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Abstract

Provides guidelines for managing cultural shock (CS) using strategies that foster awareness, learning, and adaptation. Two approaches are taken: (1) understanding the characteristics, phases, and causes of CS; and (2) developing knowledge and attitudinal and behavioral strategies for overcoming CS. The phases of CS include the honeymoon or tourist phase, the crises phase, the adjustment and reorientation phase, and the adaptation, resolution, or acculturation phase. The causes of CS are stress reactions, cognitive fatigue, role shock, and personal shock. Strategies for managing CS and adaptation include predeparture preparation, transition adjustments, personal and social relations, cultural and social interaction rules, and conflict resolution and intercultural effectiveness skills. Resolution of CS is best achieved by a proactive cognitive orientation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Cultural shock is a feeling of discomfort, confusion, or anxiety that arises due to differences in culture, values, or norms between individuals and the new environment they face. Cultural shock can affect students' perceptions, attitudes, and behavior towards the information they receive from the media [12][13][14]. By understanding cultural shock, students can be more open, tolerant, and critical of information that is different from their views or beliefs. ...
... According to Winkelman [13], cultural shock is a complex feeling that results from a number of stressors that arise when coming into contact with a different culture. People who are in a society that is distinct from their own culture sometimes experience feelings of doubt, perplexity, and worry [12]. ...
... People who are in a society that is distinct from their own culture sometimes experience feelings of doubt, perplexity, and worry [12]. The nature of the feeling of culture shock suggests that it can be resolved by behavioral and cognitive changes [13]. This entails identifying the symptoms of cultural shock and putting remedial measures in place [13]. ...
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This research aims to explore the impact of cultural shock experienced by Santri while interacting with social media in the Pondok Pesantren environment to understand the crucial implications of media literacy in countering hoaxes. The underlying theoretical framework for this study encompasses cultural shock theory and the concept of media literacy. The research methodology employed is the content analysis approach, which will delve into cultural shock experiences among Santri, identify common themes of hoaxes, and assess their impact on the Santri community. The findings of this research reveal that Santri are becoming increasingly aware of how cultural shock influences their level of media literacy, as well as the mechanisms of hoax dissemination. Furthermore, the Santri develop media literacy strategies to combat hoaxes and strive to find solutions to mitigate the negative consequences resulting from the challenges of filtering information acquired through social media. Keywords: cultural shock, media literacy, hoax, Santri
... The causal factors are low role clarity, high role novelty, high role discretion, and low Japanese language skills. Lack of role clarity at the internship site causes students to experience role shock due to the abrupt change [37]. Twenty students, including six high-level students, 13 moderate-level students, and one low-level student, faced challenges in performing their jobs due to a lack of information regarding roles at the internship site. ...
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The purpose of this study is to evaluate internship programs in Japan held by Japanese departments at universities in Indonesia as an implementation of the Indonesian Ministry of Education and Culture's policy on independent study on campuses in 2020, examining the students’ culture shock level and the difficulties they encountered during the internship program. This study used a mixed-methods approach with case studies. We used quantitative data to measure the students’ culture shock level, and qualitative data to uncover the difficulties they encountered. Data were collected through a questionnaire, and a semi-structured interview with 100 intern students took place. This research found that Indonesian intern students’ culture shock was at a moderate level and encountered difficulties due to language, job performance, Japanese work culture, negative local attitude toward intern students, and the intern's personalities such as low adaptability and lack of confidence. This study also found that all of the students at each level of culture shock faced difficulties in performing jobs because of their low Japanese ability and work culture differences, but student personalities and locals’s responses are the determinants of the student’s culture shock level. The implications of this study highlight the need for an evaluation of Japanese language and culture learning curricula and methods in Indonesia.
... Culture shock is a multidimensional stressful experience resulting from experiencing an unfamiliar lifestyle or contact with a different culture in a new environment [31,32]. This is commonly experienced by refugee women and described as ''dropping from the moon to the earth'' [33]. ...
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Approximately half of the global refugee population are women, yet they remain largely understudied from the perspective of gender. The aim of this review was to investigate the impact of refugee women's resettlement and socio-cultural experiences on their health. This review also explored factors promoting resilience in refugee women. Eight databases were searched for peer-reviewed manuscripts published from 2005 to 2014. Grey literature was also reviewed. Data were extracted for population, data collection methods, data analysis, and findings. The Resource-Based Model was used as an overarching framework for data synthesis. Following the screening of titles and abstracts, 20 studies met the study inclusion criteria. Cultural factors, social and material factors, personal factors, and resilience factors were identified as main themes influencing the health of refugee women. Promotion of factors that enables resettlement is important in promoting the health and wellbeing of refugee women. Keywords Health Á Integrative review Á Refugee women Á Socio-cultural Key Points What do we know? • Refugee women are at greater risk of mental health problems, such as depression and anxiety, due to lack of social support, violence, poverty, adverse health conditions, and discrimination. • As wives and/or mothers, women bear extra burdens in the process of immigration in order to support family members adjust to a new way of living and often undertake the role of protecting and upholding family values, culture, and beliefs. • Refugee children and the elderly have been at the center of attention in health research; however, women remain an understudied refugee population. What does this paper add? • This review outlines specific issues facing refugee women. These issues can impact on their health and integration into host societies. • Refugee women develop resilience strategies that help them mitigate adverse experiences associated with migration. • The review incorporates a conceptual framework based on the Resource-Based Model and argues that the addition of resilience factors can lend a better explanation to immigrant population experiences. Recommendations: • Targeted policies and services are needed to support the capacity of communities empowering refugee women with social and cultural supports. • Providing health information and services such as counselling can enable refugee women to & Sara Shishehgar Sara.Shishehgar
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The present study investigated some of the major dimensions of intercultural effectiveness. Based upon a review of the literature, 24 “abilities” thought to be important for intercultural effectiveness were generated. Fifty-three subjects who had reported functioning effectively in other cultures rated these abilities in terms of their importance in facilitating intercultural effectiveness. Factor analysis of the data yielded three dimensions of intercultural effectiveness: (1) the ability to deal with psychological stress; (2) the ability to communicate effectively; and (3) the ability to establish interpersonal relationships. Results of the study were then related to previous work on intercultural effectiveness.
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Presents a model of the steps in the transitional experience (TE) (i.e., the active movement toward high self-awareness). Five phases of TE are analyzed, within a culture-shock paradigm, as a set of intensive situations in which the individual perceives and experiences other people in a distinctively new manner. Self-awareness is potentiated when the individual, in these situations, is confronted with the task of coping with the experiential validity of the notion that one's behavior arises out of a complex of motivations and intentions that stem primarily from his/her own cultural vocabulary. The model offers potential frameworks for the development of training experiences that prepare people undergoing changes in lifestyle and for counseling strategies that are developmental rather than adjustive. Further implications of the proposed relationships between phases of TE, perceptions, emotions, and behavior are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)