Music is a fundamental cultural product with which adolescents are finely attuned within and across sociocultural contexts. However, very little is known about the intricate interplay among music, psychology, and culture in adolescence. The purpose of this literature review is twofold: (1) to define, ground, and situate a new perspective towards a cultural developmental psychology of music in adolescence; and (2) to find and organize the extant literature pertaining to the cultural and developmental roles of music in adolescence. The rationale is organized in two sections. The first section defines the meaning of a cultural-developmental psychology of music in adolescence. It also explains how this perspective can be grounded in principles of cultural psychology, notably the mutual constitution between culture and the person. It then situates this perspective within established cultural research on music (evolutionary psychology, music perception, and ethnomusicology). The second section presents a critical outlook on the slowly growing but fragmented literature pertaining to culture, psychology, and music in adolescence (music preferences; music motivation and functions; dance; language; social network and multitasking; ethnicity and cultural diversity; and cultural competence in music-based interventions). In conclusion, theoretical and methodological directions are suggested for future cultural research on music in adolescence.

This study explored the role of linguistic variables (fluency in both official languages, passing in both official languages and University affiliation) and identity variables (centrality and satisfaction towards the new cultural group) in the acquisition of a new cultural identity among international students in Canada. Two hundred and fifty four international students were recruited from universities in the Montréal region. Self-reported questionnaires were used to assess which new identity international students are in the process of taking on, their linguistic abilities, their university affiliation and in-group identification. The results demonstrate that international students who were fluent in French, could pass for a bilingual or a Francophone, and who attended a primarily French-speaking University mostly took on the Québécois identity as their new cultural identity. International students who were fluent in English, could pass for an Anglophone or neither pass for an Anglophone nor a Francophone, and attended a primarily English-speaking University took on either the Montréalais or the Canadian identity. International students who took on the Montréalais identity reported higher satisfaction towards their new cultural group compared to those who took on the Québécois or Canadian identities. We discuss the implications of these findings for future research and policy. Cette étude explore le rôle que des variables linguistiques (fluidité dans les deux langues officielles, pouvoir passer comme un Francophone et/ou un Anglophone et l’affiliation universitaire) et que des variables identitaires (la centralité et la satisfaction envers le nouveau groupe culturel) peuvent jouer dans l’acquisition d’une nouvelle identité culturelle pour les étudiants internationaux au Canada. Deux cent cinquante-quatre étudiants internationaux furent recrutés dans des universités montréalaises. Ils remplirent des questionnaires auto-rapportés utilisés pour évaluer quelle identité les nouveaux étudiants internationaux souhaiteraient acquérir, leurs compétences linguistiques, leurs affiliations universitaires et leurs identifications envers leur nouveau groupe culturel. Les résultats démontrent que les étudiants internationaux qui étaient fluides en français, qui pouvaient passer comme un bilingue ou un francophone, et qui étaient affiliés à une université où le langage principal d’instruction est le français souhaitaient surtout acquérir l’identité québécoise. Les étudiants étrangers qui étaient fluides en anglais, qui pouvaient passer pour un anglophone ou ne pouvaient passer ni pour un anglophone ou francophone, et qui avaient une affiliation à une université où la langue principale d’instruction est l’anglais souhaitaient surtout prendre l’identité montréalaise ou canadienne. Les étudiants internationaux qui souhaitaient acquérir l’identité montréalaise semblaient avoir une plus grande satisfaction envers leur nouveau groupe culturel comparé à ceux qui souhaitaient acquérir une identité québécoise ou canadienne. Nous discutons des implications de ces résultats pour la recherche et les politiques futures.

Multiculturals encounter normative cultural conflicts (intrapersonal conflicts between their cultures’ norms). Yet, no research has examined how these conflicts are managed, nor their antecedents and repercussions. This article examined how these conflicts are managed using two sets of conflict management strategies (active and agreeable) and tested whether they mediate the associations between identity configurations and well‐being. Also, as the benefits of having integrated selves typically increase in later life stages, this article examined whether the associations between identity configurations and well‐being differ between earlier (pre‐university) and later academic stages (university). In Study 1 (N = 235), active strategies mediated the link between identity integration and well‐being, whereas agreeable strategies mediated the link between compartmentalization and ill‐being. In Study 2 (N = 241), these results were replicated. Study 2 further showed that the association between identity integration and well‐being was stronger among university than pre‐university students. Implications of these results are discussed.

Research on mental health of refugee children frequently highlights the limitations of Western approaches to understand the reality of this population. The aim of this study was to explore the psychological needs of 2 refugee children, using a storytelling approach centered on needs. It combined the use of 2 projective tools, a "flower of needs" and a story, to explore the psychological needs of children in a safe and culturally sensitive way. This research sought to (a) identify the needs that children consider to be the most important through the construction of a flower of needs and (b) identify the needs that children address more frequently through the work with the story. For this purpose, a multiple case study design was conducted with 2 Latino/a children recruited from refugee families who had recently arrived in Canada. The children participated in 4 storytelling sessions. Data on the case presentation were collected from a semistructured interview with the parents. Data on the psychological needs exploration were collected from the children's work with the flower of needs and the story across sessions. The results showed that both children identified physical comfort, connection, and peace as the most important psychological needs using the flower of needs. Connection, peace, and familiarity were the needs more frequently addressed working with the story. The results illustrate the potential of the flower of needs to assess needs and confirm the utility of storytelling to encourage a deep exploration of psychological needs with refugee children.