Thesis (Ph. D.)--UCLA, 2009. / Description based on print version record. Includes bibliographical references (leaves 164-186).

Masteropgave. / Format: PDF. Bibl.

Bibliogrpahy: leaves 288-306. / xvi, 325 leaves : ill., maps ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 2000

The 2016 presidential election and restrictive immigration policies implemented under the Trump administration created a climate of heightened tension and uncertainty for undocumented immigrants from Latin America. There is a gap in the psychological literature regarding the mental health of undocumented immigrants from Latin America residing in the U.S., the largest number of which reside in California, and few studies have examined the experiences of mental health clinicians conducting therapy with undocumented immigrants, particularly keeping in mind the impact of national policy agendas that fuel anti-immigrant sentiment. Following Consensual Qualitative Research (CQR) methodology, this study gathered first-person narratives from 15 mental health professionals who work with undocumented immigrants from Latin American in California, with a focus on the effect of change in political leadership following the 2016 U.S. presidential election. Nine domains emerged from the analysis. Mental health clinicians reported that the 2016 election had a significant impact on their work, including client’s distress and the clinician’s own emotional response to the political climate. Themes in therapy following the election, challenges to conducting therapy with undocumented clients, and the risk and protective factors that were reported to have the greatest influence on client mental health are discussed. Clinical implications and recommendations for the provision of mental health services to undocumented immigrants from Latin America are offered, including a separate set of recommendations for supporting mental health clinicians who provide mental health services to undocumented immigrants from Latin America.

The purpose of this study was to explore the relationships among adult attachment, acculturation, and psychological well-being in Chinese/ Taiwanese immigrants. Specifically, the present study examined how adult attachment predicted psychological well-being and how acculturation moderated the relationship between adult attachment and psychological well-being. Adult attachment was measured by two dimensions, attachment anxiety and attachment avoidance. Acculturation was measured by two domains, behavioral aspect and psychological aspect of acculturation. Bivariate correlation analyses on attachment anxiety, attachment avoidance and psychological well-being were conducted. The results suggested that both attachment anxiety and attachment avoidance were significantly negatively associated with psychological well-being. In addition, hierarchical multiple regression analyses were performed where attachment anxiety and attachment avoidance were entered as predictor variables; acculturation towards Chinese orientation, acculturation towards American orientation and Asian cultural values as moderating variables; psychological well-being as the outcome variable. The results indicated that acculturation towards American orientation moderated the relationship between attachment anxiety and psychological well-being and the relationship between attachment avoidance and psychological well-being. The findings and discussions, limitations, implications for future research, clinical practice and training were addressed.

Ethnically diverse older adults are the fastest growing population in the U.S. This population may experience transitional processes associated with immigration, acculturation, aging, and end of life (EOL). Advances in technology lead to increases in care options, which can cause uncertainty to make decisions for EOL. Unmade decisions about care prior to becoming unable to communicate are associated with burdens of last-minute decisions at EOL, unwanted intensive EOL treatments for people who may die naturally of old age, financial and emotional costs, and decreased quality of life. In the U.S., a multicultural country with a variety of care options, advance directive (AD) completion and advance care planning (ACP) may improve culturally competent and person-centered care at EOL. However, the rate of AD completion and ACP is low among Americans, especially immigrant communities. These communities, including Iranian-American older adults, have been frequently understudied, and there is a gap in studies of EOL desires, attitudes, and actions/behaviors. This inquiry focused on planning ahead for EOL care across transitional processes that older immigrants may face. The aim was to enhance culturally competent care for older adults through distinguishing significant factors, which may influence planning for EOL care. Specific purposes were: To identify relationships between attitudes toward planning for EOL care and social supports, spirituality, healthcare system distrust, and acculturation; to identify a relationship between attitudes and proactive actions toward planning ahead in Iranian-American older adults. Conceptual frameworks for this descriptive, cross-sectional study included Culture Care Diversity and Universality and Transitions theories. Findings from 135 participants revealed that they were new immigrants to the U.S. (mean year of 23 in the U.S., 97% born in Iran) and highly educated and insured with high health statuses. About 55% preferred non-intensive treatments and/or homecare at EOL, and 52.6% had not communicated their EOL wishes. Attitudes toward planning ahead for EOL were positively associated with acculturation and healthcare system distrust, and negatively associated with spirituality. No significant association was found between attitudes and social support. Furthermore, favorable attitudes predicted higher proactive actions to communicate wishes. Implications for practice, policy, education, and recommendations for further studies were discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Thesis (MEdPsych)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: South Africa attracts a significant number of refugees and immigrants from poverty-stricken and war-ravaged African nations who come in search of greener pastures. As this population continues to grow, immigrant learners have begun to experience South African schools in an array of uniquely challenging ways (Vandeyar, 2010). This influx of foreigners has increased the diversity in South African classrooms and presents challenges for the foreign learner as well as for the school. While several studies have been undertaken to examine educational factors relating to the education of foreign learners in South Africa, the psychosocial experiences of these learners have not received research attention. The present study sought to understand the psychosocial experiences of immigrant learners in South Africa. The theoretical framework of the study was guided by Erikson’s psychosocial theory. Within the framework of Erikson’s psychosocial theory (Passer & Smith, 2008; Plotnik, 1993), psychological factors such as self-esteem, self-identity, self-efficacy and confidence, as well as social factors such as language, culture and peer relations, were explored in an attempt to understand their adjustment to learning in a culturally different environment. A basic qualitative research design was utilised. Participants were voluntarily recruited at a primary school in the Western Cape Province of South Africa. Purposive sampling was used to identify nine immigrant learners between the ages of six and twelve, who had at least attended the first-grade level in their native countries, for participation. Data were collected through the draw-and-tell technique, interviews and observations and analysed by means of thematic content analysis. The recurring themes derived from the interviews indicated that immigrant learners experience psycho-social challenges that involve the accent of the English language, establishment of friendships and bullying. These challenges have had a negative impact on their self-confidence, self-efficacy and self-esteem and their characters have also been changed in trying to adapt to the environmental demands. It is anticipated that the findings of the study will contribute to the development of meaningful support strategies for immigrant learners. The recommendations made include that the school must devise school policies which promote acknowledgement and acceptance of diversity within the school. There is a need for activities that accommodate diverse learners within the school. Learners need to share and enlighten each other about their cultural values and morals. Activities may involve role-plays at assembly, and having different weeks of commemorating or celebrating the different cultures of different learners within the school. The host learners also need to participate in these activities. Adopting the circle of courage philosophy, that is, sense of belonging, respect, generosity and industry, should be the starting point for the school and all learners. Bringing in the circle of courage can assist the whole school in accepting and understanding one another. The circle of courage is a model of empowerment; it is a philosophy in support of ‘reclaiming environments’ for learners. Future studies should investigate the identified themes using a quantitative approach, as well as undertake a comparison of the immigrant learners’ experiences with those of the host learners. / AFRIKAANSE OPSOMMING: Suid-Afrika het groot aantrekkingskrag vir ‘n aansienlike aantal vlugtelinge en immigrante vanaf armoede- en oorlog-geteisterde volkere in Afrika wat ‘n beter heenkome soek. Namate hierdie bevolking toeneem, kry immigrantleerders in skole in Suid-Afrika met ‘n unieke reeks uitdagings te doen (Vandeyar, 2010). Die instroming van vreemdelinge het die diversiteit in Suid-Afrikaanse klaskamers laat toeneem en stel uitdagings aan die buitelandse leerder sowel as aan die skool. Alhoewel verskeie studies reeds is onderneem om opvoedkundige faktore met betrekking tot die opvoeding van buitelandse leerders in Suid-Afrika aan te spreek, het die psigososiale ervarings van hierdie leerders nog nie die aandag van navorsers gekry nie. Die huidige studie verteenwoordig ‘n poging om die psigososiale ervarings van immigrantleerders in Suid-Afrika te ondersoek. Die teoretiese raamwerk van die studie is deur Erikson se psigososiale teorie gerig. Binne die raamwerk van Erikson se psigososiale teorie (Passer & Smith, 2008; Plotnik, 1993), word psigologiese faktore soos selfagting, self-identiteit, selfdoeltreffendheid en vertroue, en sosiale faktore soos taal, kultuur en verhoudings met die portuurgroep ondersoek in ‘n poging om die leerders se aanpassing aan die leer in ‘n omgewing met ‘n verskillende kultuur te verstaan.. ‘n Basiese kwalitatiewe navorsingsontwerp is gebruik. Vrywillige deelnemers is by ‘n primêre skool in die Wes-Kaap Provinsie van Suid-Afrika gewerf. Nege immigrantleerders van tussen ses en twaalf jaar oud wat reeds vir minstens een jaar in hul land van herkoms skoolgegaan het, is deur middel van ‘n doelgerigte steekproeftrekking vir deelname geïdentifiseer. Data is met behulp van die teken-en-vertel tegniek, onderhoude en waarneming ingesamel en met behulp van tematiese inhoudsontleding geanaliseer. Die terugkerende temas wat in die onderhoude na vore gekom het, het aangedui dat die immigrantleerders psigososiale uitdagings betreffende die aksent van die Engelse taal, stigting van vriendskappe en afknouery ondervind het. Hierdie uitdagings het hul selfvertroue, selfdoeltreffendheid en selfagting nadelig aangetas en hulle het geaardheid laat verander in die poging om by die eise van die omgewing aan te pas. Die verwagting is dat die bevindings van die studie ‘n bydrae tot die ontwikkeling van betekenisvolle ondersteuningstrategieë vir immigrantleerders sal lewer. Voorstelle wat gemaak word behels dat die skool ‘n beleid moet daarstel wat erkenning en aanvaarding van diversiteit in die skool bevorder. Daar is ‘n behoefte aan aktiwiteite wat diverse leerders binne die skool akkommodeer. Leerders behoort hul kulturele en morele waardes met mekaar te deel en mekaar daaroor in te lig. Aktiwiteite sou rolspel gedurende byeenkomste kon insluit, en verskillende weke sou daaraan toegewy kon word om die verskillende kulture van verskillende leerders in die skool te gedenk of te vier. Die gasheer leerders moet ook by hierdie aktiwiteite betrek word. Aanvaarding van die Circle of Courage filosofie, wat die gevoel van saamhorigheid, respek, ruimhartigheid en ywer omvat, behoort die beginpunt vir die skool en al die leerders te word. Om die Circle of Courage in te voer kan die hele skool help om mekaar te aanvaar en te verstaan. Die Circle of Courage is ‘n model vir bemagtiging; ‘n filosofie wat die ‘terugwinning van omgewings’ vir leerders ondersteun. Toekomstige studies behoort met behulp van ‘n kwantitatiewe benadering ondersoek in te stel na die geïdentifiseerde temas, en ook ‘n vergelyking van die ervarings van die immigrantleerders en gasheer leerders te tref.

by Phoebe Lai Chung Yin. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 111-120). / Acknowledgment / Abstract / Chapter Chapter 1 --- Introduction --- p.1-2 / Chapter Chapter 2 --- Purpose of Study --- p.3-4 / Chapter Chapter 3 --- Literature Review --- p.5-25 / Chapter Chapter 4 --- Theoretical Framework --- p.26 -30 / Chapter Chapter 5 --- Operational Definitions --- p.31 -33 / Chapter Chapter 6 --- Research Design and Methodology --- p.34 -38 / Chapter Chapter 7 --- Research Findings I --- p.39 -52 / Chapter Chapter 8 --- Result of Data Analysis --- p.53 -71 / Chapter Chapter 9 --- Conclusion and Practice Implications --- p.72 -86 / Appendix A Questionnaire (English version) --- p.87 -95 / Appendix B Questionnaire (Chinese version) --- p.96 -109 / Appendix C Reliability Measures of C-BDI --- p.110 -110 / References --- p.111 -120