Sociaal-
culturele
Periode 1 2024
contexten
Literatuursamenvatting
Voorderhake, E. (Eline)
RADBOUD UNIVERSITEIT
,Inhoudsopgave
HC 1 INLEIDING VAN HET VAK; BELANG VAN DIVERSITEITEN, NORMATIVITEIT IN DE
GEDRAGSWETENSCHAPPEN...............................................................................4
DE JONG (2010) – VAN DE INFERIEURE FRONTAALKWAB VAN DE INBOORLING TOT CULTURELE
NEUROWETENSCHAP: ANDERHALVE EEUW PSYCHOPATHOLOGIE EN CULTUUR.........................................4
Het dichotome perspectief.............................................................................................4
Het continuüm perspectief.............................................................................................4
Het spectrum perspectief...............................................................................................5
Het culturele neurowetenschap perspectief...................................................................5
FASSAERT ET AL. (2009) – PERCEIVED NEED FOR MENTAL HEALTH CARE AMONG NON-WESTERN LABOUR
MIGRANTS.............................................................................................................................. 7
Introductie...................................................................................................................... 7
Metingen........................................................................................................................ 7
Resultaten...................................................................................................................... 8
Conclusie........................................................................................................................ 8
HENRICH, HEINE & NORENZAYAN (2010) – THE WEIRDEST PEOPLE IN THE WORLD?..........................10
Introductie.................................................................................................................... 10
Achtergrond.................................................................................................................. 10
Contrast 1: Geïndustrialiseerde samenlevingen vs. kleinschalige samenlevingen........10
Contrast 2: Westerse vs. niet-Westerse samenlevingen...............................................12
Contrast 3: Hedendaagse Amerikanen versus de rest van het Westen........................13
Contrast 4: Typische hedendaagse Amerikaanse proefpersonen versus andere
Amerikanen.................................................................................................................. 14
Algemene discussie...................................................................................................... 14
COLLEGE 2- SEKSE, GENDER EN SEKSUALITEIT..................................................16
FROSH, PHOENIX, & PATTMAN (2002) – POLICING YOUNG MASCULINITIES......................................16
Omgaan met meiden en het overschrijden van gendergrenzen...................................16
Te veel met jongens mixen........................................................................................... 16
Gewoon een grap......................................................................................................... 16
Het idealiseren van meiden en homofobie/ jaloers zijn en de schuld geven aan meiden
..................................................................................................................................... 16
Aankaarten van homofobie op scholen.........................................................................17
COLLEGE 3 – CULTUUR, ETNICITEIT, SES, KLASSE EN RELIGIE..............................18
HWANG ET AL. (2008) – A CONCEPTUAL PARADIGM FOR UNDERSTANDING CULTURE’S IMPACT ON MENTAL
HEALTH: THE CULTURAL INFLUENCES ON MENTAL HEALTH (CIHM) MODEL..........................................18
Culturele kwesties in de ontwikkeling van ziekten........................................................18
Cultuur en de uitdrukking van distress.........................................................................18
Uitdrukkingen van distress, diagnostische nauwkeurigheid en prevalentie van ziekten
..................................................................................................................................... 19
Cultuur, uitdrukking van leed en hulp zoeken...............................................................19
Hulp zoeken, diagnoses en hun relatie tot behandeling...............................................20
Voldoen aan de behoeften van etnische minderheden en
immigrantengemeenschappen: beleidsimplicaties.......................................................20
KAMPERMAN ET AL. (2007) – MIGRANT MENTAL HEALTH: A MODEL FOR INDICATORS OF MENTAL HEALTH
AND HEALTH CARE CONSUMPTION............................................................................................21
Resultaten.................................................................................................................... 21
Discussie...................................................................................................................... 22
COLLEGE 4 – DRIE DIMENSIES EN HUN UITWERKING IN SOCIALE CONTEXTEN......23
MACDONALD ET AL. (2005) – GROWING UP IN POOR NEIGHBORHOODS: THE SIGNIFICANCE OF CLASS AND
PLACE IN THE EXTENDED TRANSITIONS OF ‘SOCIALLY EXCLUDED’ YOUNG ADULTS.................................23
COLLEGE 5 – SOCIALE EN CULTURELE CONTEXTEN EN VERWACHTINGSVORMING. 25
JUSSIM ET AL. (2009) – TEACHER EXPECTATIONS AND SELF-FULFILLING PROPHECIES.........................25
Self-fulfilling prophecy en Pygmalion effect..................................................................25
Vermeerderen selffulfilling prophecies zich?................................................................26
1
, Patronen en omvang van selffulfilling prophecies in het klaslokaal..............................26
Selfulfilling prophecy processes...................................................................................26
Conclusie...................................................................................................................... 27
BENJAMIN (2002) – REPRODUCING TRADITIONAL FEMINITIES? THE SOCIAL RELATIONS OF ‘SPECIAL
EDUCATIONAL NEEDS’ IN A GIRLS’ COMPREHENSIVE SCHOOL.........................................................29
Introductie.................................................................................................................... 29
De productie van ‘leerlingen met een speciale behoefte’.............................................29
‘Sweet Little Girls’......................................................................................................... 29
‘Big Bad Girls’............................................................................................................... 30
‘Lazy Girls’.................................................................................................................... 30
Conclusie...................................................................................................................... 30
COLLEGE 6 – CULTURELE CONTEXTEN IN WAARDEVERSCHILLEN..........................31
DEBLAERE ET AL. MULTIPLE MICROAGGRESSIONS AND THERAPY OUTCOMES. PROFESSIONAL PSYCHOLOGY:
RESEARCH AND PRACTICE....................................................................................................... 31
Resultaten.................................................................................................................... 31
DISCUSSIE/ CONCLUSIE........................................................................................................... 32
COLLEGE 7 – SOCIALE EN CULTURELE CONTEXTEN EN HET INDIVIDUELE NIVEAU. .33
KELLER, H. (2013). ATTACHMENT AND CULTURE........................................................................33
Bowlby’s en Ainsworths hechtingsonderzoeken en de culturele beperkingen hiervan. 33
COLLEGE 8 -DIVERSITEIT IN HET ONDERWIJS.....................................................35
DELGADO BERNAL (2002) – CRITICAL RACE THEORY, LATINO CRITICAL THEORY, AND CRITICAL RACE-
GENDERED EPISTEMOLOGIES: RECOGNIZING STUDENTS OF COLOR AS HOLDERS AND CREATORS OF
KNOWLEDGE......................................................................................................................... 35
CRT en LatCrit als een lens voor educatief onderzoek..................................................35
Eurocentrisch perspectief............................................................................................. 36
Specifieke race-gendered perspectief..........................................................................36
Methodologische en pedagogische inzichten................................................................36
Beleidsmaatregelen...................................................................................................... 36
Feministische kritiek op wetenschappen......................................................................36
Kritiek op de kritieke race-gendered epistemologie......................................................37
Conclusie...................................................................................................................... 37
COLLEGE 9 – DIVERSITEIT IN HULPVERLENING...................................................38
CAUCE ET AL. (2002) – CULTURAL AND CONTEXTUAL INFLUENCES IN MENTAL HEALTH HELP SEEKING: A
FOCUS ON ETHNIC MINORITY YOUTH..........................................................................................38
Hulpzoekende wegen voor Adolescenten.....................................................................38
Conclusie...................................................................................................................... 39
PRIEBE ET AL. (2011) – GOOD PRACTICE IN HEALTH CARE FOR MIGRANTS: VIEWS AND EXPERIENCES OF
CARE PROFESSIONALS IN 16 EUROPEAN COUNTRIES.....................................................................40
Probleemgebieden........................................................................................................ 40
Componenten van een goede praktijk..........................................................................40
Implicaties voor een betere aanpak..............................................................................41
COLLEGE 10 – DIVERSITEIT IN DE HULPVERLENING............................................42
KORTMANN (2011) – EEN THEORETISCH MODEL VOOR TRANSCULTURELE PSYCHIATRIE........................42
Cultuur.......................................................................................................................... 42
Universalisme-relativisme............................................................................................ 42
Fasen in de praktijk en bijbehorende problemen..........................................................42
SUE & ZANE (1987) – THE ROLE OF CULTURE AND CULTURAL TECHNIQUES IN PSYCHOTHERAPY: A
CRITIQUE AND REFORMULATION................................................................................................ 44
Nieuwe problemen bij hedendaagse strategieën..........................................................44
Een herformulering....................................................................................................... 44
JONES-LAVALLEE ET AL. (2023). THE STATE OF CURRENT KNOWLEDGE ON THE CULTURAL FORMULATION
INTERVIEW: A SCOPING REVIEW...............................................................................................45
Inleiding........................................................................................................................ 45
Ontwikkeling van de CFI............................................................................................... 45
CFI’s relevantie voor klinische praktijk.........................................................................45
2
, Barrières voor implementatie van de CFI......................................................................45
Discussie/ conclusie...................................................................................................... 45
COLLEGE 11 – DE SOCIALE, CULTURELE EN ECOLOGISCHE NICHE VAN
ONTWIKKELING...............................................................................................46
HARKNESS, & SUPER (2020). WHY UNDERSTANDING CULTURE IS ESSENTIAL FOR SUPPORTING CHILDREN
AND FAMILIES....................................................................................................................... 46
Korte geschiedenis van “cultuur” in de antropologie....................................................46
Conclusie...................................................................................................................... 48
PUTNAM (2007). E PLURIBUS UNUM: DIVERSITY AND COMMUNITY IN THE TWENTY-FIRST CENTURY THE
2006 JOHAN SKYTTE PRIZE LECTURE........................................................................................49
De vooruitzichten en voordelen van immigratie en etnische diversiteit.......................49
Immigratie en diversiteit bevorderen sociale isolatie...................................................49
Comfortabel worden met diversiteit.............................................................................51
BRENICK ET AL. (2019). (NO) SPACE FOR PREJUDICE! VARIED FORMS OF NEGATIVE OUTGROUP
ATTITUDES AND ETHNIC DISCRIMINATION AND HOW THEY DEVELOP OR CAN BE PREVENTED IN THE
CLASSROOM......................................................................................................................... 53
Hoe ziet P&D eruit op scholen?.....................................................................................53
Gevolgen van vooroordelen op scholen........................................................................53
Hoe de context van het klaslokaal vooroordelen en etnische discriminatie kan
bevorderen of voorkomen............................................................................................ 54
Samenvatting en kernpunten.......................................................................................54
COLLEGE 12 – DIVERSITEIT IN ONDERWIJSOMGEVING.........................................55
TURCATTI (2018) – THE EDUCATIONAL EXPERIENCES OF MOROCCAN DUTCH YOUTH IN THE NETHERLANDS:
PLACE-MAKING AGAINST A BACKDROP OF RACISM, DISCRIMINATION AND INEQUALITY............................55
Introductie.................................................................................................................... 55
Context......................................................................................................................... 55
Bevindingen.................................................................................................................. 55
SIECKELINCK ET AL. (2019). TRANSITIONAL JOURNEYS INTO AND OUT OF EXTREMISM. A BIOGRAPHICAL
APPROACH........................................................................................................................... 56
Resultaten.................................................................................................................... 57
Analyse......................................................................................................................... 57
Discussie en conclusie.................................................................................................. 58
3
culturele
Periode 1 2024
contexten
Literatuursamenvatting
Voorderhake, E. (Eline)
RADBOUD UNIVERSITEIT
,Inhoudsopgave
HC 1 INLEIDING VAN HET VAK; BELANG VAN DIVERSITEITEN, NORMATIVITEIT IN DE
GEDRAGSWETENSCHAPPEN...............................................................................4
DE JONG (2010) – VAN DE INFERIEURE FRONTAALKWAB VAN DE INBOORLING TOT CULTURELE
NEUROWETENSCHAP: ANDERHALVE EEUW PSYCHOPATHOLOGIE EN CULTUUR.........................................4
Het dichotome perspectief.............................................................................................4
Het continuüm perspectief.............................................................................................4
Het spectrum perspectief...............................................................................................5
Het culturele neurowetenschap perspectief...................................................................5
FASSAERT ET AL. (2009) – PERCEIVED NEED FOR MENTAL HEALTH CARE AMONG NON-WESTERN LABOUR
MIGRANTS.............................................................................................................................. 7
Introductie...................................................................................................................... 7
Metingen........................................................................................................................ 7
Resultaten...................................................................................................................... 8
Conclusie........................................................................................................................ 8
HENRICH, HEINE & NORENZAYAN (2010) – THE WEIRDEST PEOPLE IN THE WORLD?..........................10
Introductie.................................................................................................................... 10
Achtergrond.................................................................................................................. 10
Contrast 1: Geïndustrialiseerde samenlevingen vs. kleinschalige samenlevingen........10
Contrast 2: Westerse vs. niet-Westerse samenlevingen...............................................12
Contrast 3: Hedendaagse Amerikanen versus de rest van het Westen........................13
Contrast 4: Typische hedendaagse Amerikaanse proefpersonen versus andere
Amerikanen.................................................................................................................. 14
Algemene discussie...................................................................................................... 14
COLLEGE 2- SEKSE, GENDER EN SEKSUALITEIT..................................................16
FROSH, PHOENIX, & PATTMAN (2002) – POLICING YOUNG MASCULINITIES......................................16
Omgaan met meiden en het overschrijden van gendergrenzen...................................16
Te veel met jongens mixen........................................................................................... 16
Gewoon een grap......................................................................................................... 16
Het idealiseren van meiden en homofobie/ jaloers zijn en de schuld geven aan meiden
..................................................................................................................................... 16
Aankaarten van homofobie op scholen.........................................................................17
COLLEGE 3 – CULTUUR, ETNICITEIT, SES, KLASSE EN RELIGIE..............................18
HWANG ET AL. (2008) – A CONCEPTUAL PARADIGM FOR UNDERSTANDING CULTURE’S IMPACT ON MENTAL
HEALTH: THE CULTURAL INFLUENCES ON MENTAL HEALTH (CIHM) MODEL..........................................18
Culturele kwesties in de ontwikkeling van ziekten........................................................18
Cultuur en de uitdrukking van distress.........................................................................18
Uitdrukkingen van distress, diagnostische nauwkeurigheid en prevalentie van ziekten
..................................................................................................................................... 19
Cultuur, uitdrukking van leed en hulp zoeken...............................................................19
Hulp zoeken, diagnoses en hun relatie tot behandeling...............................................20
Voldoen aan de behoeften van etnische minderheden en
immigrantengemeenschappen: beleidsimplicaties.......................................................20
KAMPERMAN ET AL. (2007) – MIGRANT MENTAL HEALTH: A MODEL FOR INDICATORS OF MENTAL HEALTH
AND HEALTH CARE CONSUMPTION............................................................................................21
Resultaten.................................................................................................................... 21
Discussie...................................................................................................................... 22
COLLEGE 4 – DRIE DIMENSIES EN HUN UITWERKING IN SOCIALE CONTEXTEN......23
MACDONALD ET AL. (2005) – GROWING UP IN POOR NEIGHBORHOODS: THE SIGNIFICANCE OF CLASS AND
PLACE IN THE EXTENDED TRANSITIONS OF ‘SOCIALLY EXCLUDED’ YOUNG ADULTS.................................23
COLLEGE 5 – SOCIALE EN CULTURELE CONTEXTEN EN VERWACHTINGSVORMING. 25
JUSSIM ET AL. (2009) – TEACHER EXPECTATIONS AND SELF-FULFILLING PROPHECIES.........................25
Self-fulfilling prophecy en Pygmalion effect..................................................................25
Vermeerderen selffulfilling prophecies zich?................................................................26
1
, Patronen en omvang van selffulfilling prophecies in het klaslokaal..............................26
Selfulfilling prophecy processes...................................................................................26
Conclusie...................................................................................................................... 27
BENJAMIN (2002) – REPRODUCING TRADITIONAL FEMINITIES? THE SOCIAL RELATIONS OF ‘SPECIAL
EDUCATIONAL NEEDS’ IN A GIRLS’ COMPREHENSIVE SCHOOL.........................................................29
Introductie.................................................................................................................... 29
De productie van ‘leerlingen met een speciale behoefte’.............................................29
‘Sweet Little Girls’......................................................................................................... 29
‘Big Bad Girls’............................................................................................................... 30
‘Lazy Girls’.................................................................................................................... 30
Conclusie...................................................................................................................... 30
COLLEGE 6 – CULTURELE CONTEXTEN IN WAARDEVERSCHILLEN..........................31
DEBLAERE ET AL. MULTIPLE MICROAGGRESSIONS AND THERAPY OUTCOMES. PROFESSIONAL PSYCHOLOGY:
RESEARCH AND PRACTICE....................................................................................................... 31
Resultaten.................................................................................................................... 31
DISCUSSIE/ CONCLUSIE........................................................................................................... 32
COLLEGE 7 – SOCIALE EN CULTURELE CONTEXTEN EN HET INDIVIDUELE NIVEAU. .33
KELLER, H. (2013). ATTACHMENT AND CULTURE........................................................................33
Bowlby’s en Ainsworths hechtingsonderzoeken en de culturele beperkingen hiervan. 33
COLLEGE 8 -DIVERSITEIT IN HET ONDERWIJS.....................................................35
DELGADO BERNAL (2002) – CRITICAL RACE THEORY, LATINO CRITICAL THEORY, AND CRITICAL RACE-
GENDERED EPISTEMOLOGIES: RECOGNIZING STUDENTS OF COLOR AS HOLDERS AND CREATORS OF
KNOWLEDGE......................................................................................................................... 35
CRT en LatCrit als een lens voor educatief onderzoek..................................................35
Eurocentrisch perspectief............................................................................................. 36
Specifieke race-gendered perspectief..........................................................................36
Methodologische en pedagogische inzichten................................................................36
Beleidsmaatregelen...................................................................................................... 36
Feministische kritiek op wetenschappen......................................................................36
Kritiek op de kritieke race-gendered epistemologie......................................................37
Conclusie...................................................................................................................... 37
COLLEGE 9 – DIVERSITEIT IN HULPVERLENING...................................................38
CAUCE ET AL. (2002) – CULTURAL AND CONTEXTUAL INFLUENCES IN MENTAL HEALTH HELP SEEKING: A
FOCUS ON ETHNIC MINORITY YOUTH..........................................................................................38
Hulpzoekende wegen voor Adolescenten.....................................................................38
Conclusie...................................................................................................................... 39
PRIEBE ET AL. (2011) – GOOD PRACTICE IN HEALTH CARE FOR MIGRANTS: VIEWS AND EXPERIENCES OF
CARE PROFESSIONALS IN 16 EUROPEAN COUNTRIES.....................................................................40
Probleemgebieden........................................................................................................ 40
Componenten van een goede praktijk..........................................................................40
Implicaties voor een betere aanpak..............................................................................41
COLLEGE 10 – DIVERSITEIT IN DE HULPVERLENING............................................42
KORTMANN (2011) – EEN THEORETISCH MODEL VOOR TRANSCULTURELE PSYCHIATRIE........................42
Cultuur.......................................................................................................................... 42
Universalisme-relativisme............................................................................................ 42
Fasen in de praktijk en bijbehorende problemen..........................................................42
SUE & ZANE (1987) – THE ROLE OF CULTURE AND CULTURAL TECHNIQUES IN PSYCHOTHERAPY: A
CRITIQUE AND REFORMULATION................................................................................................ 44
Nieuwe problemen bij hedendaagse strategieën..........................................................44
Een herformulering....................................................................................................... 44
JONES-LAVALLEE ET AL. (2023). THE STATE OF CURRENT KNOWLEDGE ON THE CULTURAL FORMULATION
INTERVIEW: A SCOPING REVIEW...............................................................................................45
Inleiding........................................................................................................................ 45
Ontwikkeling van de CFI............................................................................................... 45
CFI’s relevantie voor klinische praktijk.........................................................................45
2
, Barrières voor implementatie van de CFI......................................................................45
Discussie/ conclusie...................................................................................................... 45
COLLEGE 11 – DE SOCIALE, CULTURELE EN ECOLOGISCHE NICHE VAN
ONTWIKKELING...............................................................................................46
HARKNESS, & SUPER (2020). WHY UNDERSTANDING CULTURE IS ESSENTIAL FOR SUPPORTING CHILDREN
AND FAMILIES....................................................................................................................... 46
Korte geschiedenis van “cultuur” in de antropologie....................................................46
Conclusie...................................................................................................................... 48
PUTNAM (2007). E PLURIBUS UNUM: DIVERSITY AND COMMUNITY IN THE TWENTY-FIRST CENTURY THE
2006 JOHAN SKYTTE PRIZE LECTURE........................................................................................49
De vooruitzichten en voordelen van immigratie en etnische diversiteit.......................49
Immigratie en diversiteit bevorderen sociale isolatie...................................................49
Comfortabel worden met diversiteit.............................................................................51
BRENICK ET AL. (2019). (NO) SPACE FOR PREJUDICE! VARIED FORMS OF NEGATIVE OUTGROUP
ATTITUDES AND ETHNIC DISCRIMINATION AND HOW THEY DEVELOP OR CAN BE PREVENTED IN THE
CLASSROOM......................................................................................................................... 53
Hoe ziet P&D eruit op scholen?.....................................................................................53
Gevolgen van vooroordelen op scholen........................................................................53
Hoe de context van het klaslokaal vooroordelen en etnische discriminatie kan
bevorderen of voorkomen............................................................................................ 54
Samenvatting en kernpunten.......................................................................................54
COLLEGE 12 – DIVERSITEIT IN ONDERWIJSOMGEVING.........................................55
TURCATTI (2018) – THE EDUCATIONAL EXPERIENCES OF MOROCCAN DUTCH YOUTH IN THE NETHERLANDS:
PLACE-MAKING AGAINST A BACKDROP OF RACISM, DISCRIMINATION AND INEQUALITY............................55
Introductie.................................................................................................................... 55
Context......................................................................................................................... 55
Bevindingen.................................................................................................................. 55
SIECKELINCK ET AL. (2019). TRANSITIONAL JOURNEYS INTO AND OUT OF EXTREMISM. A BIOGRAPHICAL
APPROACH........................................................................................................................... 56
Resultaten.................................................................................................................... 57
Analyse......................................................................................................................... 57
Discussie en conclusie.................................................................................................. 58
3
