Indigenous Exam 16144075 PDF

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Examination

Student:

Tugba Gok

Student Number:

16144075

Email Address:

[email protected]

School/Department: Psychology and Speech Pathology Unit:

Indigenous and Cross Cultural Psychology

Lecturer/Tutor:

Jemma Dessauvagie

Due Date:

06/11/2015

I have read and understood the University Policy on Plagiarism and this piece of work conforms to this policy. I declare that this assignment is my own work and has not been submitted in any form for another unit, degree or diploma at any other university of other institute of tertiary education. Information derived from the published or unpublished work of others has been acknowledged and a list of references is given. I warrant that any disks and/or computer files submitted as part of this assignment have been checked for viruses.

Student Signature:

Tugba Gok

Date:

6th November 2015

Indigenous and Cross Cultural Psychology

Tugba Gok (16144075)

What are the long‐term impacts of the Stolen Generations on the individuals who were removed, their families, and the Indigenous Australian community? Between the 1890’s and 1970’s, approximately 50,000 Indigenous children had been removed from their families, and forced to be raised by white foster families or in institutions as a consequence of government policies (Bretherton and Mellor, 2006); this meant that the British colonists had ownership of the young children, and became an asset for them after a certain age. The generation of the young children being forcibly removed became known as the Stolen Generation. The assimilation policy, which was implemented to remove these children away from their homes, intended to wipe out the Aboriginal culture through natural elimination and in turn these children be assimilated into the white culture. The removal of these children from their families generated many long-term impacts both on the individual being removed, and their family members and communities, and these implications were not considered at the time of assimilation. Bretherton and Mellor (2006) stated that among the Stolen Generations, showed high prevalence of depression, anxiety, posttraumatic stress, and suicide. The removal of their children being taken away generated a lot of negative thoughts and psychological trauma, which were never considered. As a result of the assimilation policy, the Indigenous children and communities possessed low self-esteem and trust and relationship issues throughout their lives (Feather, Woodyatt, and McKee, 2011). They were unable to manage relationships, as they did not hold trust in anyone, and were in a very negative state of mind. This affected their life considerably, as they would have had difficulty showing love to anyone around them. The children from the Stolen Generation had their entire identity, language, culture, and heritage stripped from them due to the forcing the white culture as their own (Duff et al., 2014). They faced internal guilt by holding their parents accountable for their lives, and also the false belief of love and care. As they were never shown or received love, they became very immune to their emotions, and as a result, had difficulty parenting later in life. The family members also resorted to substance and alcohol abuse to desensitize the pain of losing their children. Due to these negative experiences, the children of the Stolen Generation passed on their trauma to their children, which lead to intergenerational trauma. The effect on the Indigenous community needed to be considered prior to implementing the Assimilation policy.

Indigenous and Cross Cultural Psychology

Tugba Gok (16144075)

Describe Berry’s (1997) acculturation model and provide an overview of the evidence supporting this model. Acculturation is the process by which changes in an individuals culture adapts to the dominant culture, predominantly appearing in migrants and native-born minorities (Ndika, 2013). The implications of acculturation are visible in both the group and individual level. Schwartz, Montgomery, and Briones (2006) state that the group level incorporates changes to culture, traditions, and social environments. Although these changes are not observable, the alteration of adapting ones language, food, and clothing worn are the most recognizable changes. The individual level is composed of the measures an individual assimilates to the dominant culture, while also complying with the values, morals, and legislations of the new culture (Shwartz et al, 2006). Berry’s Model of Acculturation (1997) is based on the two principles: cultural maintenance and contact participation. Cultural maintenance is where migrants question whether they want to maintain their cultural identity and values, where as contact participant refers to the extent to which individuals value and pursue contact with those outside their cultural group, and engage in the activities and daily lifestyle of the dominant culture. The model consists of four components, which can be seen in Figure 1.0 of the Appendix. Integration is where individuals retain their personal and cultural values while adopting the dominant culture, while separation is where the individual connected and maintains their own cultural values. Marginalization is the term used to describe individuals who identify their culture negatively, while being unable to adopt the dominant culture, and assimilation being the term used to describe individuals who pursue the dominant culture in their daily life, while excluding their own cultural identity and values. There are individual differences and approaches in the way individuals’ acculturate, and the integration strategy seems to be the best approach in terms of stress and adaptations, rather than those pursuing marginalization, assimilation, and separation. Individuals who pursue the integration strategy experience the least amount of stress and, as a result, attain a healthier adaptation (Berry, 2005). The implication of those pursuing the other strategies leads to high levels of stress and anxiety, which leads to individuals being more prone to rejecting cultures other than their own.

Indigenous and Cross Cultural Psychology

Tugba Gok (16144075)

Discuss the relationship between ethnocentrism and prejudice and why it is important for psychologists to have awareness of these concepts. Use examples to support your claims. Ethnocentrism refers to the proneness to perceive the world through an individuals own cultural filters, by judging a culture merely by the values and standards of ones own culture (Fluck, Clouse, and Shooshtari, 2007). Ethnocentrism creates awareness of various cultures and typically generates negative stereotypes and conflict between two subgroups. It may be apparent or vague, and while it is regarded as a natural tendency of human psychology, it has initiated a negative implication. Prejudice is a negative attitude towards individuals on the basis of their group membership (Triandis, Kurowski, and Gelfand, 1994). This phenomenon consists of both cognitive components, being stereotypes, and affective components, being the personal attitude and feelings toward other groups of people (Hussey, Fleck, and Warner, 2010). It is further categorized into explicit and implicit prejudice. Explicit prejudice refers to verbalized and publicized prejudice, while implicit refers to the prejudicial attitudes, values, and beliefs that are unspoken and outside conscious awareness. The factors that are responsible for prejudice in most people are intergroup conflict, social and cultural factors, authoritarian personality, and contact with out-group members. Ethnocentrism falls under the category of prejudice. The two concepts interact together to generate and maintain social bias (Fluck et al., 2007). This is an important concept in psychology and is very important for psychologists to have awareness of the both. Psychologists often observe how the two the notions regulate an individuals behaviour and attitude, as well as how the individuals affiliate with individuals from other cultures. A study undertaken by Clark and Clark (1947) revealed that young African-American children chose to play with white dolls rather than black dolls, believing that being black was undesirable and frowned upon. This shows that from a young age, children are susceptible to believe what they are told and although they might not understand the concept of ethnocentrism and prejudice, they could unconsciously be judging on the basis of colour and membership group. Another study undertaken by Goldberg (1968) revealed that women believed to regard themselves as intellectually inferior to men, evaluating an identical article written by ‘John McKay’ as higher, than when written by ‘Joan McKay’. The study of cross-cultural research, with prejudice and ethnocentrism being the main point, enhances attention in both awareness and reasoning to behavioural psychology.

Indigenous and Cross Cultural Psychology

Tugba Gok (16144075)

Cultural awareness and cultural competence are seen as important for psychologists. Is knowing about other cultures sufficient, or do we need a more sophisticated approach? Discuss. Cultural competence refers to a group of consistent behaviours, knowledge, attitudes, and policies that interact together in an organisation or amongst professionals that facilitates active work in cross-cultural settings (Jackson, Power, Sherwood, and Gela, 2013). The elements that consist of this model are knowledge, values, and skills. These elements help individuals recognize and understand the cultural and historical systems, as well as creating awareness of personal and out-group values, biases and beliefs. Both cultural awareness and cultural competence are perceived as important for psychologists. Having an understanding of a culture apart from ones own is important as enhances knowledge and understanding of other people surrounding you, while also aiding to remove cultural barriers and social biases. Australia is a very multicultural country, where almost 25% of the population was born overseas (Australian Bureau of Statistics, 2011 Census date). For this reason, it is important for psychologists to have a strong understanding of cultures other than their own, while also considering the values, beliefs, and norms for the culture. A study undertaken by Hill and Augoustinos (2001) examined the prejudice reduction intervention toward reducing the prejudice among Indigenous Australians. The participants exposed to the study were employees of a large public service organisation, who were assessed at baseline and 3 months preceding. The intervention revealed that employees were largely prone to discrimination and prejudice against Indigenous Australians, without having the knowledge of their culture. While more research was needed to further develop more successful strategies of decreasing the prejudice and stereotype among Australian people, it showed a significant amount of individuals in the workforce displayed prejudice and oblivious behaviour and attitude toward Indigenous Australians. It is not sufficient for psychologists to know about other cultures, but to understand its roots, beliefs and values is important. A more thorough procedure for cultural awareness should be implemented in order for psychologists to have a full understanding of other cultures. Training programs and workplace schemes, where employees can attend, need to be thoroughly checked and implemented into organisations in order for psychologists and other employees to apply their knowledge accordingly.

References

Australian Bureau of Statistics. (2011). Census of Australians born overseas: CO/59 Census reveals one in four Australians is born overseas (First release processing). Retrieved http://abs.gov.au/websitedbs/censushome.nsf/home/CO-59 Berry, J. W. (1997). Lead Article: Immigration, acculturation, and adaptation, International Association of Applied Psychology, 46(1), 5–68. doi: Berry, J. W. (2005). Acculturation: Living successfully in two cultures, International Journal of Intercultural Relations, 29(1), 679–712. doi: Bretherton, D., and Mellor, D. (2006). Reconciliation between Aboriginal and Other Australians: The “Stolen Generations”, Journal of Social Issues, 62(1), 81–98. doi: 10.1111/j.15404560.2006.00440.x Clark, K., and Clark, M. (1947). Racial identification and preference in negro children In T. M. Newcombe & E. C. Hartley (Eds.) , Readings in Social Psychology. New York: Holt. Duff, P., Bingham, B., Simo, A., Jury, D., Reading, C., and Shannon, K. (2014). The ‘Stolen Generations' of Mothers and Daughters: Child Apprehension and Enhanced HIV Vulnerabilities for Sex Workers of Aboriginal Ancestry, Plos One, 9(6), 1–6. Feather, N. T., Woodyatt, L., and McKee, I. R. (2011). Predicting support for social action: How values, justice-related variables, discrete emotions, and outcome expectations influence support for the Stolen Generations, Motivation and Emotion, 36(4), 516–528. Fluck, U., Clouse, S. F., and Shooshtari, N. H. (2007). Reducing ethnocentrism in international business students with an online multicultural supplement. Journal of Teaching in International Business 18(2), 133-151. doi: 10.1300/J066v18n02_07 Goldberg, P. (1968). Are women prejudiced against women?, Trans-action 5(5) 28–30. Hill, M. E, and Augoustinos, M. (2001). Stereotype change and prejudice reduction: Short-term and long-term evaluation of a cross-cultural awareness programme, Journal of

Indigenous and Cross Cultural Psychology

Tugba Gok (16144075)

Community and Applied Social Psychology, 11, 243–262. doi: 10.1002/casp.629 Hussey, H. D., Fleck, B. K. B., and Warner, R. B. (2010). Reducing student prejudice in diversity-infused core psychology classes, College Teaching 58(3), 85–92. Jackson, D., Power, T., Sherwood, J., and Gela, L. (2013). Amazingly resilient Indigenous people! Using transformative learning to facilitate positive student engagement with sensitive material, Contemporary Nurse, 46(1), 105–112. doi: 10.5172/conu.2013.46.1.105 Ndika, N. (2013). Acculturation: A Pilot Study on Nigerians in America and Their Coping Strategies, SAGE Open, 3(4), 1-8. doi: 10.1177/2158244013515687 Schwartz, S. J., Montgomery, M. J., and Briones, E. (2006). The Role of Identity in Acculturation among Immigrant People: Theoretical Propositions, Empirical Questions, and Applied Recommendations, Human Development, 49, 1-30. doi: 10.1159/000090300 Triandis, H. C., Kurowski, L. L., and Gelfand, M. J. (1994). Workplace diversity, Handbook of industrial and organizational psychology, 4(2), 769–827.

Indigenous and Cross Cultural Psychology

Tugba Gok (16144075)

Indigenous and Cross Cultural Psychology

Tugba Gok (16144075)

Appendix

Figure 1.0 – Berry’s Acculturation Model Cultural Maintenance CONTACT PARTICIPATION

YES NO

YES Integration Separation

Indigenous and Cross Cultural Psychology

NO Assimilation Marginalization

Tugba Gok (16144075)...