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The relationship between cultural novelty and cross-cultural adjustment of expatriates is often assumed to be negative and linear, while the empirical results for the relationship has been demonstrated by researchers as either negative, positive or absent.

The current research challenges the negative and linear assumption conceptually and empirically and tests a curvilinear relation between cultural novelty and general adjustment. The authors specifically propose and test a theoretical model whereby emotional stability moderates the curvilinear cultural novelty–general adjustment relationship such that the negative effect of cultural novelty on general adjustment is mitigated by emotional stability. Survey data are collected from expatriates recruited from two different host countries, India (N = 151) and China (N = 157).

The findings provide support for the curvilinear relationship between cultural novelty and general adjustment and the moderating effect of expatriates' emotional stability on this relationship.

This present study makes unique contributions to the expatriate management literature in at least two major ways: first, this study consolidates the otherwise contradictory findings and furthers the understanding on the nature of the effect of cultural novelty on expatriate adjustment. In addition, this research tests a cultural novelty–expatriate adjustment model using expatriate samples drawn from China and India, the two largest emerging markets that capture the demographic-profile changes pertaining to the newly emerging expatriation trends.

The purpose of this paper is to investigate the relationship between adjustment, social support and satisfaction with life for expatriate spouses. The sample consists of European diplomatic spouses, residing all over the world.

This is a quantitative study. The sample consists of European diplomatic spouses, residing all over the world. The sample consists of 268 participants: 231 females and 44 males.

The findings of this study reveal that there was a significant relationship between adjustment and emotional and instrumental support as well as satisfaction with life. Furthermore, a multiple regression was performed to predict the level of satisfaction with life. Both adjustment and emotional support were statistically significant and they explained nearly 50 percent of the variability in participant’s satisfaction with life.

The limitations of the paper include, for example, method bias, language and geographic location.

Foreign Ministries within the European Union (EU) will be in a better position to improve their expatriate programs and policies. Furthermore, this study indicated that the well-being of diplomatic spouses can be enhanced by considering how social support is provided, the level of adjustment and satisfaction with life.

This study highlights the importance for diplomatic spouses to belonging to various groups, and group membership serves as a means to gain access to social networks. Therefore, being part of support groups of other expatriate spouses can aid cross-cultural adjustment.

Little is known about diplomatic spouses. This paper will be an important first step in examining the relationship between adjustment, social support and satisfaction with life for the spouses of diplomats working for the Foreign Ministries within the EU and European Economic Area.

This paper aims to discuss a survey, carried out by the authors, of 256 employees employed in public and private manufacturing organizations in north India, to determine if emotional maturity factors have positive association with self-disclosure in the Indian context. Specifically, capitalization and social exchange theories support as major theoretical framework to examine the proposed relationship.

The sample data used were collected through a cross-sectional survey-based research design and a convenience sampling method. Totally, 290 questionnaires were distributed during office hours, administered with a paper and pencil survey. However, in the final analysis, only 256 responses were considered for analysis using multiple hierarchical regression analysis.

Results reveal that all dimensions of emotional maturity positively associated with self-disclosure. This study fully supports the applicability of capitalization and social exchange theories while explaining the proposed relationships in Indian context.

The present study used a cross-sectional survey-based research design; future studies may use longitudinal research design.

The study shows how to develop collective work culture and supportive work climate through emotional maturity and self-disclosure. Thus, employees become accustomed to multicultural team and cultural diversity issues at the workplace. The study also recommended that the organized employees social gathering will create positive feeling, and that such feelings of belonging to a group among employees will give reasons for self-disclosure and finally, in turn, to employee effectiveness.

More predominantly, the proposed association has not been examined before and the findings serve as a potential policy guideline for the self-disclosure literature through the perspective of capitalization and social exchange theories in understudied non-US cultures such as India.

Recent research suggests that multi-component and contextualized interventions are a good option for the treatment of children with ADHD. The primary goal of the present investigation was to examine the efficacy of a multi-component psychosocial intervention involving children, with ADHD, their parents and their teachers. Forty-two children with ADHD were distributed in two groups: one with 27 children who received the intervention (experimental group) and the other with 15 children who received no intervention (control group). The effects of the intervention program were evaluated in three basic developmental areas: school learning, emotional adjustment and social adjustment. Once the intervention was over, the learning problems of children with ADHD who participated in the intervention were significantly reduced, based on the observations of both parents and teachers. Furthermore, social adjustment of the treated group improved significantly at the posttest evaluation. In contrast, in the group of children with ADHD who did not receive treatment, the learning and social problems remained stable.

The purpose of this paper is to explore associations between different mentor behavioral profiles and mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college.

The study used a quasi-experimental design and involved the participation of 253 student mentees and 246 students from a control group. Cluster analysis on the responses of mentees on the mentor behavior scale was used to identify behavioral profiles of academic mentors.

Four distinct behavioral profiles were identified: optimal (high scores on mentor structure, involvement, autonomy support, and competence support); sufficient (moderate on all scales); controlling (low on autonomy support but high on other scales); and inadequate (low on all scales). Compared to mentees exposed to sufficient and inadequate profiles, mentees exposed to the optimal profile perceived the mentoring relationship and its usefulness as more positive. Furthermore, they reported better social adjustment in college compared to a control group, whereas mentees exposed to the inadequate profile reported poorer adjustment. Interestingly, mentees exposed to the controlling profile found the mentoring relationship useful.

This study provides new empirical bases for the behavioral profiles of mentors that best meet mentees’ academic adjustment challenges. Limitations of the study include the absence of the mentors’ perceptions in the creation of behavioral profiles and the fact that the profiles were analyzed based on a single program.

Behavioral profiles of academic mentors were examined through the lens of a strong theoretical model that emphasizes the important role of structure, involvement, autonomy support, and competence support in the academic adjustment of mentees.

The purpose of this study is to investigate the relationship between cultural distance and psychological adjustment of expatriates in Nigeria and perceived social supports moderating the relationship.

The study used a cross-sectional survey research design. Data were collected through 236 validly filled questionnaires by expatriates working in different industries in Nigeria. The research variables were measured using appropriate validated scales developed by different experts. Data collected were analyzed using frequency, percentages, mean and standard deviation. Correlation and regression analyses were conducted to establish the relationships among the variables.

The study found that the distance between expatriates’ home and Nigeria on each of the dimensions of cultural values: power distance, individualism, masculinity, uncertainty avoidance cultural value, long-term orientation and indulgence negatively influence the psychological adjustment of the expatriates in Nigeria. The study demonstrated that the larger the distance between expatriates’ home and Nigeria's cultural values, the larger the difficulties in the psychological adjustment of expatriates in the country.

This study provides useful insights and a better understanding to both present and future global human resource practitioners, multinational organizations, international institutions and local organizations operating in Nigeria with a global mindset on the cultural profiles of expatriates that are critical to adjust to working, social interactions and living environments in Nigeria.

It provides practical guidance to global human resource practitioners and employers on dimensions of cultural values distance between Nigeria and the home countries of expatriates that should be considered when deciding on, searching for, selecting, recruiting and relocating expatriates to work and live in Nigeria.

In this chapter, the authors examined expatriates that self-initiate their international work for personal reasons and the factors that affect their departure from an organization. The authors conducted a systematic review of self-initiated expatriation (SIE) and its definitions in order to propose an integrated definition of SIE and model its nomological network. In addition, the authors construct a roadmap for future research directions in the SIE domain. Finally, using a qualitative research design, the authors studied the organizational practices designed to reduce SIE turnover in an exemplary multinational organization. Overall, our contributions are enhanced clarity of the SIE construct and the theorized practice of SIE retention.

Existing research indicates that internationally adopted children exhibit elevated rate of emotional and behavioral difficulties. They are explained by the effects of early trauma, disturbed attachment, institutionalized behavior, and delays in cognitive development. Early interventions, therefore, focus on medical screening and cognitive testing, while adjustment aspect of early period for the entire family is neglected. The role of adoptive family is viewed as that of rehabilitation, its role as an active agent of change is ignored or underestimated.

The approach grounded in family system theory and focused on the family process is effective for resolution of child's difficulties. This chapter demonstrates that early intervention centered on mutual adjustment of the family and the child prevents escalation of child's emotional tension, defiant behavior, and formation of rigid patterns of family interactions and psychopathology in children. It leads to behavioral improvements, and builds a foundation for lasting relationship. Therapy for American families and their school-age adopted children from Russia was simultaneously conducted in two languages by a bilingual psychologist, a native Russian speaker. Principles of such intervention are formulated: (1) The form of intervention is a dialogue between all family members. It facilitates safe self-expression and eases overwhelming emotions. (2) Child's behavior is understood within a framework of adjustment to a transition, associated with experience of novelty and loss. To prevent complications of unresolved grief, the child's loss is identified and acknowledged. (3) Changes that effect existing family system (such as adoptive siblings) and cause tensions are addressed. (4) Certain problematic behaviors and their former adaptive function are reframed and thus normalized within a context of child's culture. (5) In the process, history of child's life unfolds, integrating the past and the present, facilitating continuity of memory, and preventing disruption of identity.

During the past decade, amid the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding the use of grade retention and social promotion. In an era emphasizing evidence-based interventions, research indicates that neither grade retention nor social promotion is a successful strategy for improving educational success. Meta-analyses of studies during the past 100 years reveal deleterious outcomes associated with grade retention. Moreover, research also reveals prevention and intervention strategies that are likely to promote the social or academic competence of students at-risk of poor school performance. It is essential that educational professionals are familiar with the research when implementing interventions to promote student success. This chapter provides a brief synthesis of contemporary concerns and empirical studies examining student outcomes associated with grade retention, and also describes alternatives to grade retention. Particular consideration is given to implications for students with learning and behavioral disabilities, and the importance of focusing empirically supported strategies to promote student social and cognitive competence. Overall, educational professionals are encouraged to incorporate evidence-based programs and policies to facilitate the success of all students.

The purpose of this paper is to describe the Adaptation-Coping Model developed by Dröes in the Netherlands to frame the process of optimal adjustment for people diagnosed with dementia. This model is not well-known in English-speaking countries, but appears to have much to offer practitioners and researchers. As part of a large EU research project (MeetingDem) the authors translated and utilised this model in piloting the Dutch Meeting Centre Support Programme in the UK. This is a local community place-based approach to post-diagnostic psychosocial support. It is aimed at people diagnosed with dementia alongside their families and has proven benefits.

The Adaptation-Coping Model underpins the support provided by the Meeting Centre Programme. The model and its translation into the UK context are described. Focus groups were undertaken with people living with dementia (n=9) and family carers (n=6) at the UK Meeting Centre pilot. Examples from these focus groups are provided in order to illustrate different aspects of the model.

The translated Adaptation-Coping (adjusting to change) Model provides a way for service users (people with dementia and families) to conceptualise their journey with dementia post-diagnosis, and potentially provides service providers and researchers with aims for treatment and support.

These are initial observations based on a UK pilot service.

Ways of conceptualising psychosocial support for people living with dementia often do not get translated between countries. This model has been successfully utilised within the Netherlands for many years. This paper highlights the opportunity to build on this in English-speaking countries.