Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families PDF
Preview Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families
Developing Cross-Cultural Competence 2 Developing Cross-Cultural Competence A Guide for Working with Children and Their Families Fourth Edition edited by Eleanor W. Lynch, Ph.D. Department of Special Education, Emerita San Diego State University and Marci J. Hanson, Ph.D. Department of Special Education San Francisco State University Baltimore • London • Sydney 3 Paul H. Brookes Publishing Co. Post Office Box 10624 Baltimore, Maryland 21285-0624 USA www.brookespublishing.com Copyright © 2011 by Paul H. Brookes Publishing Co., Inc. All rights reserved. Previous edition copyright © 2004. “Paul H. Brookes Publishing Co.” is a registered trademark of Paul H. Brookes Publishing Co., Inc. Sheridan Books, Inc., Chelsea, Michigan. The individuals described in this book are composites or real people whose situations are masked and are based on the authors’ experiences. In all instances, names and identifying details have been changed to protect confidentiality. All photographs were provided by permission. Permission to reprint the following material is gratefully acknowledged: Page 20: Quotation from The Unquiet Grave, by Cyril Connolly. Copyright © 1981 by Deirdre Levi. Reprinted by permission of Persea Books, Inc., New York. Library of Congress Cataloging-in-Publication Data Developing cross-cultural competence: a guide for working with children and their families/edited by Eleanor W. Lynch, and Marci J. Hanson.—4th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-1-59857-163-9 (paperback) ISBN-10: 1-59857-163-X (paperback) ISBN-13: 978-1-59857-530-9 (EPUB) ISBN-10: 1-59857-530-9 (EPUB) ISBN-13: 978-1-59857-878-2 (Kindle) 1. Social work with children with disabilities—United States—Cross-cultural studies. 2. Family services—United States—Cross-cultural studies. 3. Minorities—United States. 4 I. Lynch, Eleanor W. II. Hanson, Marci J. III. Title. HV888.5.D48 2011 362.7086’93—dc22 2011008406 British Library Cataloguing in Publication data are available from the British Library. Version 1.0 5 Contents About the Editors About the Contributors Preface Acknowledgments For the Reader Part I: Introduction Chapter 1: Diversity in Service Settings Marci J. Hanson Chapter 2: Conceptual Framework: From Culture Shock to Cultural Learning Eleanor W. Lynch Chapter 3: Developing Cross-Cultural Competence Eleanor W. Lynch Part II: Cultural Perspectives Chapter 4: Families with Anglo-European Roots Marci J. Hanson Chapter 5: Families with American Indian Roots Jennie R. Joe and Randi Suzanne Malach Chapter 6: Families with African American Roots Tawara D. Goode, Wendy Jones, and Vivian Jackson Chapter 7: Families with Latino Roots Maria E. Zuniga Chapter 8: Families with Asian Roots Sam Chan and Deborah Chen Chapter 9: Families with Filipino Roots Rosa Milagros Santos and Sam Chan Chapter 10: Families with Native Hawaiian and Samoan Roots Noreen Mokuau and Pemerika Tauili’ili Chapter 11: Families with Middle Eastern Roots 6 Virginia-Shirin Sharifzadeh Chapter 12: Families with South Asian Roots Namita Jacob Postlude: Children of Many Songs: Diversity within the Family Eleanor W. Lynch and Marci J. Hanson Part III: Summary and Implications Chapter 13: Steps in the Right Direction: Implications for Service Providers Eleanor W. Lynch and Marci J. Hanson Suggested Readings and Resources Author Index Subject Index 7 About the Editors Eleanor W. Lynch, Ph.D., Emerita, Department of Special Education, San Diego State University, San Diego, California 92182 For nearly 35 years, Dr. Lynch was involved in teaching, research, and community and family services that focused on improving the lives of young children who had, or were at risk for, disabilities. Prior to joining the faculty at San Diego State University (SDSU), Dr. Lynch received her doctorate in teaching exceptional children in 1972 from The Ohio State University and joined the faculty of Miami University. She subsequently joined the faculty of the University of Michigan, working in both academic and clinical positions. Dr. Lynch became Professor Emerita at SDSU after chairing the Department of Special Education, directing the Early Childhood Special Education graduate program, and serving on the faculty of the SDSU–Claremont Graduate University joint doctoral program. Over the course of her career, Dr. Lynch directed a model demonstration project and personnel preparation grants in early intervention and early childhood special education as well as a series of research grants on topics such as parental perspectives on special education, the status of educational services for children with ongoing medical conditions, individualized family service plan development, and the use of behavioral data and reflective practice to improve novice teachers’ skills. Dr. Lynch has served on numerous local and statewide committees and was one of the national collaborators on the Culturally and Linguistically Appropriate Services Early Childhood Research Institute. Most recently, she served as one of the Regional Coordinators of the federally funded Early Intervention Distance Learning Program, a collaborative project involving five California state universities and state partners. In 2003, she was honored by SDSU as one of the Top 25 on the campus and as the Outstanding Faculty Member from the College of Education. Dr. Lynch has lived in and taught special education to college instructors in Indonesia, taught human services professionals in American Samoa, given invited presentations in Australia and Taiwan, and lived in India while her husband served on a U.S. Agency for International Development project. She is the author or coauthor of numerous articles and chapters and has been a frequent presenter and workshop leader in the area of cultural competence. Dr. Lynch continues to write in the area of early intervention and cultural competence. Her commitment to family support and social justice continues through her volunteer work within the San Diego community. Marci J. Hanson, Ph.D., Department of Special Education, San Francisco State University, 1600 Holloway Avenue, San Francisco, California 94132 Dr. Hanson is Professor at San Francisco State University (SFSU), actively engaged in 8 teaching, research, and services related to young children and their families. In addition to these responsibilities, she directs the SFSU Joint Doctoral Program in Special Education with the University of California, Berkeley, and codirects the Early Childhood Special Education graduate program. She is a consultant with the Child and Adolescent Development faculty of the Marian Wright Edelman Institute for the Study of Children, Youth, and Families at SFSU and with San Francisco Head Start. Dr. Hanson received her doctorate in special education with a minor in developmental psychology in 1974 from the University of Oregon. Prior to joining the faculty at SFSU, she worked as a research scientist in charge of the Early Intervention Unit of the Institute for the Study of Exceptional Children, Educational Testing Service, in Princeton, New Jersey. For many years, Dr. Hanson has been actively involved at the national, state, and local levels with teaching, research, and community service related to young children who are at risk for or who have disabilities and their families. She was one of the principal investigators of a national research institute, the Early Childhood Research Institute on Inclusion, and of a collaborative curriculum evaluation study to prevent school failure for young children at risk, the Children’s School Success project. She also has directed a number of federally funded personnel preparation and research grants in early childhood and has directed two model demonstration early intervention programs. The graduate training programs and the early intervention programs reflect the rich cultural diversity of the San Francisco Bay Area. Dr. Hanson has lived in Austria and has presented and consulted widely in the United States and in India, Italy, Egypt, Spain, Australia, Taiwan, and New Zealand. Dr. Hanson has contributed actively to the peer-reviewed research literature. She has authored a number of chapters and has authored, coauthored, or edited several books including Teaching the Infant with Down Syndrome: A Guide for Parents and Professionals, Second Edition (PRO-ED, 1987); Teaching the Young Child with Motor Delays: A Guide for Parents and Professionals (PRO-ED, 1986), with Dr. Susan Harris; Homecoming for Babies After the Intensive Care Nursery: A Guide for Parents and Professionals in Supporting Families and Their Infants’ Early Development (PRO-ED, 1993), with Kathleen VandenBerg; Atypical Infant Development, Second Edition (PRO-ED, 1996); the Me, Too! Series, with Dr. Paula J. Beckman (Paul H. Brookes Publishing Co., 2001); and Early Intervention Practices Around the World (Paul H. Brookes Publishing Co., 2003), with Dr. Samuel L. Odom, Dr. James A. Blackman, and Dr. Sudha Kaul. She also is the coauthor with Dr. Lynch of Early Intervention: Implementing Child and Family Services for Infants and Toddlers Who Are At- Risk or Disabled, Second Edition (PRO-ED, 1995); and Understanding Families: Approaches to Diversity, Disability, and Risk (Paul H. Brookes Publishing Co., 2004). 9 About the Contributors Sam Chan, Ph.D., Los Angeles County Department of Mental Health, 600 S. Commonwealth Avenue, 6th Floor, Los Angeles, California 90005 Dr. Chan is a clinical psychologist and District Chief who directs the Family and Community Partnerships Program at the Los Angeles County Department of Mental Health. He has held senior administrative and faculty positions at the California School of Professional Psychology; the University Affiliated Program at Children’s Hospital Los Angeles; the University of Southern California School of Medicine; and the University of California, Los Angeles, Department of Psychiatry. Dr. Chan has focused much of his career on early intervention with infants and young children with special needs and has directed community-based parent education, advocacy, and leadership programs for culturally/linguistically diverse populations. He has authored several publications; produced videotape programs; and given many keynote presentations at statewide, national, and international conferences. Deborah Chen, Ph.D., Department of Special Education, California State University, Northridge, 18111 Nordhoff Street, Northridge, California 91330 Dr. Chen is Professor, Early Childhood Special Education, California State University, Northridge. She has been an early interventionist, teacher, and administrator serving children with sensory impairments and additional disabilities. Her research and publications focus on strategies to promote communication development of children with sensory impairments and multiple disabilities, interdisciplinary teaming, and culturally responsive services to families of diverse backgrounds. Tawara D. Goode, M.A., National Center for Cultural Competence, Georgetown University Center for Child and Human Development, 3300 Whitehaven Street, NW, Suite 3300, Washington, D.C. 20007 Ms. Goode is an assistant professor in the Department of Pediatrics, Georgetown University Medical Center in Washington, D.C., and director of the National Center for Cultural Competence at Georgetown University. She is nationally recognized as a thought leader in the area of cultural and linguistic competency and has had a primary role in developing curricula, assessment instruments, professional development series, and other resources that support cultural and linguistic competence for systems, organizations, and individuals. Ms. Goode has been actively involved in the development and implementation of such programs and initiatives at local, national, and international levels. These efforts address the needs of diverse audiences, including health care, mental health, social services, 10
The list of books you might like
