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The goal of cultural psychology is to explain the ways in which human cultural constructions—for example, rituals, stereotypes, and meanings—organize and direct human acting, feeling, and thinking in different social contexts. A rapidly growing, international field of scholarship, cultural psychology is ready for an interdisciplinary, primary resource. Linking psychology, anthropology, sociology, archaeology, and history, this publication unites the variable perspectives from these disciplines. It comprises over fifty contributed articles, providing a comprehensive overview of contemporary cultural psychology, comparing cultures and the (often differing) human psychological functions occurring within them. It presents a concise history of psychology that includes valuable resources for innovation in psychology in general and cultural psychology in particular; interdisciplinary articles including insights into cultural anthropology, cross-cultural psychology, culture and conceptions of the self, and semiotics and cultural connections; close, conceptual links with contemporary biological sciences, especially developmental biology, and with other social sciences; and a section detailing potential methodological innovations for cultural psychology.

This book enters into the many worlds of expression brought forth across Africa by the ravaging presence of HIV/AIDS. Africans and non-Africans, physicians and social scientists, journalists and documentarians share here a common and essential interest in understanding creative expression in crushing and uncertain times. Chapters investigate and engage the social networks, power relationships, and cultural structures that enable the arts to convey messages of hope and healing, and of knowledge and good counsel to the wider community. And from Africa to the wider world, the text here brings intimate, inspiring portraits of the performers, artists, communities, and organizations that have shared here their insights and the sense they have made of their lives and actions from deep within this devastating epidemic. Covering the wide expanse of the African continent, the chapters include explorations of, for example, the use of music to cope with AIDS; the relationship between music, HIV/AIDS, and social change; visual approaches to HIV literacy; radio and television as tools for “edutainment”; several individual artists’ confrontations with HIV/AIDS; various performance groups’ response to the epidemic; combating HIV/AIDS with local cultural performance; and more. Source material, such as song lyrics and interviews, weaves throughout the collection, which is a nuanced and profoundly affective portrayal of the intricate relationship between HIV/AIDS and the arts in Africa.

In an effort to pursue and achieve quality and equity in science education, the South African National Curriculum Statement stipulates that learners should be accorded an opportunity to acquire and apply knowledge and skills in meaningful ways. Accordingly, the curriculum promotes knowledge in both local and global contexts. The study investigated how teachers’ knowledge of learners’ socio-cultural backgrounds is invoked in enacting various teaching and learning approaches that bring relevance of science to learners. Three science teachers from three township high schools were observed teaching while incorporating learners’ socio-cultural practices, experiences and beliefs when teaching the topics reproduction, nutrition and healthy diet. The teachers were interviewed after each lesson via a closed-ended protocol. Science local curriculum documents and lesson plans were also analysed. A total of five lesson observations and five post-lesson interviews per teacher were analysed using the constant comparative method. The findings revealed that teachers use probing and open-ended questions, argumentation in groups, authentic problem-solving activities and resources, examples, experiences and language familiar to learners. Such practices promote class and group interaction, develop critical and analytical thinking skills in learners and promote conceptual understanding. The research findings provide insights into how certain science topics can be taught in meaningful ways to socio-economically and culturally diverse learners, which can contribute to the current debate on relevant education in a country faced with huge diversity.

Clinicians will, of course, find the DSM-5® Handbook of the Cultural Formulation Interview indispensable, but administrators, policy makers, advocates, and other practitioners who work collaboratively to engage patients in the mental health care process will also value its clarity and comprehensiveness.

Why was the idea of synchronicity so important to Jung?Jung's theory of synchronicity radically challenges the entrenched assumptions of mainstream modern culture in the West. It is one of the most fascinating yet difficult and discomfiting of Jung's psychological theories.The Rupture of Time aims to clarify what Jung really meant by synchronicity, why the idea was so important to him and how it informed his thinking about modern western culture. Areas examined include:* how the theory fits into Jung's overall psychological model and the significance of its apparent inconsistencies * the wide range of personal, intellectual and social contexts of Jung's thinking on the topic * how Jung himself applied the theory of synchronicity within his critique of science, religion, and society * the continuing relevance of the theory for understanding issues in contemporary detraditionalised religion. Focusing closely on Jung's own writings and statements, this book discloses that the theory of synchronicity is not an inconsequential addendum to analytical psychology but is central to the psychological project that occupied Jung throughout his professional life. This much-needed clarification of one of Jung's central tenets will be of great interest to all analytical psychologists and scholars engaged with Jungian thought.

The paper presents the first results of a PRIN PNRR research aimed at exploring the parenting experiences of mothers with a migratory cultural background, living in conditions of social vulnerability in reception centers in the Florence metropolitan area.Assuming the intersectional and decolonial perspective as an analytical and interpretative key, the contribution sheds light on the multiple nuances of being a mother in migration and, in particular, on the specificities of being a parent within a reception center. Starting from the voices of the women interviewed, the article offers some elements of reflection useful for the design of educational interventions aimed at supporting parenting in vulnerable conditions.

In our study we analysed the factors that influence and determine sport activity of students studying in higher education institutions in the North-Eastern Plains Region of Hungary and the adjacent cross-border regions. In the research we included students studying in three Hungarian, five Romanian, two Slovakian, three Ukrainian and one Serbian Higher Education institutions (N=2017). Our findings indicate that students in Hungary, as well as ethnic Hungarian students in Romania, Serbia and Slovakia, do little sport, in the entire region students do some sport once a week only. An analysis of the social and individual factors influencing sports activities in a single model shows powerful differences in terms of gender and financial background in Hungary, Ukraine and Romania (the differences are the biggest in the latter). If we include attitudes based on subjective choice and way of life in our model, the gender differences vanish.

This book presents a systematic review on traditional Arab herbal medicine including historical background, medical innovations introduced by Arab physicians, common roots of Arab medicine and western medicine, methodology of drug discovery and therapy in Arabic and Islamic medicine, a state-of-the-art description of traditional Arab herbal.

One of the major issues in L2 learning and cognitive styles is the ambiguity of these concepts. A solution to this issue should involve the following two aspects. First, studies of factorial validity should be conducted with empirical data, and with an appropriate analysis using a theoretically well-developed scale. Second, such studies should focus on a particular group of learners, as the learning and cognitive styles could be affected by learners’ cultural and educational backgrounds. This study, focusing particularly on cognitive styles, aims (1) to explore whether the concept of cognitive styles represented in the Ehrman and Leaver Learning Style Questionnaire (Ehrman & Leaver, Ehrman and Leaver Learning Style Questionnaire, 2002 ) show factorial validity for Japanese adult EFL learners and (2) if it does not, to explain the new factor structure, particularly in terms of Japanese educational and cultural backgrounds. Exploratory factor analysis was conducted for the dataset comprising 362 Japanese adult EFL learners, and the frequency distribution of each extracted factor was also investigated. (1) The result did not support the factorial validity as it extracted three factors different from the original questionnaire: impulsive – reflective (access to actual behavior), active – passive (cognitive engagement), and global – particular (cognitive focus); and (2) the new factor structure is discussed in terms of Japanese backgrounds such as cautious behavior, on which a certain value is often placed in Japanese culture, and the influences of university entrance examinations in the Japanese education system. The last part of the paper describes some pedagogical implications for effective use of the questionnaire in practical situations.

Clinical practice guidelines, such as those focusing on traumatic stress treatment, can play an important role in promoting inclusion and equity. Based on a review of 14 international trauma treatment guidance documents that explicitly mentioned children, we reflect on two areas in which these guidelines can become more inclusive and equitable; a) representation of children's cultural background and b) children's opportunity to have their voice heard. While a few guidelines mentioned that treatment should be tailored to children's cultural needs, there was little guidance on how this could be done. Moreover, there still appears to be a strong white Western lens across all stages of producing and evaluating the international evidence base. The available documentation also suggested that no young people under the age of 18 had been consulted in the guideline development processes. To contribute to inclusion and equity, we suggest five elements for future national guideline development endeavours. Promoting research and guideline development with, by, and for currently under-represented communities should be a high priority for our field. Our national, regional and global professional associations are in an excellent position to (continue to) stimulate conversation and action in this domain.