VISTAS Multicultural Issues in Counseling

VISTAS Online is an innovative publication produced for ACA by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 900 proprietary counseling articles published from 2004 to 2017.



Culturally Effective Interventions for Chinese Children With Emotional Disturbance

Jiaqi Li and Janet Froeschle
2013

Data from both the United States Department of Education as well as estimates in China indicate increases in numbers of children diagnosed with Emotional Disturbance (ED). This is particularly concerning since those diagnosed with ED exhibit poor social, home, and school performance (NICHCY, 2010). Counselors need culturally appropriate interventions to help Chinese children improve negative behaviors and social adjustment. The literature reveals three culturally relevant interventions (Doctor-Parents-Teacher Program, filial therapy, and paint therapy) designed to assist non-acculturated Chinese children with ED living in the U.S. as well as those living in China. The Doctor-Parents-Teacher program, filial therapy, and paint therapy programs will be described following a definition of ED, risk factors, cultural characteristics of Chinese society as well as level of acculturation. Counselors can overcome cultural barriers and assist nonacculturated Chinese children with ED living in the U.S. as well as those still in China if they understand not only the risks and diagnoses of emotional disturbance but also have the cultural knowledge and skills to implement culturally effective programs.

2013

Data from both the United States Department of Education as well as estimates in China indicate increases in numbers of children diagnosed with Emotional Disturbance (ED). This is particularly concerning since those diagnosed with ED exhibit poor social, home, and school performance (NICHCY, 2010). Counselors need culturally appropriate interventions to help Chinese children improve negative behaviors and social adjustment. The literature reveals three culturally relevant interventions (Doctor-Parents-Teacher Program, filial therapy, and paint therapy) designed to assist non-acculturated Chinese children with ED living in the U.S. as well as those living in China. The Doctor-Parents-Teacher program, filial therapy, and paint therapy programs will be described following a definition of ED, risk factors, cultural characteristics of Chinese society as well as level of acculturation. Counselors can overcome cultural barriers and assist nonacculturated Chinese children with ED living in the U.S. as well as those still in China if they understand not only the risks and diagnoses of emotional disturbance but also have the cultural knowledge and skills to implement culturally effective programs.

Keywords: emotional disturbance, risk factors, interventions

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