Perspective Article - (2022) Volume 8, Issue 7
Received: 28-Jun-2022, Manuscript No. IPCP-22-14180; Editor assigned: 30-Jun-2022, Pre QC No. IPCP-22-14180 (PQ); Reviewed: 14-Jul-2022, QC No. IPCP-22-14180; Revised: 19-Jul-2022, Manuscript No. IPCP-22-14180 (R); Published: 26-Jul-2022, DOI: 10.35841/2471-9854-8.7.153
The field of acculturation psychology has been the focus of recent critique, calling into question current conceptualizations of acculturation experiences among families in cultural transition. For example, while the concepts of process and change are central to psychological approaches to understanding acculturation, this has not always been successfully reflected in choice of research methodology. Further, some theorists highlight the problem of conflating culture and national identity and of homogenizing culture into a few essentialist traits, psychological characteristics or sets of discourses. This paper will discuss how a focus on the dynamic and complex process of acculturation contradicts ideas of acculturative experiences as a contextual, ahistorical, and autonomous with some teleological endpoint.
Acculturation experiences are suggested to be rethought as a dialogic, relationally constituted, and constantly negotiated (unfinalizable) process. Finally, it is proposed that narrative and qualitative methodologies are particularly useful for highlighting fluctuations in acculturative experiences within a family context, and that they may hold greater promise for clarifying the relationship between acculturation experiences and the quality of parent-child relationships among families in cultural transition. Individuals with sexual convictions are frequently subjected to punitive views about their crimes, sentences, and overall effectiveness of rehabilitation, with such perceptions influenced in part by offender demographics such as victim age and perpetrator sex. This manuscript adds to the body of knowledge by investigating perceiver characteristics of self-reported traditionalism and education in forensic psychology as mechanisms of perception and awareness. Participants (N=101; 60% forensic psychology students; 40% general public) read online vignettes about sexual offences (manipulating perpetrator sex and victim age) and completed questionnaires about perceptions of sex offenders, rehabilitation efficacy, and traditionalism. Members of the general public expressed harsher attitudes toward people with sexual convictions and their rehabilitation than forensic psychology students, regardless of their greater traditionalism. There was no significant impact or interaction with perpetrator sex. While participants held more negative attitudes toward child sex offenders than adult victims, there were no differences in attitudes toward their rehabilitation. The findings presented here indicate the need for a better understanding of the factors that may moderate perceptions of people with sexual convictions, which has implications for the promotion of sex offender rehabilitation programmes. Understanding the underlying causes of such public attitudes is a critical step in developing and improving related policies. Four educational psychologists were interviewed, and 38 kindergarten children aged 3-6 years old participated in a focus group discussion.
In conclusion, the best teaching method is a child-friendly concept, which we recommend for any modules, activities, or programmes aimed at early childhood education. This can encourage children to apply their knowledge in their daily lives. The findings were discussed in the context of several relevant psychological theories about factors influencing perceptions of sex offenders, while acknowledging study limitations and future directions for further research. Finally, the findings emphasise the importance of incorporating public education about individuals charged with sexual offences into established sex offender treatment programmes in order to shift these perceptions.
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The author’s declared that they have no conflict of interest.
Citation: Lau E (2022) A Brief Note on Child Psychology and the Significance of Psychology. Clin Psychiatry. 8:153.
Copyright: © 2022 Lau E. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
