Public Stigmatization of Women Victims of Intimate Partner Violence by Professionals Working in the Judicial System and Law Enforcement Agencies in Spain.

Recent international literature has demonstrated that the public stigma suffered by women victims of intimate partner violence (IPV) makes them less likely to disclose the abuse and to seek help and has a negative influence on third-party responses, with professionals working in the judicial system and law enforcement agencies being particularly susceptible to its impact. The absence of theories explaining how this stigma works and the legal and cultural differences that exist between countries prompted us to explore the process by which professionals working in law enforcement and the judicial system in Spain stigmatize this specific group of victims. Constructivist grounded theory was used to establish meanings and relationships between the components and processes involved in stigmatization, based on the data collected from individual, semi-structured, in-depth interviews with 11 professionals working in the aforementioned fields. In addition to the stigmatization that the interviewees claimed to have observed in coworkers, we also analyzed the conscious and/or unconscious stigmatization that they themselves exercised, which became evident during the course of the interview. The results confirmed the existence of stigma among professionals, with the said stigma often being unintentional and implicit in nature. The theoretical model that emerged from the data comprised four broad categories linked to the origin of the stigma, stigmatizing myths about victims and IPV, stigmatizing responses to victims who are seeking help, and the consequences of the stigma for the victims. In the study, we outline the associations observed between these factors and the subcategories included in each, and highlight the need to design training programs for professionals who are designed to fight against the stigma and which include self-analysis exercises as well as theoretical contents. We also discuss other implications of the results for both research and practice.

Collective remembering and future forecasting during the COVID-19 pandemic: How the impact of COVID-19 affected the themes and phenomenology of global and national memories across 15 countries.

The COVID-19 pandemic created a unique set of circumstances in which to investigate collective memory and future simulations of events reported during the onset of a potentially historic event. Between early April and late June 2020, we asked over 4,000 individuals from 15 countries across four continents to report on remarkable (a) national and (b) global events that (i) had happened since the first cases of COVID-19 were reported, and (ii) they expected to happen in the future. Whereas themes of infections, lockdown, and politics dominated global and national past events in most countries, themes of economy, a second wave, and lockdown dominated future events. The themes and phenomenological characteristics of the events differed based on contextual group factors. First, across all conditions, the event themes differed to a small yet significant degree depending on the severity of the pandemic and stringency of governmental response at the national level. Second, participants reported national events as less negative and more vivid than global events, and group differences in emotional valence were largest for future events. This research demonstrates that even during the early stages of the pandemic, themes relating to its onset and course were shared across many countries, thus providing preliminary evidence for the emergence of collective memories of this event as it was occurring. Current findings provide a profile of past and future collective events from the early stages of the ongoing pandemic, and factors accounting for the consistencies and differences in event representations across 15 countries are discussed.

The relationship between sociocultural factors and autobiographical memories from childhood: the role of formal schooling.

Cross-cultural differences in autobiographical memory (AM) are associated with cultural variations. In models of the self and parental reminiscing style, but not many studies have analysed the relationship between AM and specific cultural practices such as formal schooling. Theoreticians like [Greenfield, P. M. (2009). Linking social change and developmental change: Shifting. pathways of human development. Developmental Psychology, 45, 401-418. doi: 10.1037/a0014726 ; Kagitçibasi, C. (2005). Autonomy and relatedness in cultural context. Implications for self and family. Journal of Cross-Cultural Psychology, 36, 403-422. doi: 10.1177/0022022105275959 ] and [Keller, H. (2007). Children development across cultures. New York: Lawrence Erlbaum Associates] have considered formal schooling as an engine towards the model of independence; however, the empirical evidence in this regard is inconclusive: while some studies found evidence of a relation between formal schooling and characteristics of AM, others did not. To solve this inconsistency, the present study compared orally narrated childhood memories of Mexican adults with three different levels of education (from rudimentary literacy to university). Results support a relationship between formal schooling and AM in the predicted direction: More educated participants reported longer, more specific and more self-oriented memories than those with less schooling experience did. Some gender differences were also observed, with males generally reporting more individually and less socially oriented memories than females, except for university level participants. We conclude that these results support Greenfield's theory about formal schooling as a sociocultural factor that promotes the cultural pathway to independence, as well as complexity and context-boundedness of gender differences in AM.

Investigating interdependent self in post-communist countries: A comparison of two Slovak and Danish generations.

Some evidence suggests prevalence of collectivist values and interdependent self in post-communist Europe. However, research on social representations identifies a possible divide between Eastern Europeans' appreciation of their immediate social environment on the one hand and their suspicion toward impersonal collectives on the other. The current study aimed to capture this divide by investigating two types of interdependent self, namely relational and collective. Specifically, we compared self-descriptions in two Slovak samples-"old" with a communist experience (n = 80) and "young" without it (n = 80)-and used a country that has never been communist (Denmark; n = 80 x 2) to control for age effects. Results showed predominance of independent self in all groups, higher relational self in both old groups, and highest collective self among the young Slovaks. This indicates no association between communist experience and interdependent self, but a possible post-communist effect is suggested. Theoretically, the study substantiated the importance of disentangling interdependence.

A liberation psychology approach to acculturative integration of migrant populations.

This paper describes an acculturative integration approach that stresses the contribution of liberation psychology. Immigrant integration is a challenge for receiving countries in the Western world due to the frequent asymmetrical and oppressive conditions suffered by newcomers in their new settlements. The cross-cultural perspective connects integration with psychological acculturation, emphasizing harmony between acquisitions of the new culture while maintaining cultural heritage, and creating opportunities for intergroup relationships. In turn, liberation psychology permits an understanding of the acculturative transition as an empowerment and self-construction process by which immigrants acquire a new vision of the world and of themselves, transforming both structural conditions and themselves. From this perspective we conceptualize acculturative integration as the process by which newcomers become an accepted part of the new society through a reflexive and evaluative process, changing their social references and position, rebuilding their social and personal resources, and achieving a new agency in coherence with their new challenges and goals. In this process, they acquire critical thinking about unequal conditions, gain capacities to respond to the inequalities, and take effective actions to confront them. We illustrate this process using the narratives of nine Moroccan women who are living in asymmetrical and oppressive local contexts in Andalusia, the southern-most region of Spain.