Psychopathology in the schools: Multicultural factors that impact assessment and intervention

Lisa Suzuki, Charlene M. Alexander, Pei Ying Lin, Kathleen M. Duffy

Research output: Contribution to journalArticle

Abstract

All cultures promote specific norms of behavior that can influence the assessment and intervention process with members of racially/ethnically diverse groups who are diagnosed with various forms of psychopathology. The purpose of this article is to highlight literature on the prevalence of psychological disorders with respect to children and adolescents from different racial/ethnic groups and present variables that may impact assessment and intervention within these diverse populations (e.g., contextual factors, racial and ethnic identity, religious/spiritual beliefs, parenting factors, student attitudes). In addition, cultural issues related to the assessment process and culturally sensitive recommendations for intervention are addressed.

Original languageEnglish (US)
Pages (from-to)429-438
Number of pages10
JournalPsychology in the Schools
Volume43
Issue number4
DOIs
StatePublished - Apr 2006

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Process Assessment (Health Care)
psychopathology
Psychopathology
Parenting
Religion
Ethnic Groups
school
Students
Psychology
ethnic identity
ethnic group
Population
adolescent
present
Group
student

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

Cite this

Psychopathology in the schools : Multicultural factors that impact assessment and intervention. / Suzuki, Lisa; Alexander, Charlene M.; Lin, Pei Ying; Duffy, Kathleen M.

In: Psychology in the Schools, Vol. 43, No. 4, 04.2006, p. 429-438.

Research output: Contribution to journalArticle

Suzuki, Lisa ; Alexander, Charlene M. ; Lin, Pei Ying ; Duffy, Kathleen M. / Psychopathology in the schools : Multicultural factors that impact assessment and intervention. In: Psychology in the Schools. 2006 ; Vol. 43, No. 4. pp. 429-438.
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