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Speech and language disorders, problems stemming from child abuse and neglect, some anxiety disorders such as phobias
6-11 Academic skills and rules, rule-governed games, simple responsibilities
Arguing, inability to concentrate, self-consciousness, showing off
ADHD, learning disorders. School refusal behavior, conduct problems
12-20 Relations with opposite sex, personal identity, separation from family, increased responsibilities
Arguing, bragging Anorexia, bulimia, delinquency, suicide attempts, drug and alcohol abuse, schizophrenia, depression
From Abnormal child psychology (4th Ed.), (p. 34), by E. J. Marsh and D. A. Wolfe, (2010), Belmont, CA: Wadsworth. Copyright 2010 by Wadsworth Publishing. Reprinted with permission
(Culture is) a way of life of the totality of the individual artifacts, behaviors, and mental concepts transmitted from one generation to the next in a society. It is visible and invisible, cognitive and affective, conscious and unconscious, internal and external, rational and irrational, and coercive and permissive at the same time…..generally out of sight and out of mind….People take it for granted
According to Baruth and Manning these are challenges:• Communication difficulties• Misunderstanding the culture and the impact of
the culture on the process of counseling• Mistaken assumptions about cultural assimilation• Different social class values and orientations• Stereotypical generalizations• An assumption of cultural bias• Inability to understand the worldview of the client
Pederson also includes:• Diagnoses differ across cultures• Cultural beliefs influence diagnosis and treatment• Clients express symptoms differently across
cultures• Diagnosis may vary according to categories found
most often in the majority population• Most counselors are members of the majority
population, whereas most clients are members of the minority
Locke suggested that the counselor should:•encourage young people to talk about themselves, their families and their experiences•focus on strengths•ask about social class status rather than making assumptions•ask for descriptions of holiday celebrations, kinship networks, and the role of religion in their lives•solicit their concerns, and consider using music and dance as areas of special interest.
Knowledge of and respect for the Native American worldview is essential, with special attention given to the social contexts and roles that helpers play, because an individual’s problem is seen as a problem of the community.
Herring recommended that the counselor:•sensitively and openly address issues of ethnic dissimilarity•take into consideration ethnic identity and the degree of acculturation of the young person•consider having open-ended sessions free from time constraints•include family members and tribal elders or have sessions in the home•consider the use of art, dance, music, storytelling, story reading, puppetry and games•and include natural healing practices
Counselors should:• recognize the difficulty in self-disclosure and the meaning of
restraint as an attribute of emotional maturity• recognize that an individual’s problems may be seen as
shaming the family• keep questions relevant to the problem and avoid asking too
many personal questions• minimize confrontation• keep the focus on present time and on resolutions• learn common concerns of Asian-American children• ask about the culture• and work to gain an understanding of nonverbal
Herring emphasized the importance of:•developing a trusting relationship in counseling•understanding that the presenting problem may mask a deeper ethnic identity concern•being aware that biracial students will often identify with the minority culture•being familiar with the customs of all students•permitting children to ventilate their feelings about their identity and its meaning in society•assisting in building self-esteem•understanding the link between ethnic confusion and other developmental concerns•and involving the family