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1.
Research has consistently found acute mental health treatment disparities among Asian Americans. One proposed reason for the underutilization of mental health services by Asian Americans is that available services are not culturally competent. This exploratory study presents qualitative data gathered from interviews with professional counselors who serve Asian American clients. Findings revealed significant barriers to counseling due to cultural stigma and shame, suppression of emotions, and communication gaps between clients and counselors. In response, clinicians frequently made adjustments to therapeutic approaches to accommodate the cultural beliefs and practices of clients and families. Implications for practice and research are discussed. 相似文献
2.
Hannah S. Kang Eileen Haddad Chuansheng Chen Ellen Greenberger 《Early education and development》2014,25(6):915-931
Research Findings: Previous research has suggested that children from immigrant families face multiple stressors associated with acculturation. One component of acculturation that has not been widely explored in relation to children's socioemotional development is limited English proficiency (LEP). Given that English is the main language used in American schools, it is important to understand how LEP can affect the socioemotional development of children from immigrant families whose 1st language is not English. This study explores the effects of LEP on the socioemotional development of 5,268 Hispanic and 2,088 Asian American children from the Early Childhood Longitudinal Study data set (first 3 waves of data). Results from generalized estimating equation analyses revealed significant interactions between ethnicity and language status. English-proficient Asian American children fared better than Hispanic children, but Asian American children with LEP lagged behind their Hispanic counterparts in their approaches to learning, self-control, and interpersonal skills at the beginning of kindergarten. These ethnic differences disappeared by the end of 1st grade. Practice or Policy: Our findings suggest that language-related challenges among minority children may be more consequential for young Asian American children, who would benefit from additional efforts to help them attain proficiency in English. 相似文献
3.
新起点项目(New Beginnings Program,NBP)是美国心理学家Wolchik等人为预防离异家庭儿童心理健康问题而编制的一套家长干预技术。NBP面向离异母亲,包括为期十周的团体培训及两次个别辅导。NBP课程的内容包括提高母亲与孩子的亲子关系质量,增强母亲管教孩子的有效性,增进父亲与孩子的接触与联系,减少父母冲突对孩子的影响,从而达到预防离异家庭儿童心理健康问题的目的。近年来我国离婚人数持续上升,离异家庭儿童的心理健康问题不容忽视。本文详细介绍了NBP的理论基础、发展过程、内容、形式等,收集了NBP的临床实验研究证据,并进一步讨论了如何将NBP引入中国家庭。 相似文献
4.
Cultural problems in minority education: Their interpretations and consequences—Part two: Case studies 总被引：1，自引：0，他引：1
Dr. John U. Ogbu 《The Urban Review》1995,27(4):271-297
Culture has featured prominently in minority educational research, policies, and intervention since the early 1960s. It is
receiving even more attention today in minority education discourse due to the emergence of cultural diversity and multicultural
education as popular national issues. A careful analysis of the new discourse suggests, however, that the issue has shifted
from how cultural differences enhance or deter the school adjustment and academic performance of minority children to the
problem of cultural hegemony and representation in school curriculum and other domains of education. In my two-part essay
I argue for a reconsideration of the earlier question about how culture affects minority school adjustment and academic performance.
In the first part of this essay l (1) argued that there are real cultural differences which confront minority children in
school and (2) proposed thecultural frame of reference as a conceptual tool to understand minorities' interpretations of and responses to the cultural problems they encounter.
More specifically, I suggested that voluntary minorities who interpret the cultural differences as barriers to be overcome
are more successful in crossing cultural boundaries. Involuntary minorities with an oppositional cultural frame of reference
are ambivalent in their interpretation of cultural differences as barriers and markers of group identity. They are less successful-in
crossing cultural boundaries. In this second part, I will demonstrate my explanations with two case studies: blacks, an involuntary
minority group and Chinese Americans, a voluntary minority group.
Part One of this paper appeared in Volume 27, Number 3, September 1995. 相似文献
5.
Chinese‐American parents’ perspectives about using the Internet to access information for children with special needs 
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下载免费PDF全文 As the Internet contains large amounts of health‐ and education‐related information, it provides a potentially efficient and affordable format for directly reaching a large number of families with evidence‐based health‐ and education‐related information for their children with disabilities. Little is known, however, about Internet information‐seeking patterns for parents from culturally and linguistically diverse backgrounds. This study explored Chinese‐American parents’ perspectives about using the Internet to access health‐ and education‐related information for their children with disabilities. A survey was developed and conducted through a large community service centre in the western USA. Fifty‐two parents completed the survey; results suggest that challenges and barriers within the context of the Internet can limit parents from accessing meaningful and high‐quality information. Implications for research and practice are provided. 相似文献
6.
Developmental Outcome of Minority Infants: A Process-oriented Look into Our Beginnings 总被引：2，自引：0，他引：2
Cynthia T. Garcia Coll 《Child development》1990,61(2):270-289
This article reviews the literature on the development of children of minority status from birth to 3 years of age (infants). 5 major sources of influence on the developmental outcome of minority infants are proposed: cultural beliefs and caregiving practices, health status and health care practices, family structure and characteristics, socioeconomic factors, and biological factors. It is suggested that differences exist between minority and Anglo families in their developmental goals and interactions during the infancy period. The health status of some minority groups places these infants in an at-risk category for neurodevelopmental problems. The family context is characterized by younger mothers, a higher percentage of single heads of households, but also large, extended families. Socioeconomic factors have a pervasive influence on both infants and parents, and the contribution of biological factors is suggested but poorly understood. It is concluded that these factors act synergistically to place these infants in alternative (not necessarily deviant) developmental pathways, or in "at-risk" categories for neurodevelopmental problems, while canalization processes are operating to insure that major developmental milestones are achieved. 相似文献
7.
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
8.
Family Ecologies of Ethnic Minority Children 总被引：12，自引：0，他引：12
Algea O. Harrison Melvin N. Wilson Charles J. Pine Samuel Q. Chan Raymond Buriel 《Child development》1990,61(2):347-362
This article discusses a proposed interconnectedness between the ecologies of ethnic minority families, adaptive strategies, socialization goals, and child behavioral outcomes. The ethnic minority groups included are African American, American Indian/Alaskan Native, Asian Pacific Americans, and Hispanics. Demographic information on population size, geographic area of concentration, and preferred identity terms is provided. It is argued that adaptive strategies, including extendedness of families and role flexibility, biculturalism, and ancestral worldview, emerge from the ecological challenges of ethnic stratification status. These adaptive strategies foster the child-rearing goals of positive orientation to the ethnic group and socialization for interdependence, which in turn enhance the developmental outcomes of cognitive flexibility and sensitivity to discontinuities among ethnic minority children. 相似文献
9.
《Journal of Language, Identity & Education》2013,12(4):331-347
In recent times reports into incidents of racist violence in Britain identified a prevailing institutionalized racism and social segregation (Cantle, 2002; MacPherson, 1999). In this article I present an analysis of authoritative educational discourse in the form of school inspection reports, focusing on a single issue: the cultural practice of minority ethnic families visiting their heritage country. Using critical discourse analysis, I suggest that the discourse of the inspection reports racializes the cultural practices of the Asian minority, defining them as the alien and foreign. In this discourse an uncontested, common-sense discourse emerges, which blames minority families for the presupposed harm done to their children's education by visits to the heritage country. I conclude that such cultural practices become an emblem of difference, whereas the dominant ideology in official discourse is one of homogenization. This discourse implies that for minority ethnic families to be part of the imagined community of successful learners in Britain, this cultural practice will have to stop. 相似文献
10.
DAVE FINNEY 《Pastoral Care in Education》2006,24(3):22-27
It seems self-evident to suggest that our schools should play a part in the identification and the response to school-age pupils with mental health problems/mental illness. Schools have a number of unique advantages as both preventative and curative agents in the mental health discourse. The notion of schools playing an extended role in the health, mental health and safety of children, enshrined in the UK Children Act, 2004, has resulted in further demands on educational professionals to meet a broader care agenda. The school as a site for mental health work appears to be an enlightened rather than radical proposition, yet often there are cultural and systemic barriers to implementation. This article aims to highlight some of the main obstacles to the promotion of therapeutic interventions in schools and proposes that there is a considerable gap between the rhetoric of joint-agency cooperation and the reality of applying mental health strategies in an educational setting. A number of recent UK government programmes have reflected a shift in thinking towards adopting more therapeutic interventions and this is particularly evident in the primary school strategies to improve behaviour and attendance. In tandem, Child and Adolescent Mental Health Services have, through training initiatives and the use of primary mental health workers, actively promoted mental health issues in schools. Yet, despite these initiatives, it is arguable that many schools remain ill-equipped to recognize and respond to mental health problems in school-age children. I believe that schools have a pivotal role to play, but there must be fundamental changes before effective change can take place. 相似文献
11.
12.
仫佬族农村小学生心理健康状况调查 总被引：2，自引：0，他引：2
调查的主要目的是了解罗城仫佬族农村小学生心理健康状况;采用的方法是用《心理健康诊断测验》对罗城仫佬族自治县431名仫佬族农村小学生进行问卷调查。分析其结果如下:仫佬族农村小学生心理健康问题的阳性检出率为0.5%,八个分量表中至少有一项呈阳性的检出率为59.2%;心理健康问题女生高于男生,单亲儿童高于非单亲儿童,留守儿童高于非留守儿童,差异具有统计学意义(P﹤0.05);4年级问题检出率最低,5年级其次,6年级最高。这些结论表明,仫佬族农村小学生心理健康状况不容乐观,学校、家庭、社会应特别关注女生、单亲家庭儿童与留守儿童的心理健康教育。 相似文献
13.
失独家庭,指的是独生子女发生意外伤残、死亡,其父母不再生育和收养子女的家庭。近年来,失独问题逐渐成为社会关注的一个焦点。失独群体除了要承受丧失儿女的孤苦,更要担心疾病和养老困难等一系列现实难题。通过以往的研究了解到,失独家庭的困难简单地从物质层面帮助是远远不够的。失独家庭对精神关怀、精神关爱的需求表现更为强烈。因此说,做好失独家庭的精神关爱工作和提高失独老人精神文化生活质量,是目前做好失独家庭帮扶工作的重点。基于此,选择失独家庭的精神关爱作为研究对象,并在认真了解失独家庭面临的困难现状后,分析和探究给予失独家庭精神关爱的方法和途径。 相似文献
14.
Caroline C.C. Clauss‐Ehlers 《Psychology in the schools》2003,40(3):265-278
Ethnic minority youth experience problems in access to healthcare, yet little is known about how to enhance utilization. This article will discuss the demographic realities of children of color in the United States, with a focus on health care needs and access issues that have an enormous influence on health status. The article will consider health policy as it describes the considerable barriers to quality health care for minority youth such as a lack of a usual source of care and limited health insurance. An ecologic model is presented that incorporates cultural values and community structures into the school health center. Enhancing access and utilization through the school setting is viewed as promoting ecologic resilience in youth. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 265–278, 2003. 相似文献
15.
甘肃省少数民族研究生心理健康问题研究 总被引：2，自引：0，他引：2
本文对甘肃少数民族研究生的心理健康现状、获取心理健康知识的途径、对心理健康服务的需求三个主题进行了问卷调查和统计检测分析.通过研究发现:影响甘肃少数民族研究生心理健康的因素主要有学业、导师、经济能力和环境等.妨碍他们解决心理健康问题的两个原因是:心态、交流和沟通.少数民族研究生要克服自尊过度、心理封闭、情感内倾的心态,注意保持与外界的交流和沟通,才能创造出有利于自己成长的良好心理和学术环境,从根本上解决自身的心理健康问题. 相似文献
16.
Jocelyn Howard 《Asia Pacific Journal of Education》2009,29(2):143-157
As New Zealand has become increasingly pluralistic, the teaching profession has become progressively less reflective of the wider population. This paper reviews the literature on impediments to teaching for minority students, and reports on a case study exploring factors that deter Asian New Zealanders from pursuing teaching as a career. The findings indicate that although the salary of an occupation is an important consideration, many other factors interact to deter Asian New Zealanders from teaching. Many of the reported barriers align with those identified for North American studies. The paper offers suggestions for short-term measures to attract Asian New Zealanders into teacher education programmes, and highlights the need for further research to inform a longer term resolution of the ethnic disparity in New Zealand's education sector. 相似文献
17.
Jerel P. Calzo Vickie M. Mays Charlotte Björkenstam Emma Björkenstam Kyriaki Kosidou Susan D. Cochran 《Child development》2019,90(4):1097-1108
Debate persists about whether parental sexual orientation affects children's well-being. This study utilized information from the 2013 to 2015 U.S., population-based National Health Interview Survey to examine associations between parental sexual orientation and children's well-being. Parents reported their children's (aged 4–17 years old, N = 21,103) emotional and mental health difficulties using the short form Strengths and Difficulties Questionnaire (SDQ). Children of bisexual parents had higher SDQ scores than children of heterosexual parents. Adjusting for parental psychological distress (a minority stress indicator) eliminated this difference. Children of lesbian and gay parents did not differ from children of heterosexual parents in emotional and mental health difficulties, yet, the results among children of bisexual parents warrant more research examining the impact of minority stress on families. 相似文献
18.
特殊家庭子女心理健康状况的调查分析 总被引：1，自引：1，他引：1
采用自编的中小学生心理健康状况测查问卷测查了526名特殊家庭和510名普通家庭的小学生和初中生。结果表明,特殊家庭子女的自我概念(2.20±0.49)最差,其次为学习认知问题(2.09±0.66)较多,再者是性格缺陷(2.03±0.54)和情绪问题(2.00±0.51)。特殊家庭子女在学习认知、人际适应、行为问题、情绪问题、性格缺陷、自我概念等各个方面以及总体心理健康状况均显著劣于普通家庭子女。不同类型特殊家庭子女的心理健康状况的比较显示,分居家庭子女的心理健康状况最差,流动家庭子女的心理健康问题也较多,其次是离异、丧偶和再婚家庭子女,留守家庭子女的心理健康问题最少。特殊家庭初中生在学习认知上存在的问题显著多于特殊家庭小学生。特殊家庭小学女生的自我概念问题显著多于小学男生。特殊家庭初中男生的学习认知、人际适应、行为问题、性格缺陷和总体心理健康状况显著劣于初中女生。 相似文献
19.
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
20.
Michael L. Lopez Louisa B. Tarullo Steven R. Forness Cheryl A. Boyce 《Early education and development》2000,11(3):265-282
Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health. 相似文献