MB529: Intercultural Attachment: Building Relationships Across Cultures (4 units)

Evelyne A. Reisacher, Assistant Professor of Islamic Studies
Fall 2004 Pasadena

DESCRIPTION:

This course explores the dynamics involved when people from different cultures interact with one another, the changes they undergo and what facilitates and hinders attachment. Attention is given to nonverbal communication at levels beneath awareness, the importance of connecting emotionally as well as intellectually across cultures, and how interactively to regulate emotions to facilitate healthy attachment. Part of the course draws on the latest developments of attachment theory and uses Allan N. Schore’s developmental attachment theory as a framework to investigate intercultural attachment. It is designed for students with no previous psychological or neurobiological training to improve their understanding and skills in relating with people from other cultures.

LEARNING OUTCOMES:

• Broadening of theoretical and methodological horizons of intercultural interactions.
• Understanding of the theory of attachment and its importance for analyzing intercultural relationships.
• Understanding of the principles of Schore’s developmental attachment theory as they are integrated into intercultural studies.
• Gain conceptual tools and skills that will enhance intercultural attachment.

COURSE FORMAT:

The course will be developed through lectures, audio-visual presentations, and class interactions. Students will have the opportunity to reflect on their own intercultural attachment experiences and engage in exercises and group work to apply attachment principles. The course is scheduled as a two-week intensive.

REQUIRED READING:

Bretherton, Inge. “The Origin of Attachment Theory: John Bowlby and Mary Ainsworth." Developmental Psychology 28:759-775, 1992 (article).
Brewster Thomas E., and Elizabeth S. Brewster. Bonding and the Missionary Task: Establishing a Sense of Belonging. Pasadena, CA: Lingua House, 1982.
Clinton, Tim, and Gary Sibcy Attachments: Why You Love, Feel and Act the Way You Do. Brentwood, TN: Integrity Pub., 2002.
Elmer, Duane H. Cross-Cultural Connections: Stepping Out and Fitting In Around the World. Downer Grove, IL: InterVarsity Press.
Kitayama, Shinobu, and Hazel Rose Markus. Emotion and Culture: Empirical Studies of Mutual Influence. Washington, D.C.: American Psychological Association, 1997.
Finnegan, Ruth. Communicating: The Multiple Modes of Human Interconnection. New York: Routledge, 2002.
Schore. Allan N. “Attachment and the Regulation of the Right Brain.” Attachment and Human Development 2 (1). Pp. 23-47, 2000 (article).

RECOMMENDED READING:

Van Ijzendoorn, Marinus H., and Abraham Sagi. “Cross-Cultural Patterns of Attachment: Universal and Contextual Dimensions.” In Handbook of Attachment. Jude Cassidy and Phillip R. Shaver, eds. Pp. 713-734. New York: The Guilford Press, 1999.
Harwood, Robin L., Joan G. Miller, and Nydia Lucca Irizarry. Culture and Attachment: Perceptions of the Child in Context. New York: The Guilford Press: 1995.
Lingenfelter, Sherwood G. and Marvin K. Mayers. Ministering Cross-Culturally: An Incarnational Model for Personal Relationships. Grand Rapids, MI: Baker, 1996.
Reisacher, Evelyne Annick “The Processes of Attachment Between the Algerians and French within the Christian Community in France.” Ph. D. Dissertation. Fuller Theological Seminary, Pasadena, CA: 1991.
Schore, Allan, N. Affect Regulation and the Origin of the Self: The Neurobiology of Emotional Development. Hillsdale, NJ: Lawrence Erlbaum Associates: 1994.
Wierzbicka, Anna. Emotions Across Languages and Cultures: Diversity and Universals. Cambridge, UK: Cambridge University Press, 1999.

ASSIGNMENTS:

• The student is required to read 1,500 pages from the required and recommended reading lists and write a 300 word review on four books of his or her choice (15% of grade).
Class attendance and participation (15% of grade).
• Interview with three persons from a cultural background different from student’s own and reflection on attachment issues (15 % of grade).
• 15 minute group presentation on intercultural attachment issues experienced during class (15% of grace).
• A 2500 (10 page) word paper integrating emotion based attachment and personal living or working context (40% of grade).
• Th.M. Students will add 1,000 words to the integration paper.

PREREQUISITES: None.

RELATIONSHIP TO CURRICULUM: Elective.

FINAL EXAMINATION: No written examination.

Last Date Edited: June 24, 2004.