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Second Culture Acquisition
Second culture acquisition, an integral aspect of the acculturation process, is the adjustment of the immigrant to the dominant culture. In the new culture, immigrants must navigate through situations in which they have no experience, often without a grasp of the language. Immigrants must deal with changes such as alterations in diet, climate change, different customs and social practices, unfamiliar clothing, new employment, and different family composition, as the majority of their family may reside in their country of origin or in another host country. Several different models have been constructed to explain the methods immigrants use to adapt to the new culture and to highlight reasons for adaptation difficulty. All these factors must be taken into consideration when counseling an immigrant client.
Models of Adaptation unilinear Model
Unilinear acculturation considers adaptation to the second culture as a function of time. Individuals appear to become more acculturated the longer they are exposed to the new culture. The rate of acculturation varies depending on another aspect of time: the age of the immigrant at the time of entry. Children aged 12 and younger often become accustomed to the new culture faster than those who immigrate at an older age.
Bilinear Model
Berry postulated that immigrants grapple with two questions: Is it valuable to maintain cultural identity and characteristics (enculturation)? and Is it valuable to maintain relationships with other groups (acculturation)? Although the answers to these questions are independent of each other, they interact, leading to four qualitatively different responses to the second culture: integration, assimilation, separation, and marginalization.
In the integration mode of adaptation, also known as biculturalism, individuals value both the original culture and the host culture and are able to balance the retention of cultural identity and relationships within the dominant society. This strategy is considered the most psychologically healthy strategy for a person to use. A person's development of a bicultural identity is highly individualized and dependent on characteristics such as age, gender, personality, and socioeconomic status.
There are several aspects of biculturalism that positively influence mental health. The first is that the individual maintains positive attitudes toward both cultural groups. In this way, the individual is able to interact with, and gain support from, both groups (groundedness). For example, Kim and Omizo found in their study that Asian American participants who engage with the majority culture both perceive themselves as being able to cope with different cultural situations and feel that people from the majority culture view the Asian American group favorably. They also expressed more cognitive flexibility and general self-efficacy. Similarly, Kosic found that immigrants who favored the integration strategy were more socioculturally adapted than those who used the separation and marginalization strategies. Engaging with the original culture is important as well because enculturation behaviors are associated with the membership dimension of collective self-esteem (the worth placed on one's cultural group).
Another factor that comes into play is bicultural efficacy, which is the sense that the person can live in the two groups without compromising his or her identity. This factor also influences personal relationships with both cultural groups in that people can interact with others without fear that they are betraying their identities. Another crucial part of biculturalism is the person's ability to communicate well in both cultures. Without this ability, it is difficult to have a positive relationship with both groups and to believe that one can function well in each of them. Another facet of biculturalism is role repertoire, in which the individual has developed a range of roles and behaviors that can differ based on situational factors. This flexibility and knowledge of roles helps the individual navigate through both cultures in appropriate ways. Kosic asserts that being able to function well in both cultures helps an individual to be more psychologically adapted, exhibiting less emotional distress and psychosomatic symptoms.
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- Recruitment: History and Recent Trends in Diversity (Vol. 1)
- Refugees (Vol. 3)
- Reversed Racism (Vol. 3)
- Santeria (Vol. 3)
- Second Culture Acquisition (Vol. 3)
- Sexism (Vol. 3)
- Sexual Harassment (Vol. 4)
- Sexual Orientation (Vol. 4)
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- Social Discrimination (Vol. 4)
- Social Justice (Vol. 3)
- Sojourner (Vol. 3)
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- Third World (Vol. 3)
- Tokenism (Vol. 3)
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- Universalism (Vol. 3)
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- White Privilege (Vol. 3)
- Worldview (Vol. 3)
- Xenophobia (Vol. 3)
- Subdisciplines
- Bilingual Counseling (Vol. 3)
- Black Psychology (Vol. 3)
- Career Counseling (Vol. 4)
- Career Counseling in Colleges and Universities (Vol. 4)
- Career Counseling in Organizations (Vol. 4)
- Career Counseling in Schools (Vol. 4)
- Career Counseling, History of (Vol. 4)
- Career Resource Centers (Vol. 4)
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- Counseling Psychology, Definition of (Vol. 1)
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- Physical Activity Counseling (Vol. 2)
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- Rehabilitation Counseling (Vol. 2)
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- Trait-Factor Counseling (Vol. 4)
- University Counseling Centers (Vol. 1)
- Theories
- Action Theory (Vol. 4)
- Attachment Theory (Vol. 4)
- Brown's Values-Based Career Theory (Vol. 4)
- Career Construction Theory (Vol. 4)
- Common Factors Model (Vol. 2)
- Confucianism (Vol. 3)
- Constructivist Theory (Vol. 2)
- Counseling Theories and Therapies (Vol. 2)
- Critical Race Theory (Vol. 3)
- Deficit Hypothesis (Vol. 3)
- Etic-Emic Distinction (Vol. 3)
- High-Context Communication (Vol. 3)
- Holland's Theory of Vocational Personalities and Work Environments (Vol. 4)
- Krumboltz Happenstance Learning Theory (Vol. 4)
- Low-Context Communication (Vol. 3)
- Model Minority Myth (Vol. 3)
- Orthogonal Cultural Identification Theory (Vol. 3)
- Person-Environment Interactions (Vol. 2)
- Personality Theories (Vol. 2)
- Personality Theories, Behavioral (Vol. 2)
- Personality Theories, Cognitive (Vol. 2)
- Personality Theories, Evolutionary (Vol. 2)
- Personality Theories, Five-Factor Model (Vol. 2)
- Personality Theories, Phenomenological (Vol. 2)
- Personality Theories, Psychodynamic (Vol. 2)
- Personality Theories, Social Cognitive (Vol. 2)
- Personality Theories, Traits (Vol. 2)
- Positivist Paradigm (Vol. 2)
- Roe's Theory of Personality Development and Career Choice (Vol. 4)
- Self-Efficacy/Perceived Competence (Vol. 2)
- Social Cognitive Career Theory (Vol. 4)
- Social Identity Theory (Vol. 3)
- Super's Theory (Vol. 4)
- Theory of Work Adjustment (Vol. 4)
- Tiedeman's Decision-Making Theory (Vol. 4)
- Therapies, Techniques, and Interventions
- Adlerian Therapy (Vol. 2)
- Adventure Therapy (Vol. 1)
- Art Therapy (Vol. 1)
- Behavior Therapy (Vol. 2)
- Brief Therapy (Vol. 2)
- Career Interventions (Vol. 4)
- Cognitive Therapy (Vol. 2)
- Cognitive-Behavioral Therapy and Techniques (Vol. 2)
- Conversion Therapy (Vol. 1)
- Corrections Applications (Vol. 1)
- Crisis Counseling (Vol. 2)
- Critical Incident Stress Debriefing (Vol. 2)
- Developmental Counseling and Therapy (Vol. 2)
- Dialectical Behavior Therapy (Vol. 2)
- Evidence-Based Treatments (Vol. 2)
- Expectations About Therapy (Vol. 2)
- Eye Movement Desensitization and Reprocessing (Vol. 1)
- Feedback in Counseling, Immediate (Vol. 1)
- Feminist Therapy (Vol. 1)
- Forensic Applications (Vol. 1)
- Free Association (Vol. 2)
- Gay, Lesbian, and Bisexual Therapy (Vol. 2)
- Group Therapy (Vol. 2)
- Harmful Psychological Treatments (Vol. 2)
- Homework Assignments (Vol. 2)
- Humanistic Approaches (Vol. 2)
- Hypnosis (Vol. 1)
- Individual Therapy (Vol. 2)
- Integrative/Eclectic Therapy (Vol. 2)
- International Approaches (Vol. 4)
- Interpersonal Learning and Interpersonal Feedback (Vol. 2)
- Metaphors, Use of (Vol. 2)
- Mindfulness (Vol. 1)
- Music Therapy (Vol. 1)
- Narrative Therapy (Vol. 2)
- Outcomes of Counseling and Psychotherapy (Vol. 2)
- Paradoxical Interventions (Vol. 2)
- Phrenology (Vol. 1)
- Play Therapy (Vol. 1)
- Projective Techniques (Vol. 2)
- Psychoanalysis and Psychodynamic Approaches to Therapy (Vol. 2)
- Psychoeducation (Vol. 2)
- Rational Emotive Behavior Therapy (Vol. 2)
- Refraining (Vol. 2)
- Self-Help Groups (Vol. 2)
- Socratic Method (Vol. 2)
- Solution-Focused Brief Therapy (Vol. 2)
- Therapist Interpretation (Vol. 2)
- Therapist Techniques/Behaviors (Vol. 2)
- Therapy Process, Individual (Vol. 2)
- Transactional Analysis (Vol. 2)
- Transference and Countertransference (Vol. 2)
- Translation Methods (Vol. 3)
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