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The demand for teachers overseas far outweighs the supply. International teachers become sojourners, or “between-society culture travelers” (Ward, et al., 2005, p. 6), but how do they manage to thrive once in their host country? Culture shock presents ubiquitous challenges for teachers. Policyscapes, metaphorical pools of diverse policies converging and sometimes clashing, are sure to add more challenges. This study explored factors affecting teacher thriving overseas. To date, research on expatriate teachers is scarce. Psychological acculturation theories have not covered teachers, which is significant because teachers guide students who are also acculturating. I developed a preliminary educator acculturation framework to inform my three-phase narrative qualitative study on educator acculturation, which explored the experiences of K-12 teachers and school leaders whose educator certification was completed at Anglo-Western institutions of higher education, and who were employed at international schools in Southeast and East Asia, and later sojourning school leaders. This article provides analyses of data from the study’s first phase. Findings include evidence of acculturative stress, as well as personal and professional growth from sojourning. Propositions from the study include beginning a scholarly dialogue about educator acculturation, developing an educator acculturation framework, and translating acculturation understandings to praxes by means of reflection and professional development.

This article introduces a themed issue on adaptation and communication within the field of communication studies. It highlights the importance of understanding the process of adaptation for intercultural and cross-cultural researchers. The article mentions various theories of cultural adaptation that have been explored, including Kim's theory of cultural adaptation, hybridity, differential adaptation theory, and cultural fusion theory. The themed issue includes three pieces that explore the experiences of immigrants and migrants in different contexts, offering insights on their adaptation processes. The article encourages readers to engage with the authors for further questions and collaborations. [Extracted from the article]

The internationalization of education introduces notable cross-cultural challenges and benefits for consideration by scholars of comparative and international education. When teachers move overseas to work, they become sojourners, "between-society culture travelers" (Ward et al., 2005, p. 6). Living and working between cultures offers a substantial set of both challenges and opportunities. Acculturation theory (Sam & Berry, 2006) was initially understood as culture shock (Oberg, 1960), an occupational malady. Acculturation theory seeks to explain adaptation processes and has mostly examined sojourners whose intent is to permanently adapt to a new culture. Educators who are sojourners require temporary states of adaptation. This chapter narrates a subset of a qualitative study examining educator acculturation from an asset orientation to explore what benefits acculturation offers to sojourning educators who work in international schools overseas. Findings include that even highly stressful episodes of culture shock can manifest in long-term benefits, such as the development of personal and professional resilience and self-leadership strategies, as well as the reflective curating of one's personal and professional identity, which may include the development of an interstitial identity. These benefits serve to increase educators' cultural competencies, to prepare educators for supporting sojourning students who are acculturating, and to prepare educators for smoother acculturation experiences afterwards. [ABSTRACT FROM AUTHOR]

The following paper describes recent literature and provides an assessment of the impact of acculturative stress and reverse culture shock among international students. A structure for the acculturation process is described, along with an evaluation of various coping strategies used by the students. The article continues with a review of the various psychological and sociocultural dimensions that are involved in the adjustment or adaptation to culture shock. Next, a series of potential interventions that may accommodate different responses to acculturative stress and reverse culture shock are proposed. This is followed by a discussion of the experiences of international students returning to their home countries and the environmental impact on them. [ABSTRACT FROM AUTHOR]

The phenomenon of culture shock has some impacts on foreigners (i.e. psychological impact and intellectual impact), especially for foreign students studying in a new country. This research is aimed at figuring out the dominant aspects of culture shocks faced by the three Thai students studying at Universitas Muhammadiyah Palembang and how they cope with it. Descriptive-qualitative method was used in this research.To collect the data, the researchers used interview and questionnaire. Coding technique was used in analyzing the data. The results showed two dominant aspects of culture shocks found, namely: academic shocks (i.e teacher’s role and attitude, poorly organized program and classroom organization, and local students’ attitude). and social shocks (i.e.women-men relationship, community bonding, habits in social gathering). Generally, the three Thai students coped with the shock by preparing mental and psychology, as well as learning academic destination.

The purpose of the study is to determine the structure of technology for the use of video content for linguistic and cultural adaptation of foreign students at higher education institutions of the USA from psycholinguistic point of view. The article is concerned with the analysis of practical measures aimed at forming and developing communication and socio-cultural competence when using video content, including professionally-oriented video content. In the course of the research, the level of influence of video content on the development of foreign students' linguistic and social skills, which are necessary for a comprehensive communication with cultural elements, was determined using the descriptive method. Comparative historical and typological methods allowed to determine whether foreign students could identify any historical and linguistic changes in the language they learned, as well as make a comparative analysis of native and foreign languages. The impact of video content used during adaptation activities was analyzed using sociolinguistic methods, namely the field research method aimed at the identification of a direct correlation between film screenings and the development of the ability to use linguistic and cultural patterns in foreign students, as well as the method of sociolinguistic research which helped to conduct a more detailed study of the socio-communicative elements formed and the impact that the cultural specifics of the society had on them. The applied linguistic method helped to conduct a more detailed study of the impact of video text on the communication skills of a person. Linguistic and cultural patterns are an important component of successful communication for a foreign student since it provides them with elements that can be put to use when needed in social relations. One of the most widely used methods for forming such patterns at HEI of the USA is the use of video content which involves screenings of American films (for direct acculturation, when a foreign student adapts to the linguistic and cultural specifics of the host country) and films produced in the countries from which students came (for reverse acculturation, when local students adapt to the socio-cultural specifics of foreign students). The use of video content in acculturation activities helps a foreign student develop not only linguistic and cultural patterns that are necessary for academic and social activities in the host country, but also critical thinking, which facilitates analysis of new socio-cultural and linguistic information, thereby preventing the negative effects of culture shock. Moreover, video content can be presented with a twofold purpose, as it may be socioculturally oriented (presenting cultural specifics or social problems of the host country) and professionally oriented (containing specialized vocabulary); it can also provide the opportunity for direct and reverse acculturation. [ABSTRACT FROM AUTHOR]

In recent years, due to the rapid growth of English language programs in higher educational institutions, inexpensive living expenses, and affordable tuition fees in Thailand, the number of international students coming to the kingdom has risen year on year, with a parallel increase in the challenging experiences of acculturation of being an exchange student in an alien environment away from one's domestic norms. This qualitative study aims to gain an in-depth understanding of French exchange students' experiences of cross-cultural adjustment encountered during their residency and exchange program attendance in Thailand. The findings of this present study shed light on a better understanding of lived experiences of French exchange students in four major areas: (1) linguistic limitations and their possible solutions; (2) culture shock and associated acculturative stress; (3) cultural adjustment; and (4) proposed extra-curricular activities to foster French exchange students' cross-cultural adaptation to the Thai collectivistic context. The implications of this study will be beneficial for educators working in academic international relations departments to better understand the challenges faced by international students and explore social support mechanisms to address problems arising during the students' residency. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students' sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming. [ABSTRACT FROM AUTHOR]

This performative autoethnography examines extant theories of cultural adjustment through an ecocultural lens. I revisit my 26-month sojourn with the US Peace Corps in Malawi, Africa, and my return to the United States in the context of sojourner acculturation, critiquing the often conventionally anthropocentric frame of cultural adjustment and reconceptualizing the process as ecocultural adjustment. Ecocultural adjustment theory calls attention to the impact of the environment on the transitioning human body and points to the profound need to reimagine the cultural adjustment process as one of both mind and body and culture and ecology. [ABSTRACT FROM AUTHOR]

The goal of the research is to explore the connection between international students' acculturation strategies, perceived success of acculturation and potential for subsequent word of mouth about the host institution and the host country. The qualitative research included 20 in-depth interviews with international students from Europe and outside Europe as well. According to the results both European and non-European citizens, who studied in Europe, suffered similar level of culture shock. The majority of students tried to solve intercultural difficulties based on their own cultural tools. That resulted in low levels of cultural integration and led to negative word of mouth. International students, who were willing to learn about foreign cultures and whose personality developed over the course of the program, produced the highest amount of positive word of mouth. These students maximized all forms of social interactions - they made local, international friends and built excellent relationships with local professors and coordinators. [ABSTRACT FROM AUTHOR]

A 2-week community health clinical experience in Ghana, Africa, provided undergraduate nursing students a study abroad opportunity to expand their cross-cultural skills. Journal entries (N = 512) of four cohorts were analyzed for common themes using Atlas.ti 7 in this descriptive qualitative study. No emphasis was placed on how to cope with cultural shock in Ghana, nor any attempt made to teach effective coping skills during the trips. Bochner's ABC cultural learning response model provided the framework for grouping themes. Positive coping skills included the need for control, humor, normalizing, and reframing as well as a need for a break and relaxation. Venting, frustration, and physical ailments were coded as negative responses to culture shock. Due to these findings, student preparation for short-term study abroad should include discussions on effective coping with culture shock during orientation sessions and on-going debriefing. [ABSTRACT FROM AUTHOR]

The study was carried out to develop a scale for the assessment of reverse culture shock among foreign degree holders in Pakistan. For this purpose the study was divided into two phases. In first phase, on the basis of existing literature of reverse culture shock, five semi-structured interviews and two focus group discussions were conducted with both men and women from different academic fields. As a result various themes were generated including work related problems, attachment with the host culture, social withdrawal, feelings of alienation, feelings of insecurity, attachment with home culture, positive regard and welcoming attitude of family and friends. Item pool was generated and sent for the experts' review. After receiving their feedback 70 items were finalized. In second phase, psychometric properties were determined by applying the Reverse Culture Shock Scale (RCSS) on 194 fresh foreign degree holders. Factor analysis revealed a unifactor solution for this scale. Content and construct validity, as well as split-half reliability were established. In addition, demographic differences were also explored. Participants who were single scored significantly high on reverse culture shock than married participants, while non significant gender differences were found. Age inversely correlated with reverse culture shock. [ABSTRACT FROM AUTHOR]

Culture shock involves a powerful, transformative process that takes place at both the individual and societal levels as important cultural forces are clashing. This article provides an account of the impact that culture shock has on individual identity and invites reflection on the social implications of culturally diverse encounters. A theoretical framework represented by the stages of culture shock developed by Paul Pedersen is described, and examples from the author’s personal and professional experiences are used as illustrations. In the effort to learn more about ourselves and the dynamic world in which we live, the author suggests that becoming more aware of and sensitive to the experience of culture shock can facilitate the development of expanded, more inclusive identities. [ABSTRACT FROM AUTHOR]

Study abroad programs are becoming increasingly popular, yet leaving home to live in a foreign country can be very stressful. We tested the idea that self-determined motivation to study abroad can prevent students from experiencing culture shock and support their subjective well-being, using a sample of 131 international students studying in the United States. After controlling for demographic variables, personality traits, length of stay in the United States, and external difficulties (e.g., language), self-determined study abroad motivation was associated with lower culture shock and greater contextual subjective well-being. Furthermore, basic psychological needs satisfaction fully mediated these relationships. The present study shows that international students’ motivation influences their acculturation, by helping them to meet their own needs in the new context. Theoretical and practical implications, as well as study limitations, are discussed. [ABSTRACT FROM AUTHOR]

Culture shock and acculturation are salient aspects of any international study trip. Over the years, many institutions have devised several strategies to help international students transition to life in the host country. However, most of these strategies are insensitive to diverse cultural or country specifics. Drawing from Social Learning Theory, this paper provides narratives from four former students from the West African country of Ghana and how they navigated the process of acculturation in their respective host nations. The narratives discuss their feelings during the study abroad trip, some of the challenges they faced, and personal as well as institutional strategies that aided in ameliorating the experience of culture shock. A few recommendations for Student Affairs Practitioners are also provided. [ABSTRACT FROM AUTHOR]

Acculturation and language proficiency have been found to be inter-related both from the perspective of second language acquisition (Schumann, 1978, 1986) and socio-psychological adaptation in cross-cultural contacts (Ward, Bochner, & Furnham, 2001). However, the predictions as to the effect of a particular strategy on success differ, with assimilation believed to create most favourable conditions for SLA and integration for general well-being. The present study explores acculturation patterns in three expert users of English as a second language, recent Polish immigrants to the UK, in relation to their language experience. The qualitative data were collected with the use of a questionnaire and analysed with respect to language experience and socio-affective factors. The analysis aimed at better understanding of the relationship between language learning in a formal context and language use in a natural setting on the one hand and the relationship between language expertise and acculturation strategy choice on the other. The results show that in spite of individual differences, expert language users tend to adopt an assimilation rather than integration acculturation strategy. This may suggest that attitudes are related to expertise in English as a second language in a more conservative way than advocated by cross-cultural approaches.

The aim of this study was to determine the severity and risk factors of culture shock in Darfuri asylum seekers living in Israel. A sample of 340 asylum seekers was measured on socio-demographic factors, living difficulties, exposure to enroute trauma, posttraumatic stress disorder (PTSD), perceived discrimination and the Culture Shock Questionnaire (CSQ). Higher levels of culture shock were observed in females, males with PTSD and those from rural origin who experienced traumatic events en route. In addition, culture shock scores were higher for asylum seekers who, despite receiving legal aid, were denied a temporary refugee status. Greater perceived discrimination and higher frequency of experiencing lack of food made unique and meaningful contributions to culture shock. Care programmes should target sub-groups at risk, including females and those who suffer from PTSD, and focus on improving living conditions and posttraumatic stress reactions to war experiences in order to facilitate adjustment of asylum seekers to the new society. [ABSTRACT FROM AUTHOR]

While many studies have examined how people in host communities adapt to tourist cultures, limited research has considered tourist adaption to host destination cultures. Successful adaptation can help tourists have more satisfying visits, while maladaptation may seriously decrease satisfaction. It may also compromise the wider wellbeing benefits of taking a holiday. Using an approach based on grounded theory, this paper examines how tourists acquire the cultural knowledge needed to interpret hosts' cultural expectations and the extent to which application of that knowledge results in successful adaptation. Based on insights from 20 interviews with British visitors to Muslim-majority countries, a conceptual model is developed to better understand cultural adaptation on the part of tourists. This is a necessary precursor to the provision of appropriate assistance to tourists to help them deal with any cultural stresses they encounter, which will help to address the adverse cultural impacts of tourism on host communities. • Tourists have a range of adjustment strategies they can adopt during their stay. • The strategy adopted determines the degree of interaction with local culture. • Uncertainties about cultural expectations can result in culture shock for tourists. • If stress cannot be alleviated by worry it can result in marginalisation but this is rare. • Destination organisations can implement measures to reduce acculturative stress. [ABSTRACT FROM AUTHOR]

Immigration implies cognitive, motivational and affective processes that affect their adaptation to the new society. These processes can be modified through intervention strategies aimed at these groups. The literature search focused on documents that allowed analyzing individual and sociocultural factors associated to acculturation and adaptation processes, such as individual characteristics, coping strategies, the type of host society and the social networks of immigrants. Results show three groups that describe the processes of acculturation: those that focus on the content (feelings, attitudes, and behaviors), others focus on the process (establishing relationships between immigrant and native), and interactive or extended models that combine the two. [ABSTRACT FROM AUTHOR]

There has been a significant increase in the number of international students pursuing higher education in the U.S. since 2001. Upon arrival, students are often beset with feelings of isolation and alienation, which are characteristic of adjusting to a new culture. African International students, specifically Black-African international students, are no different in this regard and often experience significant adjustment concerns. Most notable of the concerns for Black-African students are the issues of prejudice and discrimination, which can lead to the experience of acculturative stress. It is, therefore, imperative that institutions find ways to help Black-African international students adjust better to life in the U.S. This paper discusses some adjustment concerns of Black-African international students and provides some suggestions for addressing their concerns. [ABSTRACT FROM AUTHOR]

The mixed-method study presented in this paper investigates the changes in direct and indirect intercultural contact and language-learning attitudes and effort of international students in the United Kingdom. Seventy international learners of English were asked to fill in a questionnaire three times during one academic year in an international foundation program. An additional 10 students and two of their English language tutors were interviewed at the end of their study period. We analysed variations in language-learning motivation as well as in the frequency and type of contact the learners experienced at three distinct points of time during the international study programme. The results indicate that whereas written and media contact increased in frequency during the academic year, the participants engaged in less frequent spoken contact at the end of the period investigated. The qualitative and quantitative data show that contact experiences, socio-environmental factors and learner internal variables have a dynamic impact on each other and they together can play an important role in the language-learning experiences of international students. [ABSTRACT FROM AUTHOR]

El fenómeno de la interculturalidad le impone a la academia cambios y reflexiones nuevas. En el presente ensayo reflexiono sobre los conceptos base que puedan guiar una investigación sobre inserción profesional de docentes extranjeros y extranjeras en la Universidad de Costa Rica (UCR). Sobresale el concepto de aculturación. Luego, tomo en cuenta el concepto de shock cultural y cómo Michael Winkelman resume la tradición de estudios sobre el tema, contrastándola con aportes de diversos estudiosos. Finalmente presento la visión de Paulo Freire, y de otros autores que comparten su visión del mundo, sobre qué es cultura y me sirvo de su aporte para analizar críticamente el concepto de shock cultural. Concluyo que, a pesar de la utilidad que puedan tener conceptos como shock cultural o inteligencia cultural, interesa más una visión de la cultura que tenga como punto de referencia el contexto. The phenomenon of multiculturalism imposes to the academic world changes and new ideas. In this essay I reflect on the basic concepts that can guide research on professional integration of foreign teachers at the University of Costa Rica. The concept of acculturation appears to be the most important. Then I take into account the concept of culture shock and how Michael Winkelman synthesizes the tradition of studies on the subject, contrasting that contribution with contributions from other authors. Finally I present the vision of Paulo Freire, and other authors who share his approach, on what culture is. I am using their input to critically analyze the concept of cultural shock. I conclude that, although concepts such as cultural shock or cultural intelligence may be helpful, more interested in a vision of culture that that has as its reference point the context.

Highlights: [•] Selected studies of identity, integration and adaptation are presented to address questions about the process and measurement of acculturation. [•] The significance of cultural context for the relationship between integration and adaptation is highlighted. [•] Recommendations are made for future research to shape the development of acculturation theory. [Copyright &y& Elsevier]

Among all the international students, China, 18.5% (127,628) and India 15.2% (104,897) are the two largest student groups who attend American colleges and universities. Many of these students from different cultures have experienced different teaching and learning systems in their home countries. The current study used a qualitative approach focused on Chinese students who attended one academic year on an American university campus in the Midwest, in an effort to examine how they have come to understand acculturation and culture shock in the Midwest and the impact on class discussions and writings in a diverse multicultural education classroom environment that included African American, Chinese, Saudi Arabian and European American students at a predominately White institution (PWI). [ABSTRACT FROM AUTHOR]

Since migration and the resulting acculturation process are such complex, multifaceted phenomena, the aim of this article is to analyze the economic, social, political, and cultural factors involved. To achieve this, the author examines theoretically different empirical studies and papers related to the migratory experience. The article also describes the main reasons why Hispanic immigrants leave their countries of origin, as well as the main factors linked to the acculturation process and the acculturative stress immigrants experience during their stay in the United States. [ABSTRACT FROM AUTHOR]

In this study, we have referred to the educational model of culture shock, and the trans-generational model of understanding of family systems. In methodological terms, we have combined quantitative and qualitative methods. In the qualitative part of the study, we used semi-structured interviews with members of two generations, and systematic observations of behaviour under natural conditions. For the purposes of the quantitative part of the research we used research battery which included general information about respondents, and quality of family interactions scale. The sample consists of 100 families from B&H currently living and working in the USA (St. Louis and Phoenix). The main purpose of this study is to examine possibility of implementation of culture shock model within family system approach, as the functional occupational assistance regarding immigrant families. [ABSTRACT FROM AUTHOR]

This paper charts the journey over the last five and a half years to find ways to teach at the Open University in the light of a painful disability and the changes in circumstances this has brought. My paper focuses in particular on coming to grips with technology designed for distance learning courses for which I am currently running modules on international development for Masters certification. The paper details the difficulties I had in overcoming my own technophobia and assumptions that virtual learning spaces could not aspire to the educational quality of face-to-face teaching and learning. It likens the coming to terms with pain and with new technologies to culture shock that renders the sufferer isolated and without bearings. Students' and colleagues written feedback offer a helpful way of monitoring my own educational development. Overcoming the shortcomings has become an opportunity for greater creativity and engagement with unforeseen possibilities in the pursuit of responsible freedoms and the revitalisation of educational processes. [ABSTRACT FROM AUTHOR]

The three featured articles in the December 2010 section on cultural diversity across the Pacific address important cultural issues in psychology. Berry (2010) applied these issues to intercultural relations and acculturation, Furnham (2010) to culture shock, and Marsella and Yamada (2010) to psychopathology. The common theme among these articles was the Western-centric dominance of psychology's research, theories, models and practice, in part because of structural discrimination such as ethnocentric curricula, policies and teaching methods within academic institutions. In Aotearoa New Zealand, including mātauranga Māori (Māori knowledge) and kaupapa Māori (Māori philosophy) within curricula for clinical psychology has started to address that Western-centric dominance, but more importantly, resulted in more culturally safe and responsive psychological services being provided to Māori users of those services. The present commentary suggested that including and integrating more cross-cultural and indigenous knowledge into the tertiary curricula of applied psychology fields, such as clinical, industrial-organisational, and coaching psychology would be one way to counter the Western-centric dominance. [ABSTRACT FROM AUTHOR]

During acculturation, Asian immigrant adolescents have numerous challenges such as language barriers, cultural and ethnic differences, different school environments, discrimination experiences, and intergroup conflicts and tension. These challenges generate acculturative stress, which negatively affects the perception of health and well-being among Asian immigrant adolescents. This article explored how Asian immigrant adolescents perceive and cope with acculturative stress. In particular, this study examined the stress-coping strategies in the adaptation process as experienced by Korean immigrant adolescents. Three main themes associated with the stress-coping strategies were captured: (a) engagement in meaningful activities; (b) social support; and (c) positive emotion. This finding implies that Asian immigrant adolescents create and develop their own strategies to deal with acculturative stress, which results in a sense of happiness and psychological wellbeing. This study discuss the future implications on how to improve the perception of health and well-being among Asian immigrant adolescents. [ABSTRACT FROM AUTHOR]

Abstract: Three studies investigated the effects of British majority members’ perceptions of minority members’ acculturation preferences and perceived identity threat on their support for multiculturalism. The following hypotheses were tested: (1) a perception that minority members want to maintain their original culture will negatively affect support for multiculturalism; (2) a perception that minority members want to adopt the British culture will positively affect support for multiculturalism; and (3) a perception that minority members desire contact with British people will positively affect support for multiculturalism. All three effects were predicted to be mediated by identity threat. Studies 1 and 2 focussed on Pakistanis as a target group, and study 3 focussed on ethnic minority members more generally. All studies yielded evidence in support of the hypotheses. [Copyright &y& Elsevier]

Through in-depth interviews employing a phenomenological method, this study attempts to advance the understanding of the life experience of overseas Chinese students (OCS) who have expressed a sense of satisfaction about their university experience in Taiwan. A snow-ball method was applied to recruit 18 participants, nine male and nine female OCS, from a small-scale university in central Taiwan. The findings of the study revealed that these students were primarily focused on academic and financial issues. However, they demonstrated effective coping mechanisms, such as strengthening their ability to adjust and overcome difficulty, establishing interpersonal interaction and social support networks, working through culture shock and culture integration, and developing self-identity. [ABSTRACT FROM AUTHOR]

The three articles in this special edition of the Journal of Pacific Rim Psychology encompass a range of approaches within cross-cultural psychology. Adrian Furnham's (2011) culture shock shows how academic psychology can be applied to, and helps to inform a popular concept. John Berry's (2011) acculturation theory demonstrates how focused theory and empirical data can align with a national agenda. Anthony J. Marsella and Ann Marie Yamada's (2011) socioconstructionist critique of mainstream clinical psychology and psychiatric practices illustrate how epistemology and indigenous psychology can challenge institutional practices. They are united in rejecting a culture-blind psychology of the mainstream. They differ by referencing largely separate but nonetheless complementary literatures on cultures of relevance to the Pacific Rim region. Taken together, these three articles combine meaningfully to illustrate how Pacific Rim psychology might benefit from having (1) a definition of itself with Hawaii and the Pacific Island Nations as the centre and hub for the broader Pacific Rim that includes East Asia and the Western American seaboard; (2) a focus on action, particularly action research and its cyclical communication process of planning, action, evaluation and feedback; and (3) an interdisciplinary orientation where interconnectedness with such institutions as mass media, government, and clinical and psychiatric practices, as well as within psychology itself, underpin and inform research practice and policy. [ABSTRACT FROM PUBLISHER]

The featured articles in the section on cultural diversity across the Pacific address important cultural issues in psychology as applied to psychopathology (Marsella & Yamada, 2011), intercultural relations and acculturation (Berry, 2011) and the phenomenon of culture shock (Furnham, 2011). We appreciate how the three articles offer a wide multidisciplinary lens and view mental problems from this broader vantage point. Beyond narratives of biology and individual personality dispositions, the authors include an anthropologists' eye to viewing mental illness (Marsella & Yamada, 2011), use sociological explanations of intergroup relations in a multicultural model of acculturation (Berry, 2011) and refer to demographic migration patterns to elucidate culture shock among foreign students (Furnham, 2011). The contribution of this set of writings lies in its insightful emphasis on how culture interfaces with one's subjective life. Our essay unpacks the cultural lens used in the psychological accounts, points out conceptual spaces that are largely unexplored in cross-cultural psychology (something that is observed and lamented by these authors in their articles here and elsewhere) and suggests avenues for future research about cultural diversity. [ABSTRACT FROM PUBLISHER]

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This study examines the important role of humor in the effective new-country and new-organization adjustment of professionally-skilled immigrants in Australia. Interviews were conducted with a diverse group of immigrants and native-born Australians working in a large state-owned university. Humor was found to be a key factor in promoting the effective adjustment and emotional wellbeing of the immigrants. The nature of humor, however, and what was considered 'funny' was found to be distinctly different amongst the immigrants and the host-country Australians. Australian styles of humor were generally considered 'un-funny' by the immigrants. Many of the immigrants valued home-culture humor on par with home-culture food. The immigrants that did not have social interactions with people from their home-cultures reported having considerable personal difficulties adjusting in Australia and expressed their desire for sharing a familiar sense of humor. Theoretical and practical implications are discussed in relation to the adjustment literature. [ABSTRACT FROM AUTHOR]