درخت حوزه‌های تخصصی

Objective: This study aimed to explore the lived experiences of cultural silence and emotional suppression within Asian-American families. Methods: This qualitative study utilized a phenomenological approach to investigate emotional suppression among 24 Asian-American adults residing in the United States. Participants were selected through purposive sampling to ensure diversity across ethnic subgroups and generational backgrounds. Data were collected through semi-structured, in-depth interviews conducted via secure video conferencing platforms. Interviews lasted between 60 and 90 minutes and continued until theoretical saturation was reached. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo software. Thematic analysis was performed through an inductive coding process that emphasized participants’ subjective interpretations and cultural meaning-making around emotional expression. Findings: Four major themes emerged from the data: family communication norms, cultural identity and emotional suppression, impacts on mental and emotional health, and pathways to emotional expression and healing. Participants reported indirect communication, emotional stoicism, and intergenerational silence as common patterns within their families. These dynamics were often reinforced by cultural expectations of respect, shame, and self-control. Emotional suppression was linked to internalized distress, difficulty in emotional identification, and barriers to help-seeking. Despite these challenges, participants also described transformative experiences involving therapy, peer support, and bicultural integration that facilitated emotional literacy and relational healing. Conclusion: Emotional suppression and cultural silence in Asian-American families are shaped by deep-rooted cultural values and intergenerational practices. While these patterns may hinder emotional well-being, participants also demonstrated adaptive strategies and agency in redefining emotional norms. These findings underscore the importance of culturally responsive mental health practices that validate heritage while promoting emotional authenticity.

This study aimed to develop and validate a model of reflective skills for Iranian EFL teachers to help them acquire reflective skills. Accordingly, an exploratory sequential mixed-methods design was used in two phases. In the qualitative phase, 50 EFL teachers were recruited based on available sampling method from different private language institutes of Fars Province, Iran to participate in semi-structured interviews. The interview data were analyzed following open, axial, and selective coding procedures and the results were used to develop a reflective skills questionnaire. The quantitative phase involved 300 EFL teachers who were selected through available sampling to complete the researcher-made questionnaire. The process of quantitative data analysis was conducted through Cronbach’s Alpha test, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). According to the results, a model of reflective skills for Iranian EFL teachers was designed consisting of three main components including social skills, pedagogical skills, and transformative skills, with twelve sub-components. The findings offer some implications for policymakers, teacher trainers, and other stakeholders in charge of training and recruiting EFL teachers.