Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

Principles and Practice of Structural Equation Modeling (2nd ed.)

Individualism and collectivism

http://library.um.ac.id/free-contents/downloadpdf.php/buku/focus-groups-as-qualitative-research-by-morgan-david-l-11476.pdf

Focus groups as qualitative research / by Morgan, David L.

This article presents an expanded model of acculturation among international migrants and their immediate descendants. Acculturation is proposed as a multidimensional process consisting of the confluence among heritage-cultural and receiving-cultural practices, values, and identifications. The implications of this reconceptualization for the acculturation construct, as well as for its relationship to psychosocial and health outcomes, are discussed. In particular, an expanded operationalization of acculturation is needed to address the "immigrant paradox," whereby international migrants with more exposure to the receiving cultural context report poorer mental and physical health outcomes. We discuss the role of ethnicity, cultural similarity, and discrimination in the acculturation process, offer an operational definition for context of reception, and call for studies on the role that context of reception plays in the acculturation process. The new perspective on acculturation presented in this article is intended to yield a fuller understanding of complex acculturation processes and their relationships to contextual and individual functioning.

Rethinking the concept of acculturation: implications for theory and research.

Religiosity and spirituality are defining features of African American life. However, within psychology, research on African American religiosity and spirituality has proceeded without benefit of a conceptual framework. This paper labors toward a framework that examines the roles of religion and spirituality in the development and maintenance of social relationships. We review empirical research on the role of religion and spirituality in the lives of African Americans with an eye toward illuminating the affective, cognitive, and behavioral mechanisms through which religion and spirituality shape individual, family, and communal relationships across the developmental span. Future directions for quantitative and qualitative research on African American religious and spiritual life are suggested. © 2001 John Wiley & Sons, Inc.

A relational framework for the study of religiosity and spirituality in the lives of African Americans

This article seeks to develop transformative social and emotional learning (SEL), a form of SEL intended to promote equity and excellence among children, young people, and adults. We focus on issue...

Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence

This paper examines theories and concepts relevant to sociopolitical development (SPD). As an emerging theory, SPD expands on empowerment and similar ideas related to social change and activism in community psychology-oppression, liberation, critical consciousness, and culture among them. SPD is the process by which individuals acquire the knowledge, analytical skills, emotional faculties, and the capacity for action in political and social systems necessary to interpret and resist oppression. Equally as important is a vision of liberation that is an alternative to oppressive conditions. All of these concepts have been underemphasized in the social change literature of U.S. community psychology. In our view, sociopolitical development is vital to human development and the creation of a just society. As part of identifying and illustrating concepts and processes relevant to SPD theory, we will draw from the words of young African American activists who were interviewed as part of a research study.

Sociopolitical development : The psychology of liberation: Responses to oppression

In recent years there has been an upsurge of interest in expressions of cultural integrity among African Americans. Many more recent efforts have argued that such expressions of integrity are rooted in an African cultural legacy and that these Afrocultural expressions continue to help shape the contours and textures of the African American experience (e.g., Boykin, 1983, 1986; Nobles, 1991; Stuckey, 1987; Thompson, 1983). Among expressions thought to be embodied in this cultural legacy are the following: spirituality, which suggests a focus on the vitalistic, shared essence of all things; the oral tradition, which places a premium on the spoken word; rhythmic-movement expressiveness; and communalism, which highlights the social interdependence of people (e.g., Boykin, 1983, 1986; Dixon, 1976; Jones, 1991; Nobles, 1974, 1991). Although postulated, there have been few systematic efforts within the psychological literature to document the coherency and

Communalism Conceptualization and Measurement of an Afrocultural Social Orientation

Civic engagement is important for individual and community well-being. In the current study, we use survey data from a nationally representative sample to examine how sociopolitical attitudes, such as political cynicism, perceptions of institutional discrimination, and political efficacy, along with civic education relate to civic engagement among 593 Black youth, ages 15–25. We found perceived institutional discrimination, political efficacy, and civic education were associated with civic engagement, while political cynicism was not. There is evidence to suggest civic education may strengthen the association between perceived institutional discrimination and civic engagement. The present findings contribute to our understanding of how acknowledging systemic inequity promotes civic engagement among Black youth. Findings are discussed in terms of study limitations and future research directions.

Robert J. Jagers

Papers

A relational framework for the study of religiosity and spirituality in the lives of African Americans

Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence

Sociopolitical development : The psychology of liberation: Responses to oppression

Communalism Conceptualization and Measurement of an Afrocultural Social Orientation

The Role of Sociopolitical Attitudes and Civic Education in the Civic Engagement of Black Youth