The influence of culture on the construal of the normal and abnormal self was compared for three race groups of students, namely, White, Black and Indian students. Furthermore, the effect of gender on the construal of the self for the three race groups were investigated. The subjects for the study were 102 first-year psychology students (mean age: 18.5). The test consisted of two sets of 10 psychological words. Each student completed one test by providing two synonyms for every stimulus word given. Using the Semantic Differential, the synonyms were rated by nine independent judges, against ten polar dimensions, relating to the concept of the self. Frequency scores were obtained for the number of times that a synonym was used by the subjects and cross-tabulation of these scores with race and gender were performed. Logit analysis, using 7 different models of interaction between synonym, race and gender were also performed. Using the Western vs. Non-western and the Individualism vs. Collectivism models of the self, results indicate that the White subjects fitted the Western and Individualistic models of the self. The Black and Indian subjects construed the self as being both individualistic and collectivistic and the self was seen as totally self-orientated. With the abnormal self, the Black and Indian students emphasised both the somatic and psychological complaints, while the White subjects emphasised only the psychological aspects. Regarding gender, the males in the study used mental words while the females used word depicting behaviour. Summarising, the results indicate that the White, Black and Indian subjects construe the self in a similar manner, indicating that the Black and Indian subjects are in the process of change or acculturation. / Thesis (M.Sc.)-University of Natal, 1997.

The purpose of this project was to examine potential differences in undergraduate student attachment styles based on their nationality (Taiwanese and U.S.), gender (female and male), and the duration of their dating relationships (no relationship, less than 1 year, more than 1 year but less than 2 years, more than 2 years but less than 3 years, and more than 3 years). A total of 2,580 students participated in this study. Of these students, 1,298 were recruited from a university in Taiwan, and 1,282 were obtained from a university in the U.S. Due to a lack of culturally-sensitive attachment theory and measures for the Asian population, in the current project, the author created a new scale based on the five Eastern cultural constructs identified by Wang and Song (2010) in order to gather data to better understand Taiwanese relational patterns. However, rather than confirming the five cultural constructs, a three-factor solution was found in this project. This solution better fit the data for Taiwanese students. The three-factors that were discovered were dialectical thinking and interdependent self-construal, filial piety, and yuan. In the study to test the hypotheses, it was found that among the three cultural constructs, dialectical thinking and interdependency and yuan seemed to be more relevant to the attachment styles of Taiwanese students than filial piety. For the U.S. students, however, responses to yuan were significantly correlated with responses to attachment styles. Regarding the comparison between Taiwanese and U.S. participants, Taiwanese respondents seemed to relate to a dialectical thinking pattern, interdependency, and yuan better than U.S. students, while U.S. respondents rated higher on filial piety than the Taiwanese participants. In addition, the longer individuals were involved in a dating relationship, the lower they scored on attachment avoidance. Even though females' overall scores on avoidance were higher than males, being in a relationship had greater salience for females than males. Strengths, limitations, and implications for research, theory, and practice are discussed. / Department of Counseling Psychology and Guidance Services

The study focuses on the everyday problem solving processes of a group of community activists in a rural setting in the Eastern Cape Province of South Africa. It aims to uncover: first, the local knowledge of the participants of the study with reference to the concepts problem and problem solving; second, the participants' group problem solving procedure; and third, the dialectical interrelation between the participants' knowledge and practice with reference to everyday group problem solving. It is contended that the mainstream cognitive approach and the cross-cultural tradition are inappropriate for the study of everyday cognitive processes. A ‘situated cognition’ approach, based on the notions of activity and cultural mediation, is proposed as a theoretical framework for the study. The ontological and epistemological assumptions underpinning the empirical study were derived from a scientific realist and a hermeneutical paradigm. Data for the inquiry into the local knowledge of the participants was collected through individual interviews. The data was interpreted, using the grounded theory techniques of constant comparison, coding and compiling theoretical diagrams. Data for the inquiry into the participants' group problem solving practice consisted of video-taped group problem solving processes. This data was analysed, using a multi layered process of progressively deeper interpretation, employing a reading guide technique. Analysis of the research data revealed that the participants perceived a problem as an impediment to satisfactory participation in society. Problem solving was considered as an emotive, cognitive and inter-active process, involving particular role players. This process had a certain structure, involved attitudes and actions and relied on particular resources. Successful problem solving was perceived to result in restoration of social equilibrium. The group problem solving procedure used by the participants consisted of a process of developing a common understanding and group consensus. The strategies employed in the process, the roles played by the participants, the rules adhered to by the participants and the structure underlying the process were all congruent with these aims. There was a mutually reinforcing interrelation between knowledge and practice with reference to the participants’ problem solving.

The South African context necessitates developmental assessment measures with particular characteristics. A critical examination of a variety of potential measures indicates that there are very few measures available to meet these specific needs. The GMDS-ER is judged to be one such measure. This study explores the performance of South African children aged 4 to 7 years of age as it relates to that of British children (from the standardisation sample). The samples consisted of normal South African (n=129) and British (n=161) children, where normalcy refers to the absence of sensory, physical, or mental handicap. The study was done in an attempt to explore the suitability of using the GMDS-ER in the South African context. More specifically, the following two aims were pursued: 1. To explore and describe the general development of each of four year groups of a sample of British and South African children by utilising the general developmental quotient of the GMDS-ER 2. To explore and describe the comparative developmental profiles of each of the four year groups of a sample of British and South African children across the six developmental areas represented by the subscales of the GMDS-ER. Descriptive statistics and simple t-tests were used to accomplish Aim 1 and Hotellings T2 tests were mainly used in order to accomplish Aim 2. The major findings of the present study were as follows: 1. South African and British children’s overall performances (as measured by the GMDS-ER GQ) are similar. A great deal of variability exists between the GMDS-ER profiles of normal South African and British children (i.e., when individual subscales and year groups are considered). 3. In general, South African children performed better on the Locomotor and Personal-Social Subscales, while British children performed better on the Language and Practical Reasoning Subscales. Performance on the Eye and Hand Coordination Subscale was similar for the two samples and on the Performance Subscale performance was too variable to come to any general conclusions. In view of the findings, caution with regard to the use of the British-based norms in the South African context is recommended. Recommendations are made for the use of the GMDS-ER to help with the identification of specific classes of disorders in the South African context. Further investigation into the applicability of the GMDS-ER for South African use as well as the establishment of South African norms are final recommendations.

The health status of a substantial number of South African children can be classified as “children at risk” (Luiz, 1999) as the majority of children are influenced by factors such as poverty, poor living conditions and the HIV/AIDS epidemic. These are only some of the influences that contribute significantly to the health status of South African children and consequently their development. It can thus be argued that developmental assessment is imperative in the South African context. One of the most important reasons are that children with special needs in South Africa can be identified and given the opportunity to catch up developmentally and cope successfully as opposed to those who are identified much later (Foxcroft & Roodt, 2006). Furthermore, children in South Africa must begin Grade one in the year in which they turn seven. They may only enter grade one if the school has an opening and if the necessary evidence is provided to the Department of Education that the child will be able to cope with the demands of formal schooling (Department of Education, 2002). Developmental assessment measures therefore needs to be appropriate, accurate and informative in the modern South African context. The need for a measuring instrument to assess children’s overall development and thus their developmental readiness to cope with the demands of formal schooling could be satisfied by the Griffiths Mental Development Scales – Extended Revised (GMDS-ER). This recently revised measure has not been normed on a representative, contemporary South African sample. The purpose of the study was therefore to generate information on the applicability of British norms for the contemporary South African population. This study compared and explored the performance of South African and British children aged 5-years and 6-years on the Griffiths Mental Development Scales - Extended Revised (GMDS-ER). A contemporary South African sample was obtained by testing children between the ages of 5-years and 6-years on the GMDS-ER, whilst the British sample was drawn from the United Kingdom and Eire standardization sample. The British sample was screened for normality and a similar process was followed to establish normality for the South African sample. A matched simple frequency distribution technique (taking into account age, socioeconomic status and gender as variables) was employed to approximate the equivalence between the samples. The profiles were compared by conducting an independent sample t-test with subsequent post hoc analyses to explore potential differences in the performance of the two samples. The major findings of the present study were as follows: 1. There is a significant difference between the South African and British children’s overall developmental profiles (as measured by the GMDS-ER). 2. Generally, South African children performed better on the Locomotor subscale and the Personal Social Subscale (although not statistically significant), whilst British children performed statistically better on the Language, Eye and Hand Co-ordination, and Practical Reasoning Subscales. 3. No significant differences were found for the Performance Subscale which could indicate that South African and British children’s performances on this scale are similar. Further investigations into the applicability of the GMDS-ER for the contemporary South African context are recommended and the establishment of South African norms for clinical utilization is essential. Caution with regard to the utilization of the British–based norms in the South African context is final recommendations.

The majority of the studies reviewed so far indicated that individual subject variables interact with stimulus variables in order to produce human response to color.

The eye of the storm is the calm center amidst chaos where, metaphorically speaking, mediators often begin their work. Recent research has advocated for a more holistic, relational, culturally inclusive approach to the mediation process. Such an approach requires conflict fluency as well as cultural fluency for effective mediation. This thesis explores how the intervention strategies of mediation may be enhanced through increased cultural understanding. Current theories of intercultural conflict transformation and intercultural communication are reviewed. Conflict fluency is understood through a mediation perspective. Cultural fluency is understood through cultural identity, cultural values, communication styles, and conflict styles. A case study follows the theoretical review of the literature. In this case study, a small community mediation center illustrates what is happening in the field today regarding the relationship between culture and conflict. The case study involves a 6 holistic analysis of the organization, seeking to understand intercultural competence at all levels. This includes an analysis of keystone materials, a survey of mediators, Intercultural Effectiveness Scale (IES) results, and interviews with mediators as well as organizational leadership. The thesis concludes with a list of recommendations that may be useful to this community mediation center as well as other similar organizations. Amongst these recommendations are potentially useful training items such as intercultural conflict styles, critical moment dialogues, and other intercultural tools designed to increase mediator competence in intercultural communication.

Culture has been shown to influence the experience of loneliness. Studies have shown that young adults are especially prone to experiencing loneliness. The aim of this mixed-methods study was to investigate if young adults from an individualistic culture experience loneliness differently compared to young adults from a collectivistic culture. Eighty participants from Sweden and 80 participants from India aged 18-30 answered De Jong Gierveld Loneliness Scale (DJGLS) and Lubben Social Network Scale (LSNS-R) through an online survey which together with additional demographics provided the quantitative data. Six semi-structured interviews (three from each culture) provided the qualitative data, exploring how the participants described their experiences of loneliness and its connection to culture. Young adults from India reported significantly higher levels of social isolation and social loneliness compared to young adults from Sweden. No significant difference was found in emotional loneliness. Thematic analysis of the qualitative data provided a deeper insight into these findings, and the qualitative results are discussed in light of the quantitative. Three main themes emerged: descriptions of loneliness, young adulthood as a stage in life where loneliness might be high, and cultural values that affect the experience of loneliness. / Kultur har visat sig ha en påverkan på upplevelsen av ensamhet. Studier har visat att unga vuxna är en åldersgrupp som löper särskilt hög risk för ensamhet. Syftet med denna mixed-methods-studie var att undersöka om unga vuxna från en individualistisk kultur upplever ensamhet annorlunda än unga vuxna från en kollektivistisk kultur. Åttio deltagare från Sverige och 80 deltagare från Indien svarade på De Jong Gierveld Loneliness Scale (DJGLS) och Lubben Social Network Scale (LSNS-R) genom en webb-baserad enkät, som tillsammans med kompletterande demografisk information resulterade i den kvantitativa datan. Sex semi-strukturerade intervjuer (tre från varje kultur) resulterade i den kvalitativa datan, där deltagarnas egna beskrivningar av ensamhet och dess koppling till kultur utforskades. Unga vuxna från Indien rapporterade signifikant högre nivåer av social isolering och social ensamhet jämfört med unga vuxna från Sverige. Ingen signifikant skillnad sågs i emotionell ensamhet. Tematisk analys av den kvalitativa datan gav en djupare förståelse för dessa resultat, och de kvalitativa resultaten diskuteras i relation till de kvantitativa. Tre huvudsakliga teman framkom: beskrivningar av ensamhet, ung vuxen ålder som en tid i livet där ensamheten kan vara hög och kulturella värderingar som påverkar upplevelsen av ensamhet.

Parenting, one of the most complex and fulfilling roles for most human beings creates not only a sense of responsibility, but also emotions with different meanings that contribute to the level of satisfaction that parents perceive from their parental role. Factors, other than socio-economic ones, create differences in the way people parent. And individuals from other cultural traditions may bring different values to their parenting practices. In an effort to find commonalities and differences in parenting and trying to put them in perspective in order to improve the interventions aimed to help parent-child relationships, this study proposed to investigate the relationships, this study proposed to investigate the relationship between mothering strategies and maternal satisfaction among three different ethnic groups of at-risk mothers: Latin Americans, Afro Americans, and Anglo Americans. The Latin American group reported supporting a lower use of physical punishment when disciplining a child than its counterparts the Afro American and the Anglo American groups. All three groups of mothers supported the use of reason as a means of disciplining when mothering their child. Most of the participants supported praising their children as a way of mothering. And, the majority of them disagreed with the use of permissive ways of mothering their children. The results from regression procedures suggested that ethnic group membership and the use of reason were the best predictors of maternal satisfaction. These results are discussed as well as implications for clinical practice. / Master of Science

by Lui Sha-Lee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 143-149). / Abstracts in English and Chinese. / Acknowledgements --- p.vi / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Ideological Implications of “Madness´ح in Western and Chinese Culture --- p.12 / Chapter Chapter Three --- Madwoman as the Murderous Daughter: Kitty Fitzgerald's Marge and Tie Ning's The Cliff in the Afternoon --- p.36 / Chapter Chapter Four --- "Madwoman as the Murderous Wife: Elsa Lewin's I, Anna and Li Ang's The Butcher ´ةs Wife" --- p.83 / Chapter Chapter Five --- Conclusion --- p.121 / Notes --- p.134 / Works Cited --- p.143