Toward an interfacing of Hispanic cultural variables with school psychology service delivery systems.

Abstract

Cultural influences and urban ecological factors are significant mediators in the emotional, sociobehavioral, and academic development of low-income urban Hispanic students. A review of the literature indicates that the school psychology profession has an underdeveloped knowledge base explicating how ethnocultural variables and socialization practices impinge upon the developmental and learning experiences of the Hispanic student. Psychocultural variables and the socioadaptational patterns of Puerto Rican families and students are delineated and elucidated. An organizing assessment and intervention framework as well as an illustrative case with specific approaches are described. Recommendations for psychoeducational policy, training, and practice are also provided. School psychology directors, practitioners, and trainers are urged to reexamine and reconceptualize service delivery strategies to be more culturally and phenomenologically compatible with the needs, differences, and strengths of this specific population.

Cultural diversity and treatment of children.

“…The creation of new activity settings and the mobilization of resources of the family and community to assist the performance of the adolescent girls is a model of community program design. Another exemplary program is a school psychology program for Hispanics that involves “systems networking among the nuclear and extended family, compadres, church personnel, indigenous support systems, and school [which] affords pooling of human, informational, and mental health resources for more effective, efficient, and ethnospecific services for Hispanics” (Rosado, 1986, p. 196).…”

Infusing community psychology and religion: Themes from an Action-Research project in Jewish identity development

“…First , we enlisted t he help of "exper ts" (cf. Rosado, 1986). Before undertaking the empirical study, we consulted local Rabbis and Jewish educational pr ofessionals (including, of cou rse, the pr incipals of the part icipant schools) and gave them the opportunity to review all materials and methodology.…”

Guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations.

“…Research has addressed issues regarding responsiveness of psychological services to the needs of ethnic minority populations. The focus of mental health research issues has included the impact of ethnic/racial similarity in the counseling process (Acosta & Sheehan, 1976; Atkinson, 1983; Parham & Helms, 1981);minority utilization of mental health services (Cheung & Snowden, 1990; Everett, Proctor, & Cartmell, 1983; Rosado, 1986; Snowden & Cheung, 1990);relative effectiveness of directed versus nondirected styles of therapy (Acosta, Yamamoto, & Evans, 1982; Dauphinais, Dauphinais, & Rowe, 1981; Lorion, 1974);the role of cultural values in treatment (Juarez, 1985; Padilla & Ruiz, 1973; Padilla, Ruiz, & Alvarez, 1975; Sue & Sue, 1987);appropriate counseling and therapy models (Comas-Diaz & Griffith, 1988; McGoldrick, Pearce, & Giordano, 1982; Nishio & Bilmes, 1987);competency in skills for working with specific ethnic populations (Malgady, Rogler, & Costantino, 1987; Root, 1985; Zuniga, 1988). …”

“…minority utilization of mental health services (Cheung & Snowden, 1990; Everett, Proctor, & Cartmell, 1983; Rosado, 1986; Snowden & Cheung, 1990);…”