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Developing Cross-Cultural Competence: A Guide for Working with Children and Their Familiesby Eleanor W. Lynch
Synopses & Reviews
As the U.S. population grows more and more diverse, how can professionals who work with young children and families deliver the best services while honoring different customs, beliefs, and values? The answers are in the fourth edition of this bestselling textbook, fully revised to reflect nearly a decade of population changes and best practices in culturally competent service delivery.
The gold-standard text on cross-cultural competence, this book has been widely adopted by college faculty and trusted as a reference by in-service practitioners for almost 20 years. For this timely NEW edition, the highly regarded authors have carefully updated and expanded every chapter while retaining the basic approach and structure that made the previous editions so popular. Professionals will
New to this edition is a revised chapter on African American roots; thoroughly updated and expanded chapters; expanded coverage of disabilities; more on spiritual and religious diversity; and strategies for helping families make decisions about language use (English-only vs. preservation of native language).
Equally valuable as a textbook and a reference for practicing professionals, this comprehensive book will prepare early interventionists and other professionals to work effectively with families whose customs, beliefs, and values may differ from their own.
Book News Annotation:
Lynch (special education, San Diego State U.) and Hanson (special education, San Francisco State U.) assemble 13 chapters by specialists in psychology, special education, social work, and other fields--many of whom are bicultural or bilingual--who describe recommended practices in human services, literature on intercultural effectiveness, and other information to help professionals who provide educational, health care, and social services to families of children with special needs develop interventions that are culturally competent. After discussing issues surrounding working with these families, they provide cultural information about major groups in the US, including their history, values, and beliefs; issues related to child rearing, family, health and healing, developmental risk, and disability; and customs, events and holidays, and vocabulary. This edition has four new contributors and has been updated and expanded. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
The gold-standard text on cross-cultural competence, the fourth edition of this trusted bestseller prepares professionals to honor different customs, beliefs, and value systems as they work with young children and families.
About the Author
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.
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.
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 Administrations Childrens 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.
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 educat
Table of Contents
About the Editors
PART I INTRODUCTION
PART II CULTURAL PERSPECTIVES
Postlude Children of Many Songs: Diversity within the Family
PART III SUMMARY AND IMPLICATIONS
Suggested Readings and Resources
What Our Readers Are Saying
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