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This book compiles a series of empirical and conceptual chapters based on Bronfenbrenner’s ecological theory as the framework for understanding the overlapping and intersecting contexts that influence different populations of migrants in the United States and Canada. According to Bronfenbrenner’s model, individuals engage in activities and relationships that directly impact them, including families, schools, and jobs (microsystems), the interrelations among microsystems like family-school (mesosystems), contexts that have an impact on the individual through indirect influences (exosystems), and the overarching cultural milieus in which members share values, beliefs, and lifestyles (macrosystems). Within this edited volume, family, school, work, media, policies, culture, and sociohistorical contexts are examined to understand their influence on immigrant groups. This edited volume also considers immigrants across development and ethnic groups to provide a comprehensive resource on the issues that currently affect immigrant groups.
This innovative book applies contemporary and emergent theories of identity formation to timely questions of identity re/formation and development in immigrant families across diverse ethnicities and age groups. Researchers from across the globe examine the ways in which immigrants from Africa, Asia, Europe, and Latin America dynamically adjust, adapt, and resist aspects of their identities in their host countries as a form of resilience. The book provides a multidisciplinary approach to studying the multidimensional complexities of identity development and immigration and offers critical insights on the experiences of immigrant families. Key areas of coverage include: Factors that affect identity formation, readjustment, and maintenance, including individual differences and social environments. Influences of intersecting immigrant ecologies such as family, community, and complex multidimensions of culture on identity development. Current identity theories and their effectiveness at addressing issues of ethnicity, culture, and immigration. Research challenges to studying various forms of identity. Re/Formation and Identity: The Intersectionality of Development, Culture, and Immigration is an essential resource for researchers, professors, and graduate students as well as clinicians, professionals, and policymakers in the fields of developmental, social, and cross-cultural psychology, parenting and family studies, social work, and all interrelated disciplines.
This new edition of the bestselling text, Nurturing Natures, provides an indispensable synthesis of the latest scientific knowledge about children’s emotional development. Integrating a wealth of both up-to-date and classical research from areas such as attachment theory, neuroscience, developmental psychology and cross-cultural studies, it weaves these into an accessible, enjoyable text that always keeps in mind children recognisable to academics, practitioners and parents. New to this edition, the book considers transgender issues, same-sex parenting, experiences of black and minority ethnic groups, well-being and the impact of mental health in relation to climate change anxiety. It looks at key developmental stages from life in the womb to the preschool years and right up until adolescence, examining how children develop language, play and memory and moral capacities. Issues of nature and nurture are addressed and the effects of different kinds of early experiences are unpicked, creating a coherent and balanced view of the developing child in context. Nurturing Natures is written by an experienced child therapist who has used a wide array of research from different disciplines to create a highly readable and scientifically trustworthy text. Equipped with key points, questions for consideration, further reading and online video chapter introductions, this book is essential reading for childcare students, teachers, social workers, health visitors, early years practitioners and those training or working in child counselling, psychiatry and mental health. Full of fascinating findings, it provides answers to many of the questions people really want to ask about the human journey from conception into adulthood.
This book explores how social determinants of health (SDH) impact the health of a variety of marginalized demographic groups in the United States. Chapters focus on the 13 groups that research demonstrates are most disadvantaged by SDH and, consequently, who suffer the most from ongoing health disparities in America. This includes Black and Hispanic individuals, the LGBTQIA+ community, women, the elderly, people with disabilities, veterans, and those living in rural areas, among others. Chapters follow a standardized format that makes it easy for readers to focus in on aspects of the subject that are of greatest interest. Each profile begins with a snapshot of that group's current state of health, including the biggest medical concerns and how other determinants of health may play a role. Next, each chapter takes an in-depth look at the four components of SDH: economic factors, educational access and quality, healthcare access and quality, and living environment and social context. Unique problems and possible solutions are explored within each of these four sections. An end-of-volume bibliography and further readings list points readers who wish to continue their investigation of the topic toward additional information. Relying on an interdisciplinary framework, the book incorporates research from diverse fields including public health, feminist theory, critical studies of race and ethnicity, poverty studies, disability studies, aging studies, cultural competence, legal studies, and global health. In recognition of the reality that health disparities are the result of a complex interplay of forces and structural factors that permeate American culture, analysis extends beyond health and health care to include a broad range of interrelated social, political, economic, and educational components.
This volume comprehensively addresses racial trauma from a clinical lens, equipping mental health professionals across all disciplines to be culturally responsive when serving Black men. Written using a transdisciplinary approach, Yamonte Cooper presents a Unified Theory of Racism (UTR), Integrated Model of Racial Trauma (IMRT), Transgenerational Trauma Points (TTP), Plantation Politics, Black Male Negation (BMN), and Race-Based Shame (RBS) to fill a critical and urgent void in the mental health field and emerging scholarship on racial trauma. Chapters begin with specific definitions of racism before exploring specific challenges that Black men face, such as racial discrimination and health, trauma, criminalization, economic deprivation, anti-Black misandry, and culturally-specific stressors, emotions, such as shame and anger, and coping mechanisms that these men utilize. After articulating the racial trauma of Black men in a comprehensive manner, the book provides insight into what responsive care looks like as well as clinical interventions that can inform treatment approaches. This book is invaluable reading for all established and training mental health clinicians that work with Black men, such as psychologists, marriage and family therapists, social workers, counselors, and psychiatrists.
This volume charts new methodological territories for rhetorical studies and the emerging field of the rhetoric of health and medicine. In offering an expanded, behind-the-scenes view of rhetorical methodologies, it advances the larger goal of differentiating the rhetoric of health and medicine as a distinct but pragmatically diverse area of study, while providing rhetoricians and allied scholars new ways to approach and explain their research. Collectively, the volume’s 16 chapters: Develop, through extended examples of research, creative theories and methodologies for studying and engaging medicine’s high-stakes practices. Provide thick descriptions of and heuristics for methodological invention and adaptation that meet the needs of needs of new and established researchers. Discuss approaches to researching health and medical rhetorics across a range of contexts (e.g., historical, transnational, socio-cultural, institutional) and about a range of ethical issues (e.g., agency, social justice, responsiveness).
This book focuses on the impact of COVID-19 on Latino/a/e/x students, families, and communities across the educational continuum to better understand the challenges faced by them. The COVID-19 pandemic has revealed the gross inequities that exist for Latino students with respect to access to quality technology, highly qualified and culturally competent teachers, bilingual or multilingual information for parents, and printed materials and support for students and their parents as they move to online formats. This book documents the multifaceted impact on Latino students and their families as they attempted to navigate educational spaces. It offers important insights into interventions and responsive policy to ensure Latino students are afforded equitable solutions and educational opportunities, institutions, and systems, by focusing on the following: (1) How are Latino students, parents, and communities responding to the demands of education while balancing the adverse effect of COVID-19 on their families and community? (2) How are IHEs responding to the needs of their diverse students? Are they providing broader supports to their first-generation, low-income, or immigrant students? (3) What role does education policy have in ensuring broader Latinx access and opportunity and ultimately impacting a rebound strategy at the local, state, and national level? As Latino students are more likely to be first-generation students or the children of immigrants in many states, it is critical for public education systems to provide academic infrastructure that is asset based, culturally and resource responsive, and committed to equity. This unique publication, which first appeared as a special issue of the Journal of Latinos and Education, provides an important account of the varied experiences of Latino students at all levels across the educational continuum during the COVID-19 pandemic.
This book introduces the main concepts of pragmatics as they relate to the young English language learner classroom and research with young second language learners (YLLs). It considers the speech acts which are particularly relevant to YLLs and presents research findings on learners’ development of speech act perception and production. It provides pre- and in-service second language (L2) teachers, teacher educators and researchers with an understanding of young learners’ pragmatic development and with ideas for research-based approaches and specific classroom activities to help foster speech act development in the YLL classroom. Moving beyond the research methods traditionally employed in L2 pragmatics research, it also demonstrates how participant-centred data elicitation methods can be effective when conducting research with children. This book will appeal to researchers, advanced undergraduate and postgraduate students in applied linguistics and TESOL, as well as pre- and in-service primary school L2 teachers and teacher educators.
This book offers a comprehensive overview of resilience across immigrant and refugee populations. It examines immigrant and refugee strengths and challenges and explores what these experiences can impart about the psychology of human resilience. Chapters review culture functions and how they can be used as a resource to promote resilience. In addition, chapters provide evidence-based approaches to foster and build resilience. Finally, the book provides policy recommendations on how to promote the well-being of immigrant and refugee families. Topics featured in this book include: Methods of cultural adaptation and acculturation by immigrant youth. Educational outcomes of immigrant youth in a European context. Positive adjustment among internal migrants. Experiences of Syrian and Iraqian asylum seekers. Preventive interventions for immigrant youth. Fostering cross-cultural friendships with the ViSC Anti-Bullying Program. Contextualizing Immigrant and Refugee Resilience is a must-have resource for researchers, professors, graduate students as well as clinicians, professionals, and policymakers in the fields of developmental, social, and cross-cultural psychology, parenting and family studies, social work, and all interrelated disciplines.
Learning ecologies are a new way of interpreting our presence and actions in the world. An ecology of practice for the purpose of learning and performing provides us with opportunities for action, information, knowledge and other resources. It includes the contexts and places we inhabit and the spaces we create to reason and imagine. It includes our processes and activities for performing and creating new value. It includes our relationships and the tools and technologies we use and it enables us to connect and integrate our past and current experiences. While the first edition of the book was aimed primarily at educators working in higher education, this shortened version has in mind the people who support learning and development in organisations that are not primarily educational.