Literaturnachweis - Detailanzeige
| Autor/inn/en | Goforth, Anisa N.; Pham, Andy V. |
|---|---|
| Titel | Culturally responsive school-based practices. Supporting mental health and learning of diverse students. |
| Quelle | New York, NY: Oxford University Press (2023), X, 342 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780197516928 (Taschenbuch); 9780197516942 (EPUB); 9780197516959 |
| Schlagwörter | School mental health services; Cross-cultural counseling; Intercultural communication; Culturally relevant pedagogy; Bildungstheorie; Bildungspraxis |
| Abstract | Introduction : culturally responsive practice for mental health and learning -- The 4Rs of culturally responsive practice -- Social justice, privilege, and oppression -- Creating positive relationships with children and families -- Culturally responsive approaches to traditional assessment -- Literacy, language, and acculturation of diverse students -- Assessing intelligence of diverse students -- Cultural perspectives of mental health and traumatic stress -- Developing and sustaining a culturally responsive and positive school climate -- Culturally responsive multi-tiered systems of support and evidence-based interventions -- Counseling and psychotherapy to support diverse students -- Evaluating school-based programs for diverse students. "In her book, The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures, Anne Fadiman writes, "I have always felt that the action most worth watching is not at the center of things but where edges meet. I like shorelines, weather fronts, international borders. There are interesting frictions and incongruities in these places, and often, if you stand at the point of tangency, you can see both sides better than if you were in the middle of either one" (p. viii). As practitioners in schools, we are often standing on the shorelines and weather fronts where we witness the frictions and connections between and among students, caregivers, educators, administrators, and community members. Our roles are often to stand in the middle so we can see both sides in order to support students' learning and mental health. This ability to see both sides can sometimes elicit feelings of discomfort and distress, particularly when it can disrupt relationships. Yet, this ability to navigate the shorelines is what brings strength to our roles-as school counselors, school psychologists, school social workers, and other professionals"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/3/07 |
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