Acculturating to multiculturalism: a new dimension of dietary acculturation among Asian American, Native Hawaiian, and Pacific Islander women in the San Francisco Bay Area, USA.

BACKGROUND: Dietary acculturation is the process by which diet and dietary practises from the environment of origin are retained or changed and/or those prevalent in a new environment are adopted. Despite rapid population growth the U.S., knowledge gaps exist on characterising dietary acculturation among Asian American, Native Hawaiian, and Pacific Islander communities (AANHPI). This study characterise dietary patterns in a sample representative of AANHPI on key demographic characteristics. METHODS: Data were from a 2013-2014 population-based case-control study in the San Francisco Bay Area, U.S. Survey items were adapted from dietary acculturation scales developed for AANHPI populations. Validated measures assessed social capital, social standing, discrimination and immigration experiences. A principal components factor analysis was conducted to characterise dietary patterns of acculturation. RESULTS: Three dietary patterns were identified: "Asian," "Western," and a distinct "Multicultural" factor. Respondents reporting a high-Asian diet tended to also report smaller social networks, higher levels of stress, and, among those born outside of the U.S., an educational standing that was better before immigration. Respondents reporting a high-Western diet tended to also report the highest level of discrimination. Those reporting a high-Multicultural diet tended to report higher neighbourhood collective efficacy. CONCLUSIONS: The finding of a distinct "Multicultural" factor beyond the typical "Asian" and "Western" factors may reflect the multidirectional relationships between culture, diet, and dietary behavior, in which origin and destination cultures interact in complex ways and where foods from multiple ethnicities intermix.

Diversity, equity, and inclusion in medical education journals: An evaluation of editorial board composition.

PURPOSE OF THE ARTICLE: As editorial boards (EBs) of medical education journals (MEJs) hold substantial control over framing current medical education scholarship, we aimed to evaluate representation of women as well as geographic and socioeconomic diversity on EBs of these journals. MATERIALS AND METHODS: In our cross-sectional study, Composite Editorial Board Diversity Score (CEBDS) was used to evaluate diversity at gender, geographic region, and country income level. Websites of MEJs were screened for relevant information. Job titles were categorized into 3 editorial roles and data were analyzed using SPSS version 26. RESULTS: Out of 42 MEJs, 19 journals (45.2%) were published from the Global South. Among 1219 editors, 57.5% were men. Out of 46 editors in chief (EICs), 34.7% were women, and 60.9% were based in high income countries. No EIC belonged to low-income country. The proportion of female advisory board members was found to be positively correlated with the presence of a female EIC. Moreover, 2 journals achieved the maximum CEBDS. All editors belonged to the same World Bank income group and geographic region for 12 and 8 journals respectively. CONCLUSIONS: In order to allow a truly global perspective in medical education to prevail, diversity and inclusivity on these journals become important parameters to address. Thus, promoting policies centered on improving diversity in all aspects should become a top priority.

Transcultural nursing: a qualitative analysis of nursing students' experiences in a multicultural context in North-Eastern Namibia.

BACKGROUND: Culture is a fundamental concept in healthcare settings due to the reason that care provided to patients is holistic and encompasses their perspectives on health, which are greatly influenced by the patients' cultures. To prepare culturally competent nursing graduates, it is important to understand the experiences of students on transcultural nursing during clinical practice. However, there are limited studies that have explored experiences of students on transcultural nursing, specifically those located in multicultural societies. In addition, studies focus on experiences of international students who visit with student - exchange programme. Nevertheless, their experiences of transcultural nursing may differ since they are not residents and have limited exposure to transcultural nursing, and therefore cannot be generalized to undergraduate resident students. This study aimed to explore and describe transcultural nursing experiences of nursing students during clinical practice at an intermediate hospital in north-eastern Namibia. METHODS: Descriptive and explorative qualitative designs were used, data were collected via individual interviews from 16 final year nursing students, who were sampled using maximum variation purposive and snowballing sampling. During data collection, an interview guide was used together with audiotape and field notes. Data analysis followed Tesch's eight steps in qualitative coding process. Trustworthiness was ensured using four principles of Lincoln and Guba, Moreover, ethical clearance and permission were granted by research ethics committees from two institutions. FINDINGS: Four main themes emerged as findings of the study are: nursing students' exposure to different cultural practices and beliefs; personal feelings experienced by nursing students during transcultural nursing; challenges experienced by students during transcultural nursing; and nursing students coping mechanisms. CONCLUSIONS: Nursing students had mixed experiences on transcultural nursing which touch on aspects such as exposure to cultural aspects, personal feelings, challenges, and coping mechanisms. These findings are useful in helping nurse educators, clinical mentors, students, and future researchers to understand experiences of students on transcultural nursing. Consequently, assist in enriching transcultural nursing issues in curricula and for adequate preparation of graduates to become culturally competent when providing nursing care.

A Study of Psychological Features Related to Creative Thinking Styles of University Students.

The relevance of the study is conditioned by the need for competitive, non-standard-thinking specialists who can shift from conventional thinking patterns, and quickly solve problems and situations, i.e., show creativity in certain conditions, as a quality inherent in every person who strives for comprehensive development. The purpose of the study is to determine the psychological features of the integral and creative style of thinking of students in the conditions of linguistic multiculturalism in the educational process and to identify factors and conditions that contribute to the most effective development of creativity. For theoretical investigation of the material, such methods as research and analysis of scientific literature and systematisation were used. As part of a practical investigation of the psychological characteristics of the creative personality of students, psychological and diagnostic techniques were selected and used. The result of this article is the identification of the psychological characteristics of the integral and creative style of thinking of students within a linguistic multicultural educational context. The research establishes the connection between creativity, as an integral quality, and intelligence, emphasizing the potential development of originality, independent thought, and idea generation. The study underscores the importance of fostering creative thinking within a multicultural linguistic framework and highlights the pivotal role of higher education and multicultural environments in nurturing essential professional qualities for future specialists. The practical importance of the study lies in the fact that its materials are of theoretical value for teachers of higher education, in particular, supervisors of student groups, and for students of various pedagogical and psychological specialities.

Ukrainian refugee crisis management in the Local Health Authority Roma 1: the challenges of implementing public health policies and lessons learned.

BACKGROUND: The conflict between Russia and Ukraine has strained the health systems of countries that welcome war refugees on all levels, from national to local. Despite the Public Health guidelines regarding assistance being published on the topic, the scientific literature currently lacks evidence on the experience of applying theory in practice. This study aims to describe evidence-based practices that were implemented and to provide a detailed description of emerging problems and solutions pertaining Ukrainian refugee assistance in the context of one of the biggest Local Health Authorities in Italy (LHA Roma 1). METHODS: LHA Roma 1 developed a strategic plan based on local expertise, national and international guidelines to ensure infectious disease prevention and control, as well as continuity of care for non-communicable diseases and mental health. RESULTS: The insertion of Ukrainian refugees in the National Health System through an identification code assignment and other services such as COVID-19 swab and vaccination were provided either in one of the three major assistance hubs or in local district level ambulatories spread throughout the LHA. Many challenges were faced during the implementation phase of the outlined practice guidelines, which required sensible and timely solutions. These challenges include the necessity of rapid resource provision, overcoming linguistic and cultural barriers, guaranteeing a standard of care across multiple sites and coordination of interventions. Public Private Partnerships, the creation of a centralized multicultural and multidisciplinary team and the mutually beneficial collaboration with the local Ukrainian community were essential to guarantee the success of all operations. CONCLUSIONS: The experience of LHA Roma 1 helps shed light on the importance of leadership in emergency settings and how a dynamic relationship between policy and practice would allow each intervention to be modulated according to the local environment, to better realize the potential of local realities to provide appropriate health interventions to all those in need.

The neoliberal multicultural state and the urban Indigenous associative model in Santiago de Chile.

This article argues that since the recovery of democracy in Chile in the early 1990s, the state has been reshaping the Indigenous socio-political landscape by adopting neoliberal multiculturalism as a governance model. By not posing significant challenges to the state's neoliberal political and economic priorities, Indigenous cultural activity has been carefully channelled to meet state expectations of what constitutes urban indigeneity. Drawing on the minority and multicultural studies literature and ongoing ethnographic fieldwork, this article analyses how Mapuche civil society navigates the complexities of two relational models of state/ethnic minority interaction: ethno-bureaucracy and strategic essentialism. Although Mapuche associations have tried to accommodate their interests within the limits of neoliberal multiculturalism, the article argues that this governance model has established incentives for inclusion and exclusion in the socio-political apparatus, resulting in a fragmentation of the Mapuche associative landscape in urban Chile.

The shortcomings of identity: Champeta, culture, and inequality in Cartagena, Colombia.

This paper explores the connections between the culture and living conditions of Afro-descendants in Colombian society. The specific object of study is Champeta, a Black urban music associated with social resistance. The text analyzes Champeta's evolution in Colombia's multicultural frame. It concludes with an analysis of these multicultural premises' shortcomings, especially regarding the material improvement of Black Colombians' living conditions. This text contributes to current debates on cultural diversity in Latin America.

Multiculturalism and Colorblindness as Threats to the Self: A Framework for Understanding Dominant and Non-Dominant Group Members' Responses to Interethnic Ideologies.

Both multiculturalism (which involves recognizing and appreciating differences) and racial/ethnic colorblindness (which can involve emphasizing similarities or individual characteristics) are intended to promote intergroup harmony. Nevertheless, these ideologies can backfire when salient. Although this work has sometimes been interpreted to suggest that dominant group members may perceive salient multiculturalism, and non-dominant group members may perceive salient colorblindness, as threatening, it is unclear what about these interethnic ideologies poses a threat and why. The present article draws upon theories of the self-concept to introduce a framework of Multiculturalism and Colorblindness as Threats to the Self. Specifically, it is proposed that multiculturalism (colorblindness) is potentially threatening to dominant (non-dominant) group members' collective, relational, and personal selves. Dispositional and contextual variables that may moderate perceptions of threat among members of dominant and non-dominant groups, alternative interethnic ideologies to multiculturalism and colorblindness, and potential future research directions are discussed.

Participatory Qualitative Research in a Multilingual Context: The Use of Panel Translation to Better Understand and Improve Sexual and Reproductive Health in Timor-Leste.

Understanding and respecting different linguistic and socio-cultural needs of health service users is critical to design, adapt and provide appropriate health services. We explored access to male family planning methods in The Democratic Republic of Timor-Leste, a linguistically and culturally diverse nation, by conducting 14 participatory group discussions (PGDs) with 175 participants across seven municipalities. Participants (84 men and 91 women, aged 18 to 72) spoke 13 different languages. PGDs were audio-recorded and translated to English using a multilingual panel translation approach that enabled rigorous and reflexive discussion and learning between researchers about context and meaning. Planning for language diversity helped us to centre participant voices and to hear perspectives that may have otherwise been excluded or misrepresented. Our study affirms the need for research teams to include diverse members who help ensure meaning and voice is not lost across cultural and linguistic differences. Linguistic respect, inclusion and transparency are required to realise improved health and development outcomes.

Multicultural Streaming in Group Psychotherapy Supervision: Orientation to and Preparation for Culturally Humble Practice.

How do psychotherapy supervisors most effectively integrate issues and concerns about multiculturalism and social justice (MSJ) into the supervisory experience? Concrete examples of how to best address this integration are needed, and this article provides one such example. The authors propose multicultural streaming as one approach to orient supervisees about, and prepare them for, incorporation of MSJ matters into group supervision and to foster their evolving sense of culturally humble practice. This article defines multicultural streaming, presents a plan for its implementation at the group's outset, and identifies implementation guideposts for consideration. A set of cultural humility guidelines adapted for group supervision is also proposed for group facilitation. This perspective is presented with the hope of generating further discussion about integrating MSJ issues into the group supervisory experience.

Celebrating Diverse Voices in Neuroscience: Introducing Project DiViNe.

Institutions of higher education are meant to provide opportunities for the growth and development of their students. As student bodies have become more diverse it would seem to follow that institutional efforts to satisfy this obligation would likewise need to change. Despite increases in the numbers of historically underrepresented students entering higher education, the proportion of these students who graduate continues to lag behind that of students who are not historically underrepresented. As others have suggested, we believe the disparity between rates of matriculation and graduation parallels a disconnect between diversity and inclusion. Whereas the former is a relatively simple matter of access and demographic accounting, the latter concerns the lived experiences of students within our programs. Evidence suggests that the degree to which students feel valued within their programs can predict students' success, persistence, and graduation from these programs. Here, in an effort to promote greater inclusion, we propose a new pedagogical resource designed to share the personal stories and scientific contributions of neuroscientists from historically underrepresented or marginalized groups. After providing some context for why these interventions are so important, we describe the general expectations of these profiles and, in an accompanying article in this same issue, provide a number of examples. By incorporating these stories into our curricula we would hope to increase the sense of belonging of historically underrepresented or marginalized students and to increase awareness of disciplinary diversity among their peers. Ultimately, by challenging a colorblind approach to science in general and to neuroscience in particular, we hope to change our collective assumptions about who neuroscientists are and can be.

Body Image and Eating Disorders Among South Asian American Women: What Are We Missing?

This study used focus group methodology to examine South Asian (SA) American women's conceptualizations of eating disorders (EDs) and body dissatisfaction, and their perspectives regarding cultural influences on these conditions. Using a qualitative descriptive approach, seven focus groups were conducted (N = 54, mean age = 20.11 years, SD = 2.52). Themes (n = 15) were organized according to the amended objectification theory framework. Women described experiences of cultural stressors specifically related to living in the United States, and weight stigma from multiple sources, especially older women (e.g., mothers, relatives, and aunties). Participants also experienced pressures to achieve competing body and appearance ideals ("thin" and "healthy"). In addition, they reported pressures to possess light skin, dark black hair, minimal body hair, and marry young, and noted these pressures negatively impacted their body esteem. Findings indicate that a combination of "traditional" and culturally-influenced factors are important to consider when conceptualizing eating pathology and body image in young SA American women.

Immigrant adolescents' perceptions of cultural pluralism climate: Relations to self-esteem, academic self-concept, achievement, and discrimination.

A cultural pluralism climate values differences between groups and fosters learning about different cultures. This study investigated the relation between four facets of cultural pluralism climate (learning about multicultural topics, learning about intercultural relations, interest shown by teachers, interest shown by non-immigrant students) and immigrant students' self-esteem, academic self-concept, achievement and perceived discrimination. We furthermore tested whether academic self-concept, self-esteem, and perceived discrimination mediated the relation between the four facets and achievement. Relying on a sample of 700 immigrant students (Mage = 12.62 years; SD = 1.12; 45.4% female) from 87 Austrian secondary school classes, all effects were estimated at two levels (L1, individual student level; L2, classroom level) in multilevel mediation models. It was shown that learning about multicultural topics and intercultural relations, and interest shown by teachers positively predicted academic self-concept and self-esteem at L1. Learning about intercultural relations negatively predicted discrimination at L1. At L2, learning about intercultural relations positively predicted academic self-concept and negatively predicted perceived discrimination. None of the facets predicted achievement at L1 and L2. However, academic self-concept (positively) and self-esteem (negatively) fully mediated the effect of learning about multicultural topics, learning about intercultural relations, and interest shown by teachers on achievement at L1.

Food, culture, and identity in multicultural societies: Insights from Singapore.

The choice of food practices can be influenced by one's identity in many societies, but has mostly been evaluated in light of the maintenance of cultural identity in migrant populations. This study focused on understanding the influence of identity on food practices among individuals in multicultural societies. We conducted 18 focus group discussions (n = 130) among Indian, Chinese and Malay women in Singapore. Focus group transcripts were analysed using Thematic Analysis both inductively and deductively. Deductive analysis was framed within a Social Representations Approach, a social psychological theory that allows a deeper understanding of the contextual aspects of identity. Participants highlighted the central position of food in social events, cultural celebrations, and persistent traditional beliefs about health (such as 'hot-cold balance'). These beliefs extended to the perception of certain traditional foods possessing medicinal properties. Importantly, the consumption of these traditional foods was accepted as necessary for the maintenance of health by the women. We propose that while cultural food practices are integral to identity preservation and identity continuity for Singaporean women from all three racial groups, this is different to other multicultural societies such as Canada where communities preserve their cultural food practices, in part, due to fear of cultural identity loss. In addition, cross-cultural food practices are readily adopted in participants' daily lives for a number of reasons such as the promotion of health, convenience, and variety. At times, this adoption blurred boundaries between different cultural cuisines. Food practices in multicultural societies like Singapore are thus a reflection of everyday multiculturalism, multicultural social policies, and attitudes towards traditional healthful food practices, and these aspects need to be considered in the development of public health policies and interventions.

Racial and Ethnic Differences in Bullying: Review and Implications for Intervention.

Despite increased research on bullying over the past few decades, researchers still have little understanding of how bullying differentially affects racial and ethnic minority and immigrant youth. To facilitate efforts to better evaluate the impact of bullying among racial and ethnic minority youth and improve interventions, we integrated research from multiple disciplines and conducted a systematic search to review relevant cross-cultural research on the prevalence of bullying, risk and protective factors, and differences in behaviors and outcomes associated with bullying in these populations. Studies measuring differences in bullying prevalence by racial and ethnic groups are inconclusive, and discrepancies in findings may be explained by differences in how bullying is measured and the impact of school and social environments. Racial and ethnic minorities and immigrants are disproportionately affected by contextual-level risk factors associated with bullying (e.g., adverse community, home, and school environments), which may moderate the effects of individual-level predictors of bullying victimization or perpetration (e.g., depressive symptoms, empathy, hostility, etc.) on involvement and outcomes. Minority youth may be more likely to perpetrate bullying, and are at much higher risk for poor health and behavioral outcomes as a result of bias-based bullying. At the same time, racial and ethnic minorities and immigrants may be protected against bullying involvement and its negative consequences as a result of strong ethnic identity, positive cultural and family values, and other resilience factors. Considering these findings, we evaluate existing bullying interventions and prevention programs and propose directions for future research.

Schizophrenia, recovery and the individual-cultural considerations.

OBJECTIVES: The concept of recovery in mental health has been embraced by many services across the world. Placing the individual (self) at the core of service delivery constituted a profound shift from service-driven models of care. However, cultures described as individualistic or collectivist may hold very different views of individuality. In cultures with collectivist orientation, the notion of 'individualism' is integrated into the structure and dynamics of the family. The families in such cultures play a major and lifetime role in caring for its members, making decisions and acting in consideration of the welfare of all. The needs and priorities of individuals, especially women, may be superseded by those of their families. This commentary is on the effect of culture on the identity of self in the recovery process and its relevance to mental health care. CONCLUSION: In multicultural societies like Australia that include Indigenous people, the process of acculturation may be different. For the Indigenous people, the shift was from a collectivist culture to one that was predominantly individualistic. In the provision of recovery-oriented mental health care, there needs to be an awareness of the cultural variations in the relational dynamics of individualism.

Trainee Perspectives on Relational Cultural Therapy and Cultural Competency in Supervision of Trauma Cases.

Supervision is a key part of training in clinical psychology. From my postdoctoral trainee perspective as a Black woman, I reflect on supervision in 1 of my predoctoral practicum at a community clinic where I worked with low-income women with trauma histories. With relational cultural therapy (e.g., Miller, 1976), my clinical supervision was in the feminist multicultural framework (Porter & Vasquez, 1997) and included the complexities of power in the supervisory relationship, openness, collaboration, and critical self-reflection (Arczynski & Morrow, 2017). Moreover, incorporating research perspectives (e.g., betrayal trauma theory, Freyd, 1996; cultural betrayal trauma theory, Gómez, 2018d; microaggressions, Sue, 2010) and cultural competency (Sue, 1978) created a rich learning environment. In this article, I detail 2 case studies to illustrate exchanges in supervision that positively impacted my professional development. In Case Study 1, my supervisor engendered identification of parallel processing through engaging in mutual empathy and relational reconnection regarding racial discrimination from a client. In Case Study 2, my supervisor used a collaborative approach in treatment planning for a Latina client who was in an abusive relationship. Based on these experiences, implications for supervisors include ongoing training in discrimination of diverse minorities and facilitating discussions in supervision about how trainees' and clients' respective societal statuses impact the therapeutic process (e.g., case conceptualizations, treatment planning). Implications for trainees include maintaining a processing journal, in which trainees reflect on their experiences including but not limited to cultural competency to be better prepared to discuss complex issues in supervision.

La supervisión es una parte clave de la formación en psicología clínica. Desde mi perspectiva de aprendiz postdoctoral como mujer negra, reflexiono sobre la supervisión en una de mis prácticas predoctorales en una clínica comunitaria donde trabajé con mujeres de bajos ingresos con antecedentes de trauma. Con la terapia cultural relacional (por ejemplo, Miller, 1976), mi supervisión clínica estaba en el marco multicultural feminista (Porter y Vásquez, 1997) e incluía las complejidades del poder en la relación de supervisión, apertura, colaboración y autorreflexión crítica (Arczynski & Morrow, 2017). Además, la incorporación de perspectivas de investigación (por ejemplo, la teoría del trauma de la traición, Freyd, 1996; la teoría del trauma de la traición cultural, Gómez, 2018c; las microagresiones, Sue, 2010) y la competencia cultural (Sue, 1978) crearon un rico ambiente de aprendizaje. En este manuscrito, detallo dos estudios de caso para ilustrar los intercambios en la supervisión que impactaron positivamente mi desarrollo profesional. En el Estudio de caso # 1, mi supervisor generó la identificación del procesamiento paralelo a través de la empatía mutua y la reconexión relacional con respecto a la discriminación racial de un cliente. En el Estudio de caso # 2, mi supervisor utilizó un enfoque colaborativo en la planificación del tratamiento para una cliente latina que estaba en una relación abusiva. En base a estas experiencias, las implicaciones para los supervisores incluyen capacitación continua en discriminación de minorías diversas y facilitar debates en supervisión sobre cómo los estados sociales respectivos de los alumnos y los clientes impactan el proceso terapéutico (por ejemplo, conceptualizaciones de casos; planificación del tratamiento). Las implicaciones para los alumnos incluyen mantener un diario de procesamiento, en el que los alumnos reflexionen sobre sus experiencias, incluidas, entre otras, la competencia cultural, para estar mejor preparados para debatir cuestiones complejas en la supervisión.

The Relationships of Intergroup Ideologies to Ethnic Prejudice: A Meta-Analysis.

This meta-analysis summarizes the results of research on the relationships of majority group members' endorsement of assimilation, colorblindness, multiculturalism, and the relative relationships of colorblindness and multiculturalism to ethnic prejudice. Random effects analyses found that assimilation was positively related to explicit prejudice (g. = 0.80), multiculturalism was negatively related to both explicit (g. = -0.26) and implicit prejudice (g. = -0.19), and colorblindness was negatively related to explicit prejudice (g. = -0.07). Multiculturalism was more closely associated with low prejudice than colorblindness (g. = 0.15). Effect sizes varied as a function of methodology (experimental vs. correlational), country in which research was conducted (United States vs. other countries), and, in experimental studies of multiculturalism, type of prime used (abstract vs. concrete). Discussion points include methodological issues, groups used as targets of prejudice, national diversity norms, additional issues raised in the studies reviewed, and directions for future research.

Principle-Based Integrative Therapy with Couples: Theory and a Case Example.

The Principle-Based Integrative Therapy (PBIT) framework harnesses the principles of change underlying each theoretical model within integrative couple therapy treatments. PBIT has commonalities with other integrative approaches, and additional advantages stemming from its four tenets that guide therapists in combining strengths across models and overcoming each of their deficiencies. Tenet 1 advises that each model adds a core principle or mechanism of action that other models do not automatically address. Tenet 2 focuses on how techniques of one model may actualize the principles of other models. Tenet 3 ensures complementarity and a lack of conflict across principles. A case study and common case considerations are presented to illustrate how Tenets 1-3 can work in integrating Cognitive-Behavioral, Multicultural, and Emotionally Focused Therapy models in working with a couple. Finally, Tenet 4 advocates for the use of models and empirically supported principles that also have received empirical support with diverse populations. Prerequisites and training implications for PBIT, and future clinical and research directions to further the utility of PBIT are discussed.

El marco de la Terapia Integrativa Basada en Principios (PBIT) aprovecha los principios de cambio que subyacen a cada modelo teórico dentro de los tratamientos de la terapia integrativa de pareja. La PBIT tiene similitudes con otros enfoques integrativos y otras ventajas que surgen de sus cuatro principios que guían a los terapeutas en la combinación de los puntos fuertes de los distintos modelos y en la superación de cada una de sus deficiencias. El primer principio recomienda que cada modelo agregue un principio o mecanismo fundamental de acción que otros modelos no aborden automáticamente. El segundo principio se centra en cómo las técnicas de un modelo pueden actualizar los principios de otros modelos. El tercer principio garantiza la complementariedad y la falta de conflictos entre los principios. Se presentan las consideraciones de un caso práctico y de casos comunes para ilustrar cómo estos tres principios pueden funcionar en la integración de los modelos de terapia congnitivo-conductual (CB), multicultural (MC) y centrada en las emociones (EFT) a la hora de trabajar con una pareja. Finalmente, el cuarto principio propone el uso de modelos y principios factuales que también hayan recibido apoyo empírico con diversas poblaciones. Se debaten los prerrequisitos y las consecuencias de la capacitación para la PBIT, así como las futuras direcciones clínicas y de investigación para impulsar la utilidad de la PBIT.

Understanding positive immigrant youth adaptation in the context of multiculturalism.

This commentary highlights some of the strengths of the papers in this special issue focusing on how they advance acculturation research; how they link immigrant youth research with positive youth development and how they provide some insights into understanding how immigrant youth thrive in their adoptive societies. The commentary takes as its point of departure the prototypical research question for immigrant youth research within the perspective of positive youth development and the ultimate goals of acculturation research, i.e., to (i) promote positive psychological acculturation and the well-being of individuals and (ii) the attainment of harmonious intercultural relations among all groups in contact, and argues that the four papers fall short in addressing the second goal. The second goal is subsequently linked to multiculturalism and suggest that to do full justice to the prototypical research question, more attention should be directed to incorporating indicators of multiculturalism in acculturation research.