The couch and the chador

The authors present a clinical discussion of the psychic functions of the chador, a veil‐like outer garment worn in public by some Iranian women. Drawing on Anzieu’s theoretical concept of the skin ego, the authors suggest that the chador does not just cover the body; it may also envelop the psyche and function as a second skin for the ego. The maternal function of a holding environment is symbolically displaced on any clothing that ‘hides,’‘covers,’‘veils,’ or ‘dresses’ the body. The skin’s containing functions are extended through sensory and metonymic mediations to clothes, thus providing an imaginary maternal sack for the person. The clinical vignettes presented here suggest that for some Iranian women the chador may work, on one hand, as a second skin ego and a shield against a perceived intrusive world. On the other hand, it may work as a punitive maternal superego, a ‘holding cell’ in a jail that paralyses the separation/individuation process. Operating in the service of the patient’s resistance and defense, the chador may also function as a psychic refuge and a place to hide on the couch.     

Multicultural Training Experiences as Predictors of Psychology Students' Cultural Competence

The psychologists in the western world, including Australia, are required to be culturally competent because of the cultural diversity of these societies. Previous studies conducted in North America and Europe have found multicultural teaching, clinical experience with culturally diverse clients, and discussion of multicultural counselling issues in supervision to be related to the practitioner's cultural competency. The present study examined factors contributing to trainee psychologists' perceived level of cultural competence. It was hypothesised that multicultural teaching, clinical experience, and supervision would be related to students' level of cultural competence. One hundred twenty‐seven postgraduate clinical psychology students completed an online survey battery that included demographic information, a social desirability measure, and the Multicultural Mental Health Awareness Scale. This hypothesis was partially supported. Clinical experience and supervision focusing on multicultural issues were found to be related to participants' perceived cultural competence; however, multicultural teaching was not. These results provide insight into how universities around Australia can facilitate future psychologists' competence in working with clients from different cultural backgrounds.     

Modification of the catastrophic cognitions questionnaire (CCQ-M) for normals and patients: Exploratory and LISREL analyses

The Recently developed Catastrophic Cognition Questionnaire (CCQ) was further investigated using both student and anxiety patient samples. LISREL confirmatory factor analyses was used. The results showed that the CCQ could be explained by a three-factor oblique solution. These are Emotional Catastrophes, Physical Catastrophes, and Mental Catastrophes. The modified version of CCQ (CCQ-M) revealed good internal consistency, test-retest reliability, and concurrent validity. It has also good discriminant validity. The CCQ-M can therefore be used with both normal and anxiety-disordered patients.We would like to thank the staff of the Anxiety Disorder clinic, in particular Dr. Larry Evans and Ms. Elly Staunton-McKenzie, for their assistance in data collection, and the subjects for their participation in this study. Dr. Khawaja was supported by a scholarship from the Government of Pakistan. She was on leave from the University of Punjab, Lahore, Pakistan. We would like to thank the anonymous reviewers for their excellent suggestions.     

Developing an Acculturation and Resilience Scale for Use with Culturally and Linguistically Diverse Populations

Australian multicultural society consists of culturally and linguistically diverse (CALD) migrants, refugees, and international students from different parts of the world. Despite hardships, these individuals show resilience and adapt successfully. However, there is a dearth of scales measuring these positive developments and personal strengths. The study describes the development and evaluation of a scale measuring resilience and acculturation of CALD people. Items were generated for the Acculturation and Resilience Scale (AARS). The AARS and other acculturation and psychological distress scales were administered to 225 CALD community members. Exploratory factor analyses resulted in a 27‐item AARS with three subscales: Acculturation, Resilience, and Spirituality. The three‐factor structure was subjected to a confirmatory factor analysis on a sample of 515 international students. The factor structure stability was upheld by the second sample. The psychometric properties were investigated using the two samples and demonstrated satisfactory internal consistency, test–retest reliability, and divergent validity. The scale addresses a major gap in the literature and can be used to measure the positive acculturation and resilience of the newly arrived and relocated individuals. Further research is warranted to examine the scale's psychometric properties with migrants and refugees from a range of ethnic communities.     

Individual,Pre-Migration,and Post-Settlement Factors in Predicting Academic Success of Adolescents from Refugee Backgrounds: a 12-Month Follow-Up

The current study investigated the role of individual, pre-migration, and post-settlement factors in predicting academic success of 62 adolescents from refugee backgrounds with self-reported ages of 11 to 18 years at a 12-month follow-up. Academic success was defined in terms of school retention and academic achievement. School retention was predicted by pre-migration academic English proficiency, whilst engagement in vocational training was predicted by age and pre-migration trauma. Academic scores on elective subjects were predicted by gender and pre-migration trauma. Learning support required was predicted by psychological distress. The findings have important implications for schools and policy-makers in providing resources to facilitate the academic success of adolescents from refugee backgrounds in Australia.