ISBN-10:
1557667446
ISBN-13:
2901557667440
Pub. Date:
06/28/2004
Publisher:
Brookes Publishing
Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families / Edition 3

Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families / Edition 3

by Eleanor W. Lynch
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  • Product Details

    ISBN-13: 2901557667440
    Publisher: Brookes Publishing
    Publication date: 06/28/2004
    Edition description: Older Edition
    Pages: 518
    Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

    About the Author

    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., is Professor in the Department of Special Education at San Francisco State University (SFSU). At SFSU, Dr. Hanson is actively engaged in teaching, research, and service 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.

    Sam Chan, Ph.D., is Director of the Professional Services Center at the California School of Professional Psychology, Los Angeles.

    Deborah Chen, Ph.D., Professor, Department of Special Education, California State University, Northridge (CSUN), teaches in the Early Childhood Special Education (ECSE) programs. She also supervises ECSE credential candidates in early intervention and early childhood special education programs located in highly diverse communities in Los Angeles and surrounding counties. As an immigrant to the United States from Jamaica (West Indies) with Chinese roots, Dr. Chen has a personal and professional interest in working with families of diverse cultural and linguistic backgrounds.

    Dr. Chen has extensive experience serving with families and their children with sensory impairments and multiple disabilities as an early interventionist, teacher, program administrator, teacher trainer, and researcher. She has directed projects of significance, model demonstration, outreach, research-to-practice, and personnel development projects funded by the U.S. Department of Education. These projects have focused on working with families and children of diverse cultural and linguistic backgrounds, home-based early intervention, interdisciplinary training, caregiver-child interactions, and early communication and tactile communication strategies with children who are deaf-blind. Her publications reflect these professional efforts and interests.

    Dr. Chen has disseminated her work at local, state, national, and international conferences. In addition, she has been invited to conduct professional development courses and to present at international conferences in Australia, Canada, Italy, the Netherlands, Qatar, Taiwan, and Thailand.

    Dr. Jackson is member of the faculty for the National Center for Cultural Competence at the Georgetown University Center for Child and Human Development, where she provides technical assistance and consultation for the Substance Abuse and Mental Health Services Administration’s Children’s Mental Health Initiative. Throughout her 30-plus years as a clinical social worker, Dr. Jackson introduced Stress Management programming as an integral part of client and family services in various health and mental health settings.

    Table of Contents

    About the Editorsvii
    About the Contributorsix
    Prefacexiii
    Acknowledgmentsxvii
    For the Readerxix
    Part IIntroduction1
    Chapter 1Ethnic, Cultural, and Language Diversity in Service Settings3
    Chapter 2Conceptual Framework: From Culture Shock to Cultural Learning19
    Chapter 3Developing Cross-Cultural Competence41
    Part IICultural Perspectives79
    Chapter 4Families with Anglo-European Roots81
    Chapter 5Families with American Indian Roots109
    Chapter 6Families with African American Roots141
    Chapter 7Families with Latino Roots179
    Chapter 8Families with Asian Roots219
    Chapter 9Families with Pilipino Roots299
    Chapter 10Families with Native Hawaiian and Samoan Roots345
    Chapter 11Families with Middle Eastern Roots373
    Chapter 12Famillies with South Asian Roots415
    Postlude: Children of Many Songs441
    Part IIISummary and Implications447
    Chapter 13Steps in the Right Direction: Implications for Service Providers449
    Suggested Reading and Resources467
    Author Index487
    Subject Index495

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