Pub Date : 2022-04-01DOI: 10.1027/2157-3891/a000035
Falu Rami, H. Searight, Laura Dryjanska, P. Battista
Abstract. This conceptual paper provides an overview of the impact of COVID-19 on healthcare disparities and particularly its impact on marginalized communities. This critical analysis addresses the United Nations Sustainable Development Goals (SDGs) 3, 10, and 16, which include health and well-being, reduction of inequality between and within countries, and the need for peaceful and inclusive societies. COVID-19 has infected over 189 million individuals in 220 countries and territories. The pandemic exposed long-standing healthcare inequities between and within countries. Prior to the pandemic, there were limited health and mental health services available to marginalized communities, individuals of lower socioeconomic status, and those in low- and middle-income countries; COVID-19 overburdened healthcare and mental health systems, which resulted in grave mental and physical health consequences. SDG 10 focuses on reducing inequality within and between countries and the need for advocacy for vulnerable groups. International psychology is in a unique position to address the ethical issues associated with healthcare disparities and rationing of care. SDG 3 addresses the need for good health and well-being for all. Achieving this goal is a challenge because of unequal access to healthcare and barriers to services continue, particularly in countries without universal healthcare. Goal 16 focuses on creating and promoting peaceful, just, and inclusive societies and institutions. However, access to healthcare does not erase long-standing histories of injustice, colonialism, and discrimination. Additionally, appreciation of the suspicion with which many minority communities view the healthcare system can be the first step in addressing vaccine reluctance.
{"title":"COVID-19 – International Psychology’s Role in Addressing Healthcare Disparities and Ethics in Marginalized Communities","authors":"Falu Rami, H. Searight, Laura Dryjanska, P. Battista","doi":"10.1027/2157-3891/a000035","DOIUrl":"https://doi.org/10.1027/2157-3891/a000035","url":null,"abstract":"Abstract. This conceptual paper provides an overview of the impact of COVID-19 on healthcare disparities and particularly its impact on marginalized communities. This critical analysis addresses the United Nations Sustainable Development Goals (SDGs) 3, 10, and 16, which include health and well-being, reduction of inequality between and within countries, and the need for peaceful and inclusive societies. COVID-19 has infected over 189 million individuals in 220 countries and territories. The pandemic exposed long-standing healthcare inequities between and within countries. Prior to the pandemic, there were limited health and mental health services available to marginalized communities, individuals of lower socioeconomic status, and those in low- and middle-income countries; COVID-19 overburdened healthcare and mental health systems, which resulted in grave mental and physical health consequences. SDG 10 focuses on reducing inequality within and between countries and the need for advocacy for vulnerable groups. International psychology is in a unique position to address the ethical issues associated with healthcare disparities and rationing of care. SDG 3 addresses the need for good health and well-being for all. Achieving this goal is a challenge because of unequal access to healthcare and barriers to services continue, particularly in countries without universal healthcare. Goal 16 focuses on creating and promoting peaceful, just, and inclusive societies and institutions. However, access to healthcare does not erase long-standing histories of injustice, colonialism, and discrimination. Additionally, appreciation of the suspicion with which many minority communities view the healthcare system can be the first step in addressing vaccine reluctance.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86410078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1027/2157-3891/a000041
Luca Tateo, Giuseppina Marsico, J. Valsiner
Abstract. Psychology has been challenged by its own terminological limitations, in which phenomena of large-scale, field-like kind force us to innovate with our theoretical tools. Phenomena with global impacts – epidemics, pandemics, famines, and the like – remain on the periphery of psychology’s theoretical efforts. The ongoing COVID-19 pandemic of 2020 is no different. Like previous pandemics, it reveals the difficulty of dealing with phenomena on a global scale and understanding the inherent organization of the cloud-like phenomena. Psychological research has mainly focused on individual traumatic experiences, impacts, and consequences. Less attention has been paid to how people in different societies make meaning of these changes in everyday life. Psychologically, people want to control the pandemic, while in reality we simply escape from it. All of the measures instituted in response to it are escape-oriented, not glorious accounts of winning a war on the invisible enemy. Theoretically, we learn from the current experience the relevance of how humans escalate and circumvent the proliferation of the panic of fear through building and demolishing borders in mind and society. We all are living in a sort of atmos-fear, a culturally cultivated state of affective limbo that is easy to trigger and difficult to modulate. How do human beings deal with this core issue of feeling safe/unsafe, and how does it affect individual and collective conduct? This paper attempts to demonstrate how the COVID-19 example can theoretically illuminate new perspectives of international psychology that will become increasingly more crucial in a future where global events are likely to recur.
{"title":"The Pandemic Atmos-Fear","authors":"Luca Tateo, Giuseppina Marsico, J. Valsiner","doi":"10.1027/2157-3891/a000041","DOIUrl":"https://doi.org/10.1027/2157-3891/a000041","url":null,"abstract":"Abstract. Psychology has been challenged by its own terminological limitations, in which phenomena of large-scale, field-like kind force us to innovate with our theoretical tools. Phenomena with global impacts – epidemics, pandemics, famines, and the like – remain on the periphery of psychology’s theoretical efforts. The ongoing COVID-19 pandemic of 2020 is no different. Like previous pandemics, it reveals the difficulty of dealing with phenomena on a global scale and understanding the inherent organization of the cloud-like phenomena. Psychological research has mainly focused on individual traumatic experiences, impacts, and consequences. Less attention has been paid to how people in different societies make meaning of these changes in everyday life. Psychologically, people want to control the pandemic, while in reality we simply escape from it. All of the measures instituted in response to it are escape-oriented, not glorious accounts of winning a war on the invisible enemy. Theoretically, we learn from the current experience the relevance of how humans escalate and circumvent the proliferation of the panic of fear through building and demolishing borders in mind and society. We all are living in a sort of atmos-fear, a culturally cultivated state of affective limbo that is easy to trigger and difficult to modulate. How do human beings deal with this core issue of feeling safe/unsafe, and how does it affect individual and collective conduct? This paper attempts to demonstrate how the COVID-19 example can theoretically illuminate new perspectives of international psychology that will become increasingly more crucial in a future where global events are likely to recur.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83502385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.1027/2157-3891/a000033
Laura R. Johnson, J. Johnson-Pynn, Christopher F. Drescher, Sumaye M. Kleruu
Abstract. Optimizing majority world youths’ capacity for achieving the United Nations Sustainable Development Goals is an essential endeavor for psychology, yet African adolescents are rarely represented in psychology research. In this paper, we explore positive youth development (PYD) among Maasai adolescents, amid rapidly changing sociocultural and environmental circumstances in Northern Tanzania. Three methods were selected to elicit perspectives of three participant groups from varied living contexts. Method 1 used standardized PYD measures, a top-down approach, to assess and compare self-efficacy, developmental assets, ethnic identity, and environmental connection among school-attending Maasai ( n = 80) and non-Maasai adolescents ( n = 60). Method 2 used participatory activities with school-attending Maasai females ( n = 16) to illuminate challenges and necessary assets from a girls’ perspective. Method 3 used photovoice to capture perspectives from community-based adolescents ( n = 12) using photographic images and discussion. Survey results showed Maasai participants were thriving compared to others, with strong overall assets, commitment to education and culture, and connection with the environment. School-based girls expressed gender-related challenges along with the need for strengths such as confidence, hard work, education, and bodily autonomy. Community participants produced photographs illustrating a major shift in livelihoods from cattle grazing to cultivation and permanent housing, along with strengths such as working together and sustainable husbandry. Through diverse methods, we gained unique perspectives regarding Maasai adolescents’ contemporary context revealing spirited and flexible pathways toward achieving optimum development for themselves and their communities.
{"title":"Cattle, Cultivation, and Culture: Mixed Methods Reveal Evolving Pathways to Maasai Positive Youth Development","authors":"Laura R. Johnson, J. Johnson-Pynn, Christopher F. Drescher, Sumaye M. Kleruu","doi":"10.1027/2157-3891/a000033","DOIUrl":"https://doi.org/10.1027/2157-3891/a000033","url":null,"abstract":"Abstract. Optimizing majority world youths’ capacity for achieving the United Nations Sustainable Development Goals is an essential endeavor for psychology, yet African adolescents are rarely represented in psychology research. In this paper, we explore positive youth development (PYD) among Maasai adolescents, amid rapidly changing sociocultural and environmental circumstances in Northern Tanzania. Three methods were selected to elicit perspectives of three participant groups from varied living contexts. Method 1 used standardized PYD measures, a top-down approach, to assess and compare self-efficacy, developmental assets, ethnic identity, and environmental connection among school-attending Maasai ( n = 80) and non-Maasai adolescents ( n = 60). Method 2 used participatory activities with school-attending Maasai females ( n = 16) to illuminate challenges and necessary assets from a girls’ perspective. Method 3 used photovoice to capture perspectives from community-based adolescents ( n = 12) using photographic images and discussion. Survey results showed Maasai participants were thriving compared to others, with strong overall assets, commitment to education and culture, and connection with the environment. School-based girls expressed gender-related challenges along with the need for strengths such as confidence, hard work, education, and bodily autonomy. Community participants produced photographs illustrating a major shift in livelihoods from cattle grazing to cultivation and permanent housing, along with strengths such as working together and sustainable husbandry. Through diverse methods, we gained unique perspectives regarding Maasai adolescents’ contemporary context revealing spirited and flexible pathways toward achieving optimum development for themselves and their communities.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77735860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1027/2157-3891/a000014
Pankhuri Aggarwal, Deborah L. Wiese, Prachi H. Bhuptani
Abstract. Although some scholars have extended the discussions on privilege and marginalization to include markers of identity that go beyond race/ethnicity, gender, and disability status, these attempts are still in their preliminary stages ( Black & Stone, 2011 ). Commonly accepted models for understanding identity (e.g., Bronfenbrenner's Ecological Systems Theory, Hays' ADDRESSING framework) have been developed by scholars in the West, with limited applicability for the unique aspects of identity development in other cultures. Additionally, these models are limited in their ability to account for complexities that have been brought about as a result of processes, including, but not limited to, globalization, urbanization, and affluence. This paper describes the different types of privileged and marginalized identities that operate in the Indian society and proposes a theoretical model for exploring identity development in India using a relational lens. Borrowing elements from existing models of identity formation and development, we highlight the commonalities as well as the unique aspects of identity in India that do not get completely captured by existing models. Therapists and trainees in the field of mental health could use the proposed model to explore the intersectionality of identities for themselves and their clients in therapy, and for their clients in their unique sociocultural and political contexts. Implications for education, training, and clinical practice are discussed.
{"title":"Relational Ecological Model of Identity","authors":"Pankhuri Aggarwal, Deborah L. Wiese, Prachi H. Bhuptani","doi":"10.1027/2157-3891/a000014","DOIUrl":"https://doi.org/10.1027/2157-3891/a000014","url":null,"abstract":"Abstract. Although some scholars have extended the discussions on privilege and marginalization to include markers of identity that go beyond race/ethnicity, gender, and disability status, these attempts are still in their preliminary stages ( Black & Stone, 2011 ). Commonly accepted models for understanding identity (e.g., Bronfenbrenner's Ecological Systems Theory, Hays' ADDRESSING framework) have been developed by scholars in the West, with limited applicability for the unique aspects of identity development in other cultures. Additionally, these models are limited in their ability to account for complexities that have been brought about as a result of processes, including, but not limited to, globalization, urbanization, and affluence. This paper describes the different types of privileged and marginalized identities that operate in the Indian society and proposes a theoretical model for exploring identity development in India using a relational lens. Borrowing elements from existing models of identity formation and development, we highlight the commonalities as well as the unique aspects of identity in India that do not get completely captured by existing models. Therapists and trainees in the field of mental health could use the proposed model to explore the intersectionality of identities for themselves and their clients in therapy, and for their clients in their unique sociocultural and political contexts. Implications for education, training, and clinical practice are discussed.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89677886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1027/2157-3891/a000022
J. Todd, David Barron, Jane E Aspell, Evelyn Kheng Lin Toh, Hanoor Syahirah Zahari, Nor Azzatunnisak Mohd Khatib, V. Swami
Abstract. Previous research has indicated that there are significant associations between interoception and body image, with lower interoceptive sensibility (IS) associated with more negative body image and higher IS associated with more positive body image. However, it is unclear whether these relationships are replicable in populations outside of North America and Western Europe. To address this issue, we asked a sample of 815 Malaysian Malay adults to complete the Multidimensional Assessment of Interoceptive Awareness, the Body Appreciation Scale-2, the Functionality Appreciation Scale, the Photographic Figure Rating Scale (women only), and the Drive for Muscularity Scale (men only), using online survey software. There were significant positive correlations between IS and the positive body image indices for both women and men, but the associations between IS and negative body image were generally below thresholds for statistical significance. After controlling for body mass index, age, and gender identity, we identified significant associations between IS and all four indices of body image. Overall, these findings demonstrate that relationships between IS and facets of positive and negative body image are present in a non-Western setting. Furthermore, the direction and strength of relationships identified in the present study were consistent with previous findings from Western samples.
{"title":"Examining Relationships Between Interoceptive Sensibility and Body Image in a Non-Western Context","authors":"J. Todd, David Barron, Jane E Aspell, Evelyn Kheng Lin Toh, Hanoor Syahirah Zahari, Nor Azzatunnisak Mohd Khatib, V. Swami","doi":"10.1027/2157-3891/a000022","DOIUrl":"https://doi.org/10.1027/2157-3891/a000022","url":null,"abstract":"Abstract. Previous research has indicated that there are significant associations between interoception and body image, with lower interoceptive sensibility (IS) associated with more negative body image and higher IS associated with more positive body image. However, it is unclear whether these relationships are replicable in populations outside of North America and Western Europe. To address this issue, we asked a sample of 815 Malaysian Malay adults to complete the Multidimensional Assessment of Interoceptive Awareness, the Body Appreciation Scale-2, the Functionality Appreciation Scale, the Photographic Figure Rating Scale (women only), and the Drive for Muscularity Scale (men only), using online survey software. There were significant positive correlations between IS and the positive body image indices for both women and men, but the associations between IS and negative body image were generally below thresholds for statistical significance. After controlling for body mass index, age, and gender identity, we identified significant associations between IS and all four indices of body image. Overall, these findings demonstrate that relationships between IS and facets of positive and negative body image are present in a non-Western setting. Furthermore, the direction and strength of relationships identified in the present study were consistent with previous findings from Western samples.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74597865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1027/2157-3891/a000015
V. Dzokoto, A. Anum, A. A. Affram, Joseph K. M. Agbavitoh, H. A. Dadzie, Rebecca Korantemah Mintah, Queen Angela Norman, Cecilia Owusu-Prempeh, Louis N. Tawam, Sarah M. Turkson, Annabella Osei‐Tutu
Abstract. Formal psychotherapy in Ghana is gaining momentum. Concerns about the over-reliance on Western theories bring the suitability of associated clinical interventions into question for Ghanaian, non-Western clients. We interviewed 27 clinical practitioners (including clinical, counseling, and health psychologists) practicing in an urban setting to explore cultural challenges they faced and to identify cultural adaptations they made in their practice. Our participants reported navigating cultural barriers to therapy such as potential clients seeing therapy as an unfamiliar resource, resistance due to mental illness stigma, linguistic barriers, and hierarchical and age norms associated with help-seeking. Our sample identified attention to the following as routine in clinical practice: charismatic Christian and African cosmological worldviews, cultural expectations of helping and interdependence, and family involvement in “individual” therapy sessions. The findings have implications for future psychotherapy practice and training in Ghana and similar Low and Middle Income Country (LMIC) contexts, as well as for clinical work with African immigrants.
{"title":"“A Lot of Ghanaians Really Don’t Understand the Work We Do” – Cultural Adaptations and Barriers in Ghanaian Psychotherapy Practice","authors":"V. Dzokoto, A. Anum, A. A. Affram, Joseph K. M. Agbavitoh, H. A. Dadzie, Rebecca Korantemah Mintah, Queen Angela Norman, Cecilia Owusu-Prempeh, Louis N. Tawam, Sarah M. Turkson, Annabella Osei‐Tutu","doi":"10.1027/2157-3891/a000015","DOIUrl":"https://doi.org/10.1027/2157-3891/a000015","url":null,"abstract":"Abstract. Formal psychotherapy in Ghana is gaining momentum. Concerns about the over-reliance on Western theories bring the suitability of associated clinical interventions into question for Ghanaian, non-Western clients. We interviewed 27 clinical practitioners (including clinical, counseling, and health psychologists) practicing in an urban setting to explore cultural challenges they faced and to identify cultural adaptations they made in their practice. Our participants reported navigating cultural barriers to therapy such as potential clients seeing therapy as an unfamiliar resource, resistance due to mental illness stigma, linguistic barriers, and hierarchical and age norms associated with help-seeking. Our sample identified attention to the following as routine in clinical practice: charismatic Christian and African cosmological worldviews, cultural expectations of helping and interdependence, and family involvement in “individual” therapy sessions. The findings have implications for future psychotherapy practice and training in Ghana and similar Low and Middle Income Country (LMIC) contexts, as well as for clinical work with African immigrants.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"216 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79613098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1027/2157-3891/a000013
L. Erickson, V. Pecanha
Abstract. Social support is an important factor influencing the development of resilience across cultures and contexts. In this study, we explored the experiences of social support to the development of resilience among young Guatemalan women who were emancipated from system-based care. The study included 12 participants with an average age of 21 years who resided in the San Lucas Guatemala region. Thematic coding revealed the necessity of relational social support. Subthemes included social support identified and experienced through unconditional love, religiosity, and interpersonal relationships expressed within the realm of Guatemalan cultural values. Opportunities for social support varied considerably and were dependent upon the individual's ecological systems as well as the organizational and individual resources related to staffing and economic funds of the orphanages and group homes. Socioeconomic burdens are consistently present in Guatemala due to the marked inequality of wealth distribution. The disparities were greater among those facing significant life changes such as early separation from families of origin and those with access to fewer resources. This study demonstrates that social support serves as a strong protective factor in resiliency development, mitigating many of the risks present for Guatemalan women in their daily lives, workplaces, families, and communities.
{"title":"Young Emancipated Women in Guatemala","authors":"L. Erickson, V. Pecanha","doi":"10.1027/2157-3891/a000013","DOIUrl":"https://doi.org/10.1027/2157-3891/a000013","url":null,"abstract":"Abstract. Social support is an important factor influencing the development of resilience across cultures and contexts. In this study, we explored the experiences of social support to the development of resilience among young Guatemalan women who were emancipated from system-based care. The study included 12 participants with an average age of 21 years who resided in the San Lucas Guatemala region. Thematic coding revealed the necessity of relational social support. Subthemes included social support identified and experienced through unconditional love, religiosity, and interpersonal relationships expressed within the realm of Guatemalan cultural values. Opportunities for social support varied considerably and were dependent upon the individual's ecological systems as well as the organizational and individual resources related to staffing and economic funds of the orphanages and group homes. Socioeconomic burdens are consistently present in Guatemala due to the marked inequality of wealth distribution. The disparities were greater among those facing significant life changes such as early separation from families of origin and those with access to fewer resources. This study demonstrates that social support serves as a strong protective factor in resiliency development, mitigating many of the risks present for Guatemalan women in their daily lives, workplaces, families, and communities.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87439441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1027/2157-3891/a000031
Brien K. Ashdown, Gill Owens, Angelina DiPhilippo, Yuanfei Zhang, Alexandra Deku, Samuel Draznin-Nagy, Carrie M. Brown
Abstract Utilizing adolescents' drawings to investigate their perceptions of self has a long history in psychology. The methodological approach is particularly useful in places, such as Guatemala, where the population may have relatively lower levels of literacy and/or less experience engaging with Western-style research surveys. By asking adolescents to draw a picture of themselves and list five characteristics that they hope to have in 15 years, we were able to collect valuable data on issues such as the students' desires for the future and what they see as possible for themselves. Participants ( N = 81, M age = 14.56 years, 49.4% cisgender girls, all from Jocotenango, Guatemala) provided five characteristics that they hoped to have 15 years in the future and then drew a self-portrait of themselves 15 years in the future. The drawings and characteristics underwent a process of thematic analysis to determine patterns and themes that are prevalent in the data. Common themes that emerged include jobs or specific professions they hope to have, owning a home or property such as a car, and having a family. In the drawings, the common themes are similar: mentioning specific careers, owning a home or property, and having a family. These data can help us determine what type of future these students hope for to ensure that schools and other institutions are providing the tools students will need for those futures.
利用青少年绘画来研究他们的自我认知在心理学上有着悠久的历史。这种方法方法在危地马拉等地特别有用，因为这些地方的人口文化水平可能相对较低，而且(或)参与西式研究调查的经验较少。通过让青少年描绘自己的形象，并列出他们希望在15年内拥有的五个特征，我们能够收集有关学生对未来的渴望以及他们对自己的可能性的看法等问题的宝贵数据。参与者(N = 81, M = 14.56岁，49.4%为顺性别女孩，均来自危地马拉Jocotenango)提供了他们希望在未来15年内拥有的5个特征，然后画了一幅15年后自己的自画像。绘图和特征经历了专题分析的过程，以确定数据中普遍存在的模式和主题。出现的常见主题包括他们希望拥有的工作或特定职业，拥有房屋或财产(如汽车)，以及拥有一个家庭。在这些图纸中，常见的主题是相似的:提到特定的职业，拥有房屋或财产，以及拥有一个家庭。这些数据可以帮助我们确定这些学生希望什么样的未来，以确保学校和其他机构为学生提供未来所需的工具。
{"title":"Guatemalan Adolescents' Hopes and Dreams","authors":"Brien K. Ashdown, Gill Owens, Angelina DiPhilippo, Yuanfei Zhang, Alexandra Deku, Samuel Draznin-Nagy, Carrie M. Brown","doi":"10.1027/2157-3891/a000031","DOIUrl":"https://doi.org/10.1027/2157-3891/a000031","url":null,"abstract":"Abstract Utilizing adolescents' drawings to investigate their perceptions of self has a long history in psychology. The methodological approach is particularly useful in places, such as Guatemala, where the population may have relatively lower levels of literacy and/or less experience engaging with Western-style research surveys. By asking adolescents to draw a picture of themselves and list five characteristics that they hope to have in 15 years, we were able to collect valuable data on issues such as the students' desires for the future and what they see as possible for themselves. Participants ( N = 81, M age = 14.56 years, 49.4% cisgender girls, all from Jocotenango, Guatemala) provided five characteristics that they hoped to have 15 years in the future and then drew a self-portrait of themselves 15 years in the future. The drawings and characteristics underwent a process of thematic analysis to determine patterns and themes that are prevalent in the data. Common themes that emerged include jobs or specific professions they hope to have, owning a home or property such as a car, and having a family. In the drawings, the common themes are similar: mentioning specific careers, owning a home or property, and having a family. These data can help us determine what type of future these students hope for to ensure that schools and other institutions are providing the tools students will need for those futures.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"192 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79654396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1027/2157-3891/a000027
Luke D. Oldfield, R. Roy, A. Simpson, Apriel D. Jolliffe Simpson, L. Salter
Abstract. The COVID-19 pandemic intensified anxieties among temporary workers in New Zealand tertiary education, particularly those affiliated with universities reliant on the lucrative market for international fee-paying students. As national borders closed and states started looking inward, these same learning institutions began to more visibly express the language of market logics for which they had been remodeled in recent decades, adapting to declining revenue through austerity-like budget cuts. The communication of these cuts to the academic precariat has been mixed, with some institutions resorting to cold, forceful determinations delivered as matter-of-fact restructurings, while others have preferred an oblique recasting of the pandemic's disruption as an opportunity for social responsibility. This paper is a collective self-reflection on the activism undertaken by the newly formed Tertiary Education Action Group Aotearoa during the COVID-19 pandemic. It begins by contextualizing the reforms rolled out in response to the pandemic in relation to the “neoliberal turn” of higher education and examines how career pathways for early career academics have transformed into a continuous cycle of precarious employment. We argue that the idealized “early career” identity has been lost and that through a process of mourning we can regather ourselves and embrace our lived realities as members of the academic precariat. We detail how the pandemic acted as a catalyst for this “productive mourning” and enabled us to begin mobilizing discontent among the academic precariat. Finally, we reflect on the extent to which we were able to challenge existing structures that are responsible for the exploitative nature of precarious academic work.
{"title":"Academic Activism in the Wake of a Pandemic","authors":"Luke D. Oldfield, R. Roy, A. Simpson, Apriel D. Jolliffe Simpson, L. Salter","doi":"10.1027/2157-3891/a000027","DOIUrl":"https://doi.org/10.1027/2157-3891/a000027","url":null,"abstract":"Abstract. The COVID-19 pandemic intensified anxieties among temporary workers in New Zealand tertiary education, particularly those affiliated with universities reliant on the lucrative market for international fee-paying students. As national borders closed and states started looking inward, these same learning institutions began to more visibly express the language of market logics for which they had been remodeled in recent decades, adapting to declining revenue through austerity-like budget cuts. The communication of these cuts to the academic precariat has been mixed, with some institutions resorting to cold, forceful determinations delivered as matter-of-fact restructurings, while others have preferred an oblique recasting of the pandemic's disruption as an opportunity for social responsibility. This paper is a collective self-reflection on the activism undertaken by the newly formed Tertiary Education Action Group Aotearoa during the COVID-19 pandemic. It begins by contextualizing the reforms rolled out in response to the pandemic in relation to the “neoliberal turn” of higher education and examines how career pathways for early career academics have transformed into a continuous cycle of precarious employment. We argue that the idealized “early career” identity has been lost and that through a process of mourning we can regather ourselves and embrace our lived realities as members of the academic precariat. We detail how the pandemic acted as a catalyst for this “productive mourning” and enabled us to begin mobilizing discontent among the academic precariat. Finally, we reflect on the extent to which we were able to challenge existing structures that are responsible for the exploitative nature of precarious academic work.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89693691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1027/2157-3891/a000029
Colleen C. Myles-Baltzly, Helen K. Ho, Ivanna Richardson, Jennifer Greene-Rooks, Katharina A. Azim, Kathryn Frazier, Maggie Campbell-Obaid, Meike Eilert, Stacey R. Lim
Abstract. The COVID-19 global pandemic has highlighted and exacerbated existing gender-based inequities in the workforce. A research collective developed by academic mothers with young children (“motherscholars”) emerged as a solution to address some of the constraints particularly faced by mothers in academia. The Motherscholar Collective was formed to research the effects of the pandemic on the work and personal lives of academic mothers with young children. Focus group interviews of participants explored how the Motherscholar Collective has provided relief from the sources of threat generated and amplified by the pandemic. Findings showed that participation in the Collective was transformative. Key themes, including flexibility, collaboration, validation, and empowerment, reflect how the Collective contributed to motherscholars' sense of authenticity as scholars by facilitating a harmonious integration of their professional and personal identities. The resulting implications for academic workplaces suggest opportunities for institutional improvement toward the end of transformational empowerment for motherscholars in academia.
{"title":"Transformative Collaborations","authors":"Colleen C. Myles-Baltzly, Helen K. Ho, Ivanna Richardson, Jennifer Greene-Rooks, Katharina A. Azim, Kathryn Frazier, Maggie Campbell-Obaid, Meike Eilert, Stacey R. Lim","doi":"10.1027/2157-3891/a000029","DOIUrl":"https://doi.org/10.1027/2157-3891/a000029","url":null,"abstract":"Abstract. The COVID-19 global pandemic has highlighted and exacerbated existing gender-based inequities in the workforce. A research collective developed by academic mothers with young children (“motherscholars”) emerged as a solution to address some of the constraints particularly faced by mothers in academia. The Motherscholar Collective was formed to research the effects of the pandemic on the work and personal lives of academic mothers with young children. Focus group interviews of participants explored how the Motherscholar Collective has provided relief from the sources of threat generated and amplified by the pandemic. Findings showed that participation in the Collective was transformative. Key themes, including flexibility, collaboration, validation, and empowerment, reflect how the Collective contributed to motherscholars' sense of authenticity as scholars by facilitating a harmonious integration of their professional and personal identities. The resulting implications for academic workplaces suggest opportunities for institutional improvement toward the end of transformational empowerment for motherscholars in academia.","PeriodicalId":37636,"journal":{"name":"International Perspectives in Psychology: Research, Practice, Consultation","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90898639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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