Acculturation models of immigrant Soviet adolescents in Israel

This study probed acculturation in Israel of immigrant students from the former U.S.S.R. from the perception of the host society and the students. The finding from a questionnaire distributed to Israeli-born and immigrant students indicated that most but not all of the Israel-born students applied an assimilatory model while the immigrants were split between those who accepted the Israeli students and those who resisted them. Thus, ethnic relation typologies and critical sociology of education concepts can explain only part of the immigrants' attitudes. It was found that both the host society and the immigrants have different attitudes toward the culture of the other, and thus use different acculturation strategies.     

Psychological adaptation of adolescents with immigrant backgrounds

In the present study, the author examined 3 theoretical perspectives--family values, acculturation strategies, and social group identity--as predictors of the psychological well-being of adolescents from immigrant backgrounds. The 3 perspectives share the view that immigrants' successful adaptation involves the balancing of their heritage culture and the culture of the society of settlement. The participants were 506 adolescents from 4 backgrounds--Vietnamese, Pakistani, Turkish, and Chilean--who were living in Norway. The 3 theoretical perspectives together accounted for between 12% and 22% of the explained variance of mental health, life satisfaction, and self-esteem. The predictive powers of the different perspectives, however, were dependent on which outcome was predicted. On the whole, social group identity showed the strongest predictive power.     

Migration and growth: separation-individuation processes in immigrant students in Israel

The central experiences of immigrant students in Israel are described and analyzed. It is suggested that immigration entails a process of separation from homeland as well as from internal representations of objects and of the self which are linked to homeland. This process is conceptualized in terms of Margaret Mahler's separation-individuation model. In the case of immigrant students, this process occurs concurrently and in interaction with individuation processes typical of adolescence. While motivated by adolescents' desire to avoid or delay psychological separation from their parents, immigration and absorption also revive adolescent conflicts and ambivalences. When the working through of these conflicts occurs in conjunction with the absorption process, immigration may become a growth experience that facilitates the developmental task of adolescence.     

Individuation and Attachment in Israel and Thailand: Secular Versus Religious Jews and Buddhists

Two of the most important constructs in social, developmental, and clinical psychology are attachment and individuation. This study examined the impact of degree and type of religion on them by comparing the results of religious-national type (Israeli Jewish vs. Thai Buddhist) and degree of religiosity (religious vs. secular) on four subscales of the Individuation-Attachment Questionnaire: Need for Individuation, Fear of Individuation, Need for Attachment, and Fear of Attachment. Four groups of participants were compared: 61 religious Israeli Jews, 71 secular Israeli Jews, 17 religious Thai Buddhists, and 20 secular Thai Buddhists. Significant differences were found on all subscales, with religious Thai Buddhists lowest on all four of them. The secular Thais were highest in Fear of Individuation and Attachment and Need for Individuation. The religious Israeli Jews were highest in Need for Attachment. Because these concepts are sometimes difficult to distinguish, correlations were calculated to determine whether and which concepts were confabulated by each group, shedding further light on their views of interpersonal distance. These results were analyzed through examination of the differing worldviews and observances of Judaism and Buddhism with regard to individuation and attachment. Striking differences were found in the comparative narratives, leading to differential schemata for individuation and attachment, for both religious and secular subsamples within each religious-national community. These religious-national milieus were found to influence attitudes and behaviors toward one's ideal concept of interpersonal distance, specifically with regard to the constructs of individuation and attachment. Attachment is highly valued in Judaism, whereas detached compassion is the goal of Buddhistic teaching.     

Counselling adolescents of immigrant parents: A transcultural approach

Adolescence is a difficult time for most children, but even more complex for the adolescents coming from immigrant families. Immigrant is a vague, broad concept and is difficult to define. Not all immigrants experience financial, psychological and social adjustment in the same way. In this paper it refers to the ones who experience ‘cultural misunderstanding’ characterized by social isolation, social confusion and deep general uncertainty. The paper focuses on some of the general aspects of the lack of appropriate support that the offspring of immigrant parents experience. A brief outline is given to show the attempt made by the Intercultural Therapy Centre (NAFSIYAT) to provide a transcultural therapeutic milieu for the adolescents from immigrant parents.     

Individuation among bedouin versus urban arab adolescents: ethnic and gender differences

Three scales assessing individuation (Objective Measure of Ego-Identity Status [OMEIS], Separation-Individuation Test of Adolescence [SITA], and Multigenerational Interconnectedness Scale [MIS]) were administered to 40 female and 38 male Bedouin Arab adolescents and to 39 female and 38 male urban Arab adolescents in Grade 12. It was hypothesized that Bedouin Arab adolescents and female adolescents would manifest less individuation than urban Arab adolescents and male adolescents, respectively. Results from the OMEIS revealed that the identity foreclosed mean of the Bedouin adolescents was higher than that of the urban adolescents. As for the SITA, significant differences were found between Bedouin and urban Arabs in terms of dependency denial, separation anxiety, teacher enmeshment, peer enmeshment, and rejection expectancy. Significant gender differences were found in regard to dependency denial, and a borderline difference was found for separation anxiety. Significant effects of ethnicity and gender were found on the financial interconnectedness subscale of the MIS. The results support the present hypotheses concerning ethnicity differences and indicate that urbanization seems to narrow the differences in individuation between male and female adolescents.     

When the bullied peer is native-born vs. immigrant: A mixed-method study with a sample of native-born and immigrant adolescents

An increasing number of immigrant students attend Italian schools, with the possibility of being involved in bullying episodes. A few studies have investigated this phenomenon, providing some evidence that immigrant students may face an increased risk of being bullied compared to native-born students. The present study adopted a mixed-method design, which may better detect the dynamics of bullying towards immigrant peers. Participants were 692 native-born and immigrant students (20.5% with immigrant background; 54.8% females) who filled in self-report measures about their bullying experiences, popularity, acceptance of diversity at school, and prejudice. Thirty-five pupils (54% with immigrant background) were also interviewed. Two hypothetical bullying scenarios were presented: one depicting a native-born victim and one depicting an immigrant victim. After each scenario, adolescents were encouraged to reason about the motives for bullying. Quantitative data showed that general bullying was associated with perceived popularity status among peers, while racial bullying was associated with prejudice but not peer status. The relevance of anti-immigrant prejudices in driving racial bullying emerged also from adolescents’ interviews. The qualitative data indicated that among the reasons for bullying, adolescents mentioned a desire for dominance and popularity, in particular when the victim was non-immigrant. Findings suggest that, in addition to individual and peer group-related risk factors, prejudice also needs to be addressed in anti-bullying interventions aimed to counteract racial bullying.     

Immigration and the interplay among citizenship, identity and career: The case of Ethiopian immigration to Israel

Migration is a common phenomenon of the globalization era. In this article we explore the interplay of three foundational concepts in the migration experiences of Ethiopian Jewish immigrants in Israel: citizenship, identity and career. Through our analysis we examine the multiple layers of being an immigrant citizen. Following immigration, as reflected in empirical studies with members of this community, we have observed tensions between inclusion and exclusion, equality and difference, work and family as well as gender role transformation, family restructuring, and generational differences. These issues are discussed in the context of the development of active citizenship and career. Career development is found to be a core process in the enactment of citizenship, the promotion of a sense of belonging and deeply related to identity formation. Identity as an overarching perspective, with its personal and collective meanings, plays an important role at the intersection between citizenship and career.     

Chinese immigrant mothers of adolescents: self-perceptions of acculturation effects on parenting

Immigrant families in the United States experience many adjustments, including the challenge of parenting in a new context. The relationship between self-perceptions of parenting behavior and mothers' perceived acculturation levels for themselves and their children was examined in 95 Chinese immigrant mothers. Data showed that mothers perceived their children as more acculturated than themselves, mothers reported a great need to learn more about how their children are growing up today, a larger perceived acculturation gap was associated with more parenting difficulties, and several factors contributed to perceptions of a more favorable parenting experience. Culturally responsive methodologies used in the translation and administration of measures, and specific modifications made to develop the Chinese version of the Parent Success Indicator, are discussed.     

Acculturative hassles and immigrant adolescents: a life-domain assessment for Soviet Jewish refugees

In a sample of 146 adolescents, the authors developed and validated a measure of acculturative hassles for Soviet Jewish refugees. They based the measure on an ecological perspective, which focuses on hassles involving person-environment transactions occurring in life domains of school, family, peers, and language. The authors reviewed conceptual and methodological issues in existing instruments and incorporated efforts to address current limitations into instrument development. The measure was correlated with psychological distress, level of acculturation to Russian and U.S. cultures, and outcomes in life domains; it contributed to outcomes over and above effects of nonacculturative hassles. Implications for measurement of acculturative hassles are discussed.     

Premigration ethnic and national identities: Jewish adolescents planning emigration from Russia and Ukraine to Israel

The ethnic and national identities of Jewish high‐school adolescents planning emigration from Russia and Ukraine to Israel were investigated about six months before their emigration. The national identities of adolescent emigrants (n = 243) were compared with those of non‐emigrant Russian and Ukrainian adolescents (n = 740). The emigrants’ attitude to their country of origin was less positive and their identification with Russians and Ukrainians was weaker as compared with the non‐emigrant adolescents. In addition, the attitude of the emigrants towards Israel was more positive than their attitude to Russia or Ukraine. Finally, the emigrants’ strongest identification was with the Jewish people, followed by identification with Israelis, while their weakest identification was with Russians and Ukrainians. Israeli and Jewish identities of the emigrant adolescents were positively correlated, and they were independent of the Russian and Ukrainian identities. Perceived discrimination was negatively correlated with the emigrants’ attitude to Russia or Ukraine, and it was positively correlated with the emigrants’ identification with Israelis and with the Jewish people. Jewish ethnicity was correlated with identification with Jewish people; however, it was not correlated with any component of the Israeli or Russian/Ukrainian identities. The study results indicate that in the premigration period emigrants form a multidimensional system of ethnic and national identities, which reflects their partial detachment from their homeland and affiliation with the country of provisional immigration. This premigration identity system may be termed “anticipatory” (cf. Merton, 1968), because it is not based on real contact with the country of provisional immigration, but rather on the emigrants’ expectations. On the other hand, the premigration identities are reactive, in the sense that they reflect the emigrants’ reaction to the perceived discrimination they experience in their country of origin. The results of the present study are discussed in light of social identity theory.     

Cyberbullying in a diverse society: comparing Jewish and Arab adolescents in Israel through the lenses of individualistic versus collectivist cultures

The purpose of this study was to examine the differences in cyberbullying (bystanders, victims, bullies) between Jewish and Arab adolescents in Israel. The findings could uncover critical implications for children, educators, and policymakers for understanding Cyberbullying in a diverse society. In particular, the differences in cyberbullying between collective and individualistic societies and the effect of gender bias on the likelihood of engaging in cyberbullying. Two cultural contexts in Israel were explored: one representing a collectivist orientation (Arab-Muslim and Arab-Christian culture), the other representing a more individualistic orientation (Jewish culture). The study included 901 junior high and high school students (501 Jewish-Israelis and 400 Arab–Israelis), which filled in an online cyberbullying survey. Findings revealed that Jewish adolescents reported being cybervictims and cyberbystanders more than Arab adolescents, yet contrary to expectation, Arab adolescents reported being cyberbullies more than Jewish adolescents. Contrary to expectation, no gender differences in being a bully were found among Jewish adolescents, while among Arab adolescents, girls reported higher bullying than boys. The cultural difference was significant among girls, revealing that Jewish girls were higher than Arab girls on bystanding and victimization, yet Arab girls were higher than Jewish girls on bullying in cyberspace. The cultural difference was not significant among boys. Using online communication as a theoretical framework, this study observed aspects of cyberbullying in the diverse and multicultural society of Israel through the lenses of individualistic versus collectivist cultures. The findings and their implications are further discussed and shed more light on cyberbullying in a diverse and multicultural society.     

Synthetiki Psychotherapy: An Integrative Psychotherapy for Individuals with Schizophrenic Symptoms

During the past 22 years, the author has developed an integrative psychotherapeutic model, called Synthetiki Psychotherapy (from the Greek word synthesis), for the treatment of individuals with schizophrenic symptoms. It has been influenced by certain philosophical and ethical principles, by ancient and modern Greek civilization and culture, and by the psychotherapy integration movement, and has been tested through research at the Laboratory of Clinical and Social Psychology of the University of Crete, Greece. The principles of Synthetiki Psychotherapy are presented and discussed.     

On immigrant integration: Reply to Stoffman

In his critique of my argument on Canada’s immigration discourse, Daniel Stoffman raises two objections: his writings are misinterpreted and I offer no alternative to the assimiliationist view of integration. In this analysis, I show that Stoffman’s version of multiculturalism is exaggerated and his idea of culture and integration is misguided. I further show that true integration is neither about cultural conformity nor about cultural anarchism. Rather, true integration involves a democratic process which allows harmonious diversity to enrich people’s lives and permits conflicting differences to be settled lawfully and respectfully.     

Personal values and immigrant group appraisal as predictors of voluntary contact with immigrants among majority students in Israel

What predicts whether young people will establish contacts with immigrants? Students are at a pivotal point in which the campus environment can enable substantial contact with immigrants, and where world views and behavioural patterns are formed which can follow through their adult lives. Through a value‐attitude‐behavior paradigm we examine a conceptual model in which appraisal of an immigrant group as a threat and/or benefit to the host society mediates the relationship between personal values and contact. Findings among 252 students in Israel showed that (1) threat/benefit appraisal of immigrants predicted voluntary contact; (2) personal values of self‐direction and hedonism directly predicted voluntary contact; and (3) Threat/benefit appraisal mediated the relationship between self‐direction and power and contact. Results suggest that increasing awareness of benefits of immigrants can promote positive inter‐group relations.