Table Of ContentAdvances in Immigrant Family Research
Series Editor: Susan S. Chuang
Derya Güngör
Dagmar Strohmeier Editors
Contextualizing
Immigrant and
Refugee Resilience
Cultural and Acculturation Perspectives
Advances in Immigrant Family Research
Series Editor
Susan S. Chuang
Department of Family Relations and Applied Nutrition, University of Guelph,
Guelph, ON, Canada
More information about this series at http://www.springer.com/series/8807
Derya Güngör • Dagmar Strohmeier
Editors
Contextualizing Immigrant
and Refugee Resilience
Cultural and Acculturation Perspectives
Editors
Derya Güngör Dagmar Strohmeier
Center of Social and Cultural Pyschology School of Medical Engineering
University of Leuven and Applied Social Sciences
Leuven, Belgium University of Applied Sciences
Upper Austria
Linz, Austria
ISSN 2625-364X ISSN 2625-3666 (electronic)
Advances in Immigrant Family Research
ISBN 978-3-030-42302-5 ISBN 978-3-030-42303-2 (eBook)
https://doi.org/10.1007/978-3-030-42303-2
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To Kris and Kaylan De Bruyn, my rocks
To my migrant mother (Anneme) and all
migrant mothers, so resilient
Derya Güngör
To Amela, Edvana, Ilknur, and Kolë with love
and respect
To my immigrant students who made me
understand what resilience really means
Dagmar Strohmeier
Acknowledgments
The editors express their thanks to Dr. Filiz Kunuroglu for contributing to the review
process.
vii
Contents
1 Contextualizing Immigrant and Refugee Resilience:
Cultural and Acculturative Perspectives . . . . . . . . . . . . . . . . . . . . . . . 1
Derya Güngör and Dagmar Strohmeier
Part I I ntegrative Theoretical Perspectives
to Immigrant Youth Resilience
2 Immigrant Youth Resilience: Integrating
Developmental and Cultural Perspectives . . . . . . . . . . . . . . . . . . . . . . 11
Frosso Motti-Stefanidi and Ann S. Masten
3 Developmental Tasks and Immigrant Adolescent’s Adaptation . . . . . 33
Philipp Jugert and Peter F. Titzmann
4 Why Do Some Immigrant Children and Youth
Do Well in School Whereas Others Fail?: Current State
of Knowledge and Directions for Future Research . . . . . . . . . . . . . . . 51
Metin Özdemir and Sevgi Bayram Özdemir
Part II T heoretically Informed Empirical Perspectives
to Immigrant and Refugee Resilience
5 Receiving Population Appraisal as Potential Risk
or Resilience for Immigrant Adaptation:
The Threat- Benefit Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Sophie D. Walsh and Eugene Tartakovsky
6 The Role of Discrimination, Acculturation,
and Ethnic Identity in Predicting Psychosocial
Functioning of Turkish Immigrant Youth . . . . . . . . . . . . . . . . . . . . . . . 99
Aysun Doğan and Dagmar Strohmeier
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x Contents
7 Positive Adjustment Among Internal Migrants:
Acculturative Risks and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Derya Güngör
8 The Role of Hope to Construct a New Life: Experiences
of Syrian and Iraqian Asylum Seekers . . . . . . . . . . . . . . . . . . . . . . . . . 143
Aylin Demirli Yıldız
9 Conceptualizing Refugee Resilience Across Multiple Contexts . . . . . 163
Jaime Spatrisano, Rebecca Volino Robinson,
Gloria D. Eldridge, and Rosellen M. Rosich
Part III Promotive and Preventive Approaches
10 Using Basic and Applied Research on Risk and Resilience
to Inform Preventive Interventions for Immigrant Youth . . . . . . . . . . 185
Steven M. Kogan and Sophie D. Walsh
11 Inclusion in Multicultural Classrooms in Norwegian Schools:
A Resilience Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Svein Erik Nergaard, Hildegunn Fandrem,
Hanne Jahnsen, and Kirsti Tveitereid
12 Fostering Cross-Cultural Friendships with the ViSC
Anti-bullying Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Dagmar Strohmeier, Elisabeth Stefanek, Takuya Yanagida,
and Olga Solomontos-Kountouri
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
About the Editors
Derya Güngör is a social and cross-cultural psychologist with research interests
spanning from cultural differences in self-identity and parenting styles to psychology
of acculturation and migration. She received her PhD in Social Psychology from
Ankara University in Turkey and worked as a researcher and lecturer in Turkey (psy-
chology departments of Ankara University and Yasar University), Belgium (Center for
Social and Cultural Psychology at the University of Leuven), the Netherlands (European
Research Centre on Migration and Ethnic Relations (ERCOMER) in Utrecht
University), and the USA (Eunice Kennedy Shriver National Institute of Child Health
and Human Development). In 2007, she was awarded a 3-year Marie Curie Outgoing
International Fellowship by the European Commission 6th Framework Programme for
the project “Parenting in migration.” From 2015 to 2018, she worked as an associate
professor of Social Psychology in Yasar University in Turkey. Dr. Güngör continues her
studies as a research affiliate at the Center for Social and Cultural Psychology at the
University of Leuven and serves in the editorial boards of international journals, includ-
ing Self and Identity and International Journal of Intercultural Relations.
Dagmar Strohmeier is professor at the University of Applied Sciences Upper
Austria, Linz, in Austria and professor II at the Norwegian Centre for Learning
Environment and Behavioural Research in Education at the University of Stavanger
in Norway. She received a PhD (2006), the venia legendi in Psychology (2014), from
the University of Vienna in Austria. She studies peer relations in children and youth
with a cross-cultural and cross-national perspective and a special focus on immigrant
youth. She has developed, implemented, and evaluated a program to foster social and
intercultural competences in schools (ViSC program) that has been implemented in
Austria, Cyprus, Romania, Turkey, and Kosovo. She was the principal investigator of
the EU-funded project “Europe 2038” and examined young people’s engagement
with the European Union in seven countries (www.europe2038.eu). Her research
was awarded by the University of Applied Sciences in 2011 (Researcher of the Year)
and the Bank Austria Main Award for the Support of Innovative Research in 2009.
Her teaching was awarded by the Köck Stiftung in 2010. She is president elect of the
European Association for Developmental Psychology (www.eadp.info).
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About the Authors
Aysun Doğan is an associate professor of Developmental Psychology and the
director of the Child and Adolescent Research Lab at Ege University, İzmir, Turkey.
She received a BSc in Psychology at METU, Turkey, and PhD in Applied
Developmental Psychology at Claremont Graduate University, California, USA. Dr.
Doğan ran numerous national and international research projects focusing on ado-
lescents’ risk-taking behaviors, friendship relations of young adults, immigrant
children’s psychological well-being, and adolescent-parent relations. Her current
research interests include well-being of refugee children and adolescents, bullying,
victimization, friendship relations, and preventive intervention programs.
Gloria D. Eldridge holds the rank of professor of Psychology at the University of
Alaska Anchorage (UAA). She has a PhD in Clinical Psychology from the University
of Manitoba. Currently, she is coordinator of the MS in Clinical Psychology at
UAA. Her research focuses on the ethical and institutional challenges of conducting
research in criminal justice settings.
Hildegunn Fandrem is a professor in Education and holds a position as a profes-
sor at the Norwegian Centre for Learning Environment and Behavioural Research
in Education, University of Stavanger, Norway. Her main topic of interest is diver-
sity and inclusion, inclusion of immigrant students in particular. She received her
PhD, which concerns social and emotional adaptation among immigrant adolescent,
in 2009. She is currently the vice-chair of the European COST network on migra-
tion, inclusion and bullying in schools.
Hanne Jahnsen is an associate professor in Education and holds a position as an
associate professor at the Norwegian Centre for Learning Environment and
Behavioural Research in Education, University of Stavanger, Norway. The main
topics for her work and research have been social competence, bullying, and prob-
lem behavior among pupils in secondary school. She has also experience working
in the field with complex cases among adolescents in school. She has contributed to
several investigations and reports on these topics in a national context.
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