共查询到20条相似文献，搜索用时 15 毫秒
1.
Reviewed by C. Joanne Grabinski 《Educational gerontology》2013,39(4):351-353
The numbers and proportions of ethnic and minority aged are increasing more rapidly than their age cohorts among nonminorities. This is particularly true among the old‐old, where increasing incidences of frailty and functional dependence increase the demand for health care services. In these circumstances the need for health care professionals to develop sensitivity to cultural and ethnic factors that impinge the health care of the aged is compelling. Barriers to effective cross‐cultural communication are discussed, and guidelines for culturally sensitive communication are provided. 相似文献
2.
Tina Maschi Thalia MacMillan Manoj Pardasani Ji Seon Lee Claudia Moreno 《Educational gerontology》2013,39(4):228-242
The purpose of this study was to evaluate an experiential learning project with BSW students to see if their perceptions of older adults have changed. The project consisted of an oral history project and presentation that matched BSW students with older adults from diverse ethnic backgrounds to gather their immigration narratives. The study used a single group pretest posttest design with 17 BSW students enrolled in an integrative field seminar class. Using a series of inferential analyses, BSW students’ attitudes towards older adults, future career plans, confidence with working with older adults from diverse backgrounds, and geriatric competencies were examined. Overall, a significant increase in BSW students who had varying levels of participation in project perceptions of geriatric social work competencies between pretest and posttest were found. Students who both conducted and presented the oral histories of older adults also were significantly more likely to report future plans to work with older adults compared to students who did not. Exposing BSW students to aging and diversity content has important implications towards fostering student interest in pursuing social work practice with older adults and preparing them for culturally competent social work. 相似文献
3.
4.
Evidence suggests that minority ethnic people in general and minority ethnic deaf people (MEDP) in particular face numerous formidable obstacles in their attempts to gain access to services in the community. Deaf people from minority ethnic groups who have no English and/or American Sign Language (ASL) skills have particular difficulty gaining access to services. The study therefore was concerned with identifying some of the special needs and difficulties of MEDP who are trying to gain access to services in multiethnic communities. Qualitative approaches were used in data gathering and analysis. The results indicated six areas of difficulty for MEDP in gaining access to services: (a) communication barriers, (b) a lack of recognition of the needs of MEDP, (c) inappropriate service delivery and a lack of information on available services, (d) insufficient cultural sensitivity on the part of service providers, (e) issues of user involvement, and (f) a lack of specific programs for MEDP. 相似文献
5.
This article describes a highly successful short‐term experiential project in minority/ethnic communities developed for Oregon State University gerontology students. This project can serve as a model for universities that lack opportunities in the local community for students to interact with elderly of different minority/ethnic backgrounds and where geographic distances make long‐term practicums in minority communities impractical for the majority of students. This project enhanced academic study and provided students a meaningful introduction to elements important in designing and implementing effective health and social service programs for minority/ethnic elderly. Details of a three‐day intensive experience at the Warm Springs Indian Reservation in central Oregon are discussed. 相似文献
6.
少数民族题材歌剧艺术水平是少数民族艺术综合水平的重要标志。发展少数民族题材歌剧艺术,是全面推动少数民族艺术发展的需要,是新形势下进一步促进各民族文化交流的需要,是时代对少数民族文艺工作提出的新要求。民族特色是少数民族题材歌剧的灵魂,是衡量少数民族题材歌剧成败的关键。发展少数民族题材歌剧艺术是一项系统工程,需要各方面共同努力。 相似文献
7.
David Haber 《Educational gerontology》2013,39(9):683-697
ABSTRACT The diversity of the older adult population is increasing, and health professionals need to learn new knowledge and skills to improve the adherence of older ethnic clients to their health recommendations. Much of the existing research literature on diversity in gerontology concludes that ethnic older adults are at a health disadvantage. Few if any of these studies, however, offer practical applications for health promoters. This article reports on a paradox: there is a surprising amount of diversity within each group of ethnic elders, but it may be the similarities across these groups that lead to practical applications of use to health-promoters. The article ends with health-promotion questions of relevance to older adults, regardless of ethnicity. 相似文献
8.
近年来大学生的心理健康问题日益受到社会各界的关注。本文分析了少数民族大学生心理问题产生的原因,阐述了文化取向在大学生心理健康教育中的重要作用,提出了民族高校应针对少数民族大学生的特点采取相应的措施,构建具有一定文化取向的心理健康教育新模式。 相似文献
9.
Health literacy has firmly established the links between literacy skills and health outcomes and is subsequently considered a key strategy for improving the health of disadvantaged populations and addressing social inequality. However, current research findings for improving health literacy have primarily focused on adults and actions within health and health care settings. Implementation studies outside the health sector are scarce. This study, a subset of the INCLUD-ED community- based project on social inclusion, reports on successful community-based approaches to health literacy. This article focuses on two schools that take advantage of the cultural intelligence of their students' family members, allowing them to make health literacy programmes more effective and useful for the participants. In addition, family involvement in educational activities addressed to children, including health programmes, has been found to improve the health literacy of the participating adults and their use of healthcare services. Findings indicate that schools in Europe can play a key role in breaking the cycle of health inequalities by promoting health literacy through education. 相似文献
10.
Asian Americans are commonly perceived as the diligent and high‐achieving “model minority.” This positive stereotype has negative consequences for this ethnic minority group because it trivializes their social and mental health problems. This image of success has made many overlook the true nature of the struggles many Asian American families have to face in the United States. Scientific literature suggests that Asian American children experience major adjustment problems in school including loneliness, isolation, withdrawal, rejection, anxiety, low self‐esteem, and interpersonal distress. Cultural barriers exist between the Asian and the dominant society and influence Asian Americans' cognitive appraisal and coping choices when personal and emotional problems arise. These barriers also prevent clinicians from identifying and subsequently providing effective mental health services for Asian American children and their families. In this article, the authors examine the Asian cultural conceptions of mental health and various cultural barriers in an attempt to promote cultural understanding and competence among clinicians working with Asian American children and their families. Recommendations for clinical practice and future research directions are provided. © 2009 Wiley Periodicals, Inc. 相似文献
11.
12.
Daniel L. Clay 《Psychology in the schools》2007,44(4):389-396
An estimated 5.2 to 7.8 million children with significant chronic health problems attend school every day in the United States requiring interventions in the school setting. A majority of these students will be from ethnic minority or low‐income groups within two decades. Providing culturally competent interventions in schools is critical to optimize the health, educational, and psychological outcomes of children with significant health problems. This article underscores the culture and health connection and presents a 5‐step model for providing culturally competent services for health problems in schools. The article is intended to help school personnel to determine if, when, and how to incorporate cultural issues in assessment, treatment planning, and intervention. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 389–396, 2007. 相似文献
13.
The current article reviews the literature on school refusal behavior. Definitional inconsistencies, the effects of biased assessment processes, and the consequences of the lack of ethnic, racial, and economic diversity in school refusal research samples are highlighted. An increase in the use of low‐income, ethnic minority, community samples in school refusal research is proposed in order to create a more representative and useful literature. Concerns regarding artificial and impractical divisions between the commonly used labels of school refusal and truancy are also discussed. Suggestions are proposed for a new pragmatic framework of school refusal assessment for research and clinical work that utilizes and enhances Kearney's functional approach. The framework has the potential to incorporate the influences of multiple cultural contexts in order to aid professionals from different disciplines in both prevention and early intervention for school refusal in low‐income, ethnic minority populations. Additional suggestions for future direction in school refusal research are also discussed. © 2007 Wiley Periodicals, Inc. 相似文献
14.
Diya Hu 《Frontiers of Education in China》2012,7(2):169-194
Many traditional ethnic cultural items are being endangered in China. Using the Dongba dance culture of the Naxi people as a case study, this paper seeks to analyze and interpret the endangerment of culture from an educational perspective, based on an analysis of the interaction between the cultural transmission mechanism of Dongba dance and the formal schooling of the Naxi people in Lijiang, China. By describing and comparing the traditional and current forms of Dongba dance transmission, the paper shows how the institution of formal education competes with older modes of cultural transmission, resulting in the endangerment of Dongba dance as a living cultural relic. So, in order to truly realize and improve the function of education in transmitting cultural heritage and to guarantee educational equity, we should prioritize sophisticated ethnic minority cultural items in the assessment and selection phases of education, grant them institutional cultural capital, and put greater effort into developing an appropriate school-based curriculum so that ethnic minority culture may be transmitted and inherited via formal schooling. 相似文献
15.
文化的社会性决定了只有制度化文化才能得到生存和发展,而我国的少数民族教育没有为少数民族文化以制度形式的存在提供空间,民族文化在学校教育中的缺失,造成了民族文化的边缘化。文化的价值在于它的归属价值,文化的归属价值体现在增强民族认同感,为所属民族提供了有意义的选择背景,因此少数民族教育必定有义务传承自己的文化,为自己民族做出有意义的选择提供丰富的文化土壤。 相似文献
16.
改革开放以来民族识别对贵州民族区域自治的推动 总被引：1，自引：0，他引：1
赵永忠 《黔南民族师范学院学报》2010,30(1):45-50
改革开放以来,贵州进行了大量的民族识别工作,认定或恢复了近百万人的民族称呼.由此引起局部地区的民族构成发生了改变,部分地区达到了实行民族区域自治的基本条件.一些县、乡申请实行民族区域自治,并得到了相关部门的批准.20世纪80年代以来,贵州建立了5个民族自治县,数百个民族乡,有力地推动了贵州民族区域自治的进一步完善.同时,民族识别工作还对加快培养和使用少数民族干部、促进少数民族教育、文化起了较大的作用. 相似文献
17.
ELAINE J. COPELAND 《Counselor Education & Supervision》1982,21(4):187-193
Racial and ethnic minority group members are now recognizing the need for relevant counseling services. Many counselor education programs, however, have not addressed this issue. While some counselor educators support the need for innovative counselor training programs for those who expect to work in pluralistic settings, others believe that traditional programs can meet the needs of all populations. This article describes why counselor training incorporating the needs of racial and ethnic minorities is needed and provides four models: (a) the separate course model; (b) the area of concentration model; (c) the interdisciplinary model; and (d) the integration model, which may be used in program development and implementation. 相似文献
18.
We examined the role of justification for knowing beliefs in learning and comprehension when ethnic majority and ethnic minority students from the same school classes read five conflicting documents on the scientific issue of sun exposure and health. Results showed that the more ethnic minority students trusted scientific authorities and the less they relied on personal opinion when validating knowledge claims in the domain of science, the more they learned from and the better they comprehended the documents. In contrast, justification for knowing beliefs did not seem to play a role in learning and comprehension among ethnic majority students. These results may reflect that the documents represented more of a challenge to the ethnic minority students, with justification beliefs affecting learning and comprehension processes to a greater extent when the task is perceived as an ill-structured problem. This study is probably the first to indicate different relationships between various justification beliefs and performance in different language and cultural groups, having theoretical as well as educational implications. 相似文献
19.
《Chinese Education & Society》2013,46(5):58-60
The following opinions on strengthening ethnic minority education work in areas of scattered and mixed ethnic communities are put forward for the purpose of further improving the ethnic minorities' ideological, ethical, scientific, cultural, and technical attributes, and promoting the common prosperity of all ethnic groups. 相似文献
20.
Marlys Staudt 《Journal of Teaching in Social Work》2013,33(2):145-162
Disparities by race/ethnicity exist in the use of children's mental health and related services. It is no doubt that many factors contribute to these disparities, but practitioner biases may be partly responsible for disparities. The purpose of this article is to show a potential link between practitioner biases and service use disparities and to discuss the implications for social work education. The implications for social work education focus on 2 strategies for educators to consider: (a) helping students to become aware of and overcome their biases and (b) teaching practice strategies that have been shown to help low-income and ethnic minority children and families engage in the helping process. 相似文献