Helping Chinese Parents Understand and Support Children With Learning Disabilities.
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...
| Publicado en: | Professional Psychology: Research & Practice Vol. 39; no. 2; pp. 137 - 145 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Psychological Association
April 2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=511373562&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 511373562 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07357028 PYC jtl: Professional Psychology: Research & Practice issn: 07357028 maglogo: N pubinfo: dt: April 2008 vid: 39 iid: 2 pid: 34 pub: American Psychological Association artinfo: ui: 511373562 10.1037/0735-7028.39.2.137 ppf: 137 ppct: 8 formats: tig: atl: Helping Chinese Parents Understand and Support Children With Learning Disabilities. aug: au: Tews, Lisa Merali, Noorfarah su: Parent-child relationships Family psychotherapy Families Chinese Canadians Children with learning disabilities sug: subj: Parent-child relationships Family psychotherapy Families Chinese Canadians Children with learning disabilities ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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