Socio Cultural Context

Different cultural groups show distinctive rates and experiences of the disorder, reflecting their different cultural and socio-economic context. Gotlib & Hammen, (2002) propose a noticeable and explicit pattern that seems to continuously emerge is that depression appears to occur much more in western cultures (US, Canada, UK, Holland) than in Asian (Japan, Taiwan, China) cultures. Such differences in rates of depression have been attributed to a number of factors such as differences in the amount

At present there is a growing volume of students who migrate from one Culture to another, which represents a phenomenon that requires understanding the process Of adaptation or acculturation to the different socio-cultural contexts. I will begin by defining the term foreign students, it refers to Individuals who reside voluntarily and temporarily in a country that is not their own in order to participate in the international educational exchange, intending to Return to their country of origin

and faces high levels of poverty and poor development indicators (Malena and Chhim 2009). Whereas considerable progress has been made since the Peace Agreements in 1991, Cambodia’s recent past has shaped its contemporary political, cultural, and socio-economic context. The characteristics of these dimensions have contributed to the poor governance of the Cambodian administration as well as a hierarchical system influenced by patrimonial power structures and patron-client relationships, in which corruption

Vera Chouinard is a professor in the School of Geography & Earth Sciences at McMaster University. She has written on a variety of topics intersecting women’s and disability issues within a broad socio-cultural and geographic context (McMaster University website. 2015). Her topics include a critical feminist view of disabled women and issues such as legal rights, housing, employment, mental illness, social assistance, and health care (Academia.edu. 2015). In 2010, she also co-edited a book on disabled

Every human culture has a system of language, which has similar grammatical rules and design, which change and adapt depending on cultural, social, or geographic context. Traditionalists believe language is an unchanging symbolic system with a set of rules that students learn at school (Gardner, 2017a). Lyons (1995) describes language as a conventional system. Similarly, Chomsky (1957) claims language has a set of sentences that have either finite or infinite elements. Likewise, Clark (1996,

Social and cultural perspectives recognise family, community and culture to play a central role in children’s development and learning and emphasize the importance of establishing respectful relationships within early childhood (Department of Education, Employment and Workplace Relations, 2009). The essence of this perspective is that children’s learning and development is influenced by and occurs in social and cultural contexts (Arthur, Beecher, Death, Dockett & Farmer, 2012). In contrast to developmental

characteristics and influenced by socio-cultural context (Green, 2006, p. 2). Also, Grugeon and Gardner (2013, p. 105) explain language as a physical object that people use for social interaction which is influenced by the relationship between the speaker and the listener, and can vary due to the social and cultural context. Hence, language is a material and a systemic object with set rules that are used as a social process and changes due to the geographic location, social context and relationship of those

Socio-cultural assessment is realising and understanding the way a child responds to challenges and change. Their responses and perceptions are based on the world in which they live. Their understanding of the world comes from the values and beliefs of the adults, community, socio-economic status, education and culture that surround them. (Mooney, 2000). When making an assessment on an individual child it is necessary to consider the background and culture in which they exist. Berger (2005), states

To begin with, Gardner’s Socio-Educational Model Gardner’s interest in the individual differences variables in second language acquisition started in 1956. Gardner began to develop his socio-educational model about the role of attitudes and motivation in second language learning in the 1960s and has revised and updated it until the present days. As a result of many empirical studies, Gardner’s initial finished model was presented in 1979, revised in 1985 and again in 2001 as in Figure 1. Figure

In an effort to understand how resilience influences mental health positively, research has found that while facing difficult situations, resilient individuals rely on various individual, social and contextual factors that neutralise or mitigate stressful situations (Hjemdal, 2007; Vanderbilt-Adriance & Shaw, 2008; Zolkoski & Bullock, 2012). Thus, the positive relationship between resilience and mental health could be attributed to the association between positive experiences and risk factors in