Erin E. Martin
PhD Psychology
"Apply your heart to instruction and your ears to words of knowledge" - Prov. 23:12
Minimizing Prejudice and Conflict
Erin Martin, PhD
Psychology
One of the biggest issues of modern prejudice is the us-versus-them mentality. Baron, Branscombe, and Byrne (2009) discussed a study in which two groups of boys were at a camp and the them-versus-us mentality started from the very beginning with the simple knowledge that the other group was there. We see this type of prejudice emerge with so many aspects of life: work, sports, gangs, racial tension, gender issues, the list goes on. The in-group and out-group, us-versus-them, is very widespread in various aspects of life. The following strategies can be used to lower the distinctions of groups and prejudice of several us-versus-them groups, including cultural differences within various aspects of business, education, and personal encounters. Us-versus-them can be reduced by: 1. reducing distinctions, 2. developing common goals, 3. incurring group guilt.
Moral Reasoning
Erin Martin, PhD
Psychology
I consider moral reasoning to be the ability to determine right and wrong, and the desire to do what is morally right whether or not anyone is watching. My moral reasoning is based on traditional Christian teaching. Santrock (2009) explained moral reasoning and moral development includes a person’s thoughts, feelings, and behaviors of what is considered to be standard right and wrong. He considered moral development to encompass two dimensions – intrapersonal and interpersonal.
Santrock (2009) discussed that some researchers argue the difference between moral reasoning and social conventional reasoning. In this discussion he mentioned that moral reasoning is not personal judgments nor arbitrary, but exist apart from social norms and are concepts of justice and ethics. Social conventions however are arbitrary and a means of organizing and controlling social behavior (Santrock, 2009). I disagree slightly with Santrock in regards to moral reasoning not being influenced by social norms.
Group Rules and Norms
Erin Martin, PhD
Psychology
Explicit roles and norms are those that are specifically stated, and typically understood by all involved (Baron, Branscombe, & Byrne, 2009). On the contrary, implicit roles and norms are not clearly stated and are often perceived as different by others in the group; even if the other members think the roles and norms should be clearly understood by all (Baron, Branscombe, & Byrne, 2009). The explicit and implicit roles and norms of a group depend on the nature of the group. The roles and norms of a classroom group will be different from the roles and norms of a business group; while some probably should overlap. The norms for one cultural group will be different from another cultural group, which may cause some confusion.
Adult Missionary Kids Reentry Into the United States After High School
Erin Martin, PhD
Psychology
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Missionary kids (MK) spend much of their developmental years overseas, creating a third culture, not fully identifying with either the passport or the host culture. Cultural homelessness, inner cultural conflict, a global viewpoint, reduced social connection with passport peers, and lack of roots are related to reentry adjustment difficulties for MKs. These difficulties can lead to grief, restlessness, social difficulties, anxiety, and feelings of isolation. The purpose of this study was to assess relationships between adult MK reentry adjustment and variables of their experience overseas. Adaptation theory and Pollock’s transition model provided the basis for the cultural adjustment process. Sussman’s theory of cultural identity and Berry’s acculturation theory were the framework for describing how MKs encounter the interaction of different cultures. A total of 72 participants recruited from various missionary and TCK organizations completed a web-based survey assessing the statistical relationship of reentry adjustment and their MK experience as measured by the Homecomer Culture Shock Scale (HCSS) and 5 Factor Wellness Inventory (5F-W). Regression analysis demonstrated MK adjustment was affected by amount of American cultural exposure, number of visits to the United States, and amount of U.S. contact. MK reentry adjustment may be improved by providing a reentry program along with increasing MKs’ American cultural exposure and U.S. visits and contact.