| Sumario: | Despite common stereotypes of Chinese children as high academic achievers, school psychologists increasingly are coming across Chinese children with learning disabilities. In contrast to psychologists' attributions for children's learning problems, Chinese parents often attribute children's learning difficulties to a lack of self-discipline, an imbalance of yin and yang, or the influence of spirits. These beliefs affect parents' views of their children and their intervention preferences. The authors address the fundamental question: How do school psychologists mobilize Chinese parents to support their children in accessing and benefiting from school-based disability services? They provide guidance about building an alliance with Chinese parents, negotiating different explanatory models for children's learning problems, and reframing remediation efforts to make them consistent with Chinese parenting practices. Reprinted by permission of the publisher.
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