Contextualizing Immigrant and Refugee Resilience

Derya Güngör is a social and cross-cultural psychologist with research interests spanning from cultural differences in self-identity and parenting styles to psychology of acculturation and migration. She received her PhD in Social Psychology from Ankara University in Turkey and worked as a researcher and lecturer in Turkey (psychology departments of Ankara University and Yasar University), Belgium (Center for Social and Cultural Psychology at the University of Leuven), the Netherlands (European Research Center for Migration and Ethnic Relations -ERCOMER- in Utrecht University) and the USA (Eunice Kennedy Shriver National Institute of Child Health and Human Development). In 2007, she was awarded a 3-year Marie Curie Outgoing International Fellowship by European Commission 6th Framework Programme for the project “Parenting in migration”. From 2015 to 2018, she worked as an associate professor of social psychology in Yasar University in Turkey. Dr. Güngör continues her studies as a research affiliate at the Center for Social and Cultural Psychology at the University of Leuven and serves in the editorial boards of international journals, including Self and Identity and International Journal of Intercultural Relations.Dagmar Strohmeier is professor at the University of Applied Sciences Upper Austria, Linz in Austria and professor II at the Norwegian Centre for Learning Environment and Behavioural Research in Education at the University of Stavanger in Norway. She received a PhD (2006) the venia legendi in Psychology (2014) from the University of Vienna in Austria. She studies peer relations in children and youth with a cross-cultural and cross-national perspective and a special focus on immigrant youth. She has developed, implemented and evaluated a program to foster social and intercultural competences in schools (ViSC program) that has been implemented in Austria, Cyprus, Romania, Turkey and Kosovo. She was the principle investigatorof the EU funded project “Europe 2038” and examined young people’s engagement with the European Union in seven countries (www.europe2038.eu). Her research was awarded by the University of Applied Sciences in 2011 (Researcher of the Year) and the Bank Austria Main Award for the Support of Innovative Research in 2009. Her teaching was awarded by the Köck Stiftung in 2010. She is president elect of the European Association for Developmental Psychology.

• Chapter 1: Contextualizing Immigrant and Refugee Resilience: Cultural and Acculturation Perspectives.- Part 1: Integrative Theoretical Perspectives to Immigrant Youth Resilience.- Chapter 2: Immigrant youth resilience: Integrating Developmental and Cultural Perspectives.- Chapter 3: Developmental Tasks and Immigrant Adolescent’s Adaptation.- Chapter 4: Why do some Immigrant Children and Youth do Well in School Whereas Others Fail? Current State of Knowledge and Directions for Future Research.- Part 2: Theoretically Informed Empirical Perspectives to Immigrant and Refugee Resilience.- Chapter 5: Receiving Population Appraisal as Potential Risk or Resilience for Immigrant Adaptation: The Threat-Benefit Model.- Chapter 6:  The Role of Discrimination, Acculturation, and Ethnic Identity in Predicting Psychosocial Functioning of Turkish Immigrant Youth.- Chapter 7: Positive Adjustment Among Internal Migrants: Acculturative Risks andResources.- Chapter 8: The Role of Hope to Construct a New Life: Experiences of Syrian and Iraqian Asylum Seekers.- Chapter 9: Conceptualizing Refugee Resilience Across Multiple Contexts.- Part 3: Promotive and Preventive Approaches.- Chapter 10: Using Basic and Applied Research on Risk and Resilience to Inform Preventive Interventions for Immigrant Youth.- Chapter 11: Inclusion in Multicultural Classrooms in Norwegian Schools: A Resilience Perspective.- Chapter 12:  Fostering Cross-Cultural Friendships with the ViSC Anti-Bullying Program.