7.7 Critiques of Cultural Identity Models
* 7.8 Complexities of Multiple Identities
* Summary
* Food for Thought
* Critical Thinking Questions
* Note
* Chapter 8: Culture and Physical Health
* Learning Objectives
* 8.1 Health and Health Disparities
* 8.2 Psychological Models of Health
* 8.3 Health Inequalities and Health Inequities Defined
* 8.4 A Look at National and Global Health Disparities
* - Health Disparities in Canada
* - Health Disparities Globally
* 8.5 Health Outcomes across Ethnic Groups
* - Immigrants' Health
* - Indigenous Peoples' Health
* 8.6 Causes of Health Disparities
* - Poverty
* - Racism
* 8.7 The Link between Racism, Poverty, and Health
* 8.8 Access to the Health-Care System
* - Barriers to Health-Care Access among Indigenous Peoples
* - Barriers to Health-Care Access among Immigrants
* - Discriminatory Behaviours in Health-Care Systems
* 8.9 Access to Health-Care Systems: A Global Review
* 8.10 Diverse Approaches to Medicine
* 8.11 Obscure Disparities
* 8.12 Bringing about Change
* Summary
* Food for Thought
* Critical Thinking Questions
* Chapter 9: Culture and Mental Health: Disorders and Treatments
* Learning Objectives
* 9.1 Culture and Diagnostic Manuals
* - International Classification of Diseases and Related Health
Problems
* - The Diagnostic and Statistical Manual of Mental Disorders: A
Classification System
* - Manuals of Mental Disorders: Examples from China, North Africa, and
Latin America
* 9.2 Culture and the Expression of Symptoms
* 9.3 Cultural Differences in Rates of Mental Disorders
* - Psychiatric Epidemiology Studies across Countries and Ethnic Groups
* - Ethnic and Racial Groups Not Well Represented in Large
Epidemiologic Studies
* - Critiquing Epidemiological Studies
* - Conclusions from Existing Data
* 9.4 Utilization of Mental Health Services
* 9.5 Barriers: Access to Psychological Treatment
* - Culture-bound Values As Barriers
* - Class-Bound Values As Barriers
* - Language Variables as a Barrier
* 9.6 Culturally Sensitive Therapeutic Approaches
* - The Training of Mental Health Professionals: Multicultural
Competence
* 9.7 Gender Differences in Mental Disorders
* 9.8 Culture-Specific Mental Disorders
* - Eating Disorders: A Western Cultural Syndrome?
* 9.9 The Impact of Pandemic on Mental Health
* Summary
* Food for Thought
* Critical Thinking Questions
* Chapter 10: Where Do We Go from Here? Building Cultural Competence
* Learning Objectives
* 10.1 Cultural Competence
* 10.2 Awareness of Your Own Cultural Attitudes
* - The Four F Reactions: Freeze, Flee, Fight, and Fright
* - The Five Ds of Difference
* -- Distancing
* -- Denial
* -- Defensiveness
* -- Devaluing
* -- Discovery
* 10.3 Learning About Your Own Culture
* 10.4 Understanding Other Worldviews
* - Learning Key Historical Events
* - Becoming Aware of Sociopolitical Issues
* - Knowing Basic Values and Beliefs of Other World Views
* - Understanding Cultural Practices
* - Knowing the Dynamics of Racism, Discrimination, and Stereotyping
* 10.5 Developing Culturally Appropriate Interpersonal Skills
* - Education and Training
* - Experience and Practice
* - Saying "I Don't Know" and Asking Questions
* - Travelling
* - Speaking Up for Others: Being an Ally
* - Speaking Up for Oneself: Comfort with Difficult Dialogues
* - An Attitude of Discovery and Courage
* - Developing Empathy
* 10.6 A Change in Worldview
* Summary
* Food for Thought
* Critical Thinking Questions
* Glossary
* References
* Index