Classes
Content: Goals and scope of Cross-Cultural Psychology, historical roots and relations with other disciplines; methodological issues: the emic-etic distinction, levels of analysis, data equivalence; similarities and differences in behavior across cultures: cognitive styles, intelligence, child development and cultural transmission, personality and social behavior, values, individualism and collectivism, gender behavior, aggressive behavior, acculturation and intercultural relations.
Grading: Based on (a) a 3-hour written or oral exam, or alternatively (b) a written assignment, i.e. a long essay comprising literature review or a research project on a specific topic. A 10-point scale is used (where 10='excellent', 5='pass', 1-4='fail').
Basic texts: Berry, J. W., Poortinga, Y. H., Breugelmans, S. M., Chasiotis, A., & Sam, D. L. (2011). Cross-Cultural Psychology: Research and applications (3rd ed.). Cambridge University Press.
Shiraev, E. B., & Levy, D. A. (2017). Cross-Cultural Psychology: Critical thinking and contemporary applications. Routledge.
Content: Culture contact within and between societies; theoretical approaches: culture learning, stress and coping, social identification theories; acculturation and adaptation of immigrants: acculturation models and strategies; development of ethnic identity acquisition; immigration and mental health; resilience and vulnerability of immigrant adolescents: risk and protective factors; immigration research in Greece: Albanian immigrants, Pontian remigrants, second generation immigrants; counseling and interventions.
Grading: Based on (a) a 3-hour written or oral exam, or alternatively (b) a written assignment, i.e. a long essay comprising literature review or a research project on a specific topic. A 10-point scale is used (where 10='excellent', 5='pass', 1-4='fail').
Basic texts: Sam, D. L., & Berry, J. W. (Eds.). (2006). The Cambridge handbook of Acculturation Psychology. Cambridge University Press.
Ward, C., Bochner, S., & Furhnam, A. (2001). The psychology of culture shock. Routledge.
Content: Goals and scope of Environmental Psychology, definition of basic terms; historical roots and relations with other disciplines; methodological issues; structural and dynamic properties of behavior settings; environmental perception, description and evaluation; cognitive maps; proxemics and social interaction: personal space, territoriality, privacy; environmental stress: noise, crowding, pollution; psychological consequences of natural and technological disasters; built environment and behavior: school, work, and health settings.
Grading: Based on (a) a 3-hour written or oral exam, or alternatively (b) a written assignment, i.e. a long essay comprising literature review or a research project on a specific topic. A 10-point scale is used (where 10='excellent', 5='pass', 1-4='fail').
Basic text: Bechtel, R. B., & Churchman, A. (Eds.). (2002). Handbook of Environmental Psychology. Wiley.
Content: The purpose of this course is twofold: First, to familiarize students with the general frameworks and domains of applications of basic social psychological theories, including health and prevention, consumer behavior, environmental issues, organizations, mass media, law, politics, aggression and violence; and second to enhance students' skills on research planning, literature review, and essay writing. Ephasis is given on the design, implementation and evaluation of social-psychological interventions to address social and community problems.
Grading: Based on (a) a 3-hour written or oral exam, and (b) a written assignment, i.e. a 3500-word report of a research project on a specific topic. A 10-point scale is used (where 10='excellent', 5='pass', 1-4='fail').
Basic text: Schneider, F. W., Gruman, J., & Coutts, L. (Eds.). (2012). Applied Social Psychology: Understanding and addressing social and practical problems (2nd ed.). Sage.
The course draws on the epistemological and methodological tools of Cross-Cultural Social Psychology to study intergroup relations in the school context with emphasis on cultural diversity, A multilevel, hierarchically structured approach is adopted to analyze and interpret the intrapersonal, interpersonal, positional and ideological factors that underlie the relationships between students, teachers, parents and members of the community. Issues related to the management of social problems in the school context are presented and discussed, with particular reference to ethical considerations, practical limitations and their methodological handling. The phenomena under study include, among others, cultural mediation, acculturation strategies of immigrant students and their families, ethnic and national identity formation, stereotypes, discrimination and prejudice, along with the effects of societal crises on identity negotiation, psychosocial adaptation. and academic competence of students.
Christopoulou, E. (2020). Social representation, dimensions, processes, and impact of meditation on mental health and subjective well-being: Cross-cultural approach [Doctoral dissertation, National and Kapodistrian University of Athens]. National Documentation Centre. http://hdl.handle.net/10442/hedi/48325
Printezi, A. (2019). Managing ethical dilemmas in preadolescence: the role of social influence [Doctoral dissertation, National and Kapodistrian University of Athens]. National Documentation Centre. http://hdl.handle.net/10442/hedi/46065
Tsouvelas, G. (2018). Host national acculturation processes: the role of ideological, intergroup, and existential parameters [Doctoral dissertation, National and Kapodistrian University of Athens]. National Documentation Centre. http://hdl.handle.net/10442/hedi/43676
Theodorou, R. (2017). Perceived acculturation processes of immigrants and host society members: contribution to the cultural fit hypothesis [Doctoral dissertation, National and Kapodistrian University of Athens]. National Documentation Centre. http://hdl.handle.net/10442/hedi/42559