Cocaine abuse has created widespread problems, especially in poor urban ethnic minority communities. This article discusses the cultural issues in delivering a cocaine treatment program to a predominantly minority patient population. The Stimulant Treatment Outpatient Program (STOP) of San Francisco General Hospital's Substance Abuse Services was established in 1990 as a public service clinic. Many program elements apply equally well to various cultural groups, including individual and group counseling, limited time in treatment, and crisis intervention. Culturally linked clinical issues include provision of a supportive infrastructure, role models in leadership positions, understanding the cultural influences in patients' lives, and establishing communication links with Cultural themes are discussed as they apply to treating African-Americans, Latinos, Asian-Americans, Native Americans, and clients of different genders. Programmatic outcome indicators, including program attrition, suggest that different cultural groups benefit differentially from the treatment.
This article presents a theoretical and methodological framework that seeks to integrate multiple sources of pertinent data that must be taken into account to interpret neuropsychological test results of individuals of non-European ancestry. It is proposed that cultural factors have a determining influence on an individual's behavior regardless of the neurophysiological status of the brain. A differentiation is made between the effects of culture/language and socioeconomic level on cognitive testing results and suggestions are made to assist in discriminating between these variables. Taking as illustration the assessment of Latino patients, focus is given to the accurate neuropsychological evaluation of individuals with little education, of non-European cultures, and with a primary language other than English.
This article presents a theoretical and methodological framework that seeks to integrate multiple sources of pertinent data that must be taken into account to interpret neuropsychological test results of individuals of non-European ancestry. It is proposed that cultural factors have a determining influence on an individual's behavior regardless of the neurophysiological status of the brain. A differentiation is made between the effects of culture/language and socioeconomic level on cognitive testing results and suggestions are made to assist in discriminating between these variables. Taking as illustration the assessment of Latino patients, focus is given to the accurate neuropsychological evaluation of individuals with little education, of non-European cultures, and with a primary language other than English.
Les performances académiques et de tests psychologiques de 836 enfants mexicains‐américains ont étéétudiées sur une période de quatre ans. Ces enfants, âgés de 6 à 12 ans, vivaient dans une ville rurale de Californie à prédominance Hispanique. Les moyennes des résultats sur les tests psychologiques étaient à l’intérieur d’une déviation standard des normes nationales. Les résultats académiques (lecture, mathématiques et langue) étaient en dessous de la moyenne nationale, bien que à l’intérieur d’une déviation standard des résultats de l’État de Californie. Des régressions hiérarchiques multiples ont été réalisées avec les variables démographiques (langue de l’enfant, langue de la maison, statut d’immigrant, et niveau de pauvreté) et les résultats des tests psychologiques afin de prédire la performance future sur le “CAT”. Les résultats du test “Coding and Digit Span” se sont révélés les meilleurs indicateurs et étaient meilleurs que les variables démographiques pour cette population. Performance in psychological tests and academic achievement over four years was examined for 836 Mexican‐American children aged 6 to 12 years living in a rural and predominantly Hispanic town in California. Mean scores on tests were within one standard deviation of national norms. Reading, math, and language scores were below the national average, but they remained within one standard deviation of the state’s population’s scores. Hierarchical multiple regression analyses were conducted for both demographic variables (child’s language, household language, migrant status, and poverty level) and psychological test scores. Demographic variables and psychological test scores were used to predict later test performance on the CAT. Test scores for Coding and Digit Span were the best predictors and were better than these demographic variables for this population.
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