1982
DOI: 10.1300/j015v01n01_03
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Oppressed Conditions and the Mental Health Needs of Low-Income Black Women:

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Cited by 11 publications
(4 citation statements)
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“…In evaluating the differential utilization rates of Black women as compared to white women and Black men, one must understand the social forces which influence their use of mental health services. These include inaccessible health care facilities, lack of health insurance, negative or ambivalent attitudes about mental health providers, and differential treatment within the mental health system (Copeland, 1982;Sue, 1988). For example, Russo and Olmedo (1983) found in their survey that minority women were less likely than white women to receive individual psychotherapy and more likely to receive drug therapy for their psychological problems.…”
Section: Help Seeking Patternsmentioning
confidence: 99%
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“…In evaluating the differential utilization rates of Black women as compared to white women and Black men, one must understand the social forces which influence their use of mental health services. These include inaccessible health care facilities, lack of health insurance, negative or ambivalent attitudes about mental health providers, and differential treatment within the mental health system (Copeland, 1982;Sue, 1988). For example, Russo and Olmedo (1983) found in their survey that minority women were less likely than white women to receive individual psychotherapy and more likely to receive drug therapy for their psychological problems.…”
Section: Help Seeking Patternsmentioning
confidence: 99%
“…Primary prevention approaches to facilitate the development of psychological well-being and positive mental health among Black women must be embedded in the context of local Black community development and empowerment, with the goal of increasing Black women's opportunities for social and economic self-sufficiency (Allen & Britt, 1983;Bennett, 1987;Copeland, 1982).…”
Section: Primary Prevention and Early Intervention Approachesmentioning
confidence: 99%
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“…The lecture on racism includes assigned readings by Brand (1984), Copeland (1982), Henry and Ginzberg (1985), and Lorde (1984) and begins with a full class discussion of the definitions of racism-overt, covert, individual, and structural. In line with Lorde's (1984, p. 115) argument that &dquo;too often we pour ... energy needed for recognizing and exploring difference into pretending those differences are insurmountable barriers, or that they do not exist at all,&dquo; the students must confront how &dquo;differences&dquo; are ignored and the ways in which each of us is racist.…”
Section: Group Exercisementioning
confidence: 99%