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Yu W, Yao W, Chen M, Zhu H, Yan J. School climate and academic burnout in medical students: a moderated mediation model of collective self-esteem and psychological capital. BMC Psychol 2023; 11:77. [PMID: 36949548 PMCID: PMC10035231 DOI: 10.1186/s40359-023-01121-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Accepted: 03/13/2023] [Indexed: 03/24/2023] Open
Abstract
BACKGROUND The study burnout of medical students is more and more serious, which directly affects the study style of university and the learning quality of students. This has aroused the high attention of researchers and universities. This study aimed to explore the mechanism of the influence of school climate on academic burnout among medical students in Chinese cultural context. METHODS 2411 medical students (50.52% female; mean age = 19.55, SD = 1.41, rang = 17-24 years) were investigated with psychological environment questionnaire, collective self-esteem scale, psychological capital scale and academic burnout scale. The data were analyzed by using a moderated mediation model with SPSS and the Process 4.0 macro. RESULTS The results revealed that: (1) school climate had a significant negative predictive effect on academic burnout among medical students controlling for gender, grade and age (B = -0.40, p < 0.001). (2) Collective self-esteem played a partial mediating role in school climate and academic burnout (indirect effect = -0.28, 95% CI = [-0.32,-0.25], accounting for 52.83%). (3) The first and second half of the indirect effect of school climate on medical students' academic burnout were moderated by psychological capital (B = 0.03, p < 0.01; B = -0.09, p < 0.001).High level of psychological capital can enhance the link between school climate and collective self-esteem as well as the link between self-esteem and academic burnout. CONCLUSION Creating a good school atmosphere and improving the level of collective self-esteem and psychological capital are beneficial to improve the academic burnout of medical students.
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Affiliation(s)
- Wanwan Yu
- The Second Clinical Medical School, Anhui Medical University, Hefei, 230032, China
| | - Wenjun Yao
- Department of Radiology, The Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, China
| | - Ming Chen
- The Second Clinical Medical School, Anhui Medical University, Hefei, 230032, China
| | - Hongqing Zhu
- Department of Radiology, The Second Affiliated Hospital of Anhui Medical University, Hefei, 230601, China
| | - Jing Yan
- School of Health Service Management, Anhui Medical University, Hefei, 30032, China.
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Laurenzi CA, Mamutse S, Marlow M, Mawoyo T, Stansert Katzen L, Carvajal-Velez L, Lai J, Luitel N, Servili C, Sinha M, Skeen S. Critical life course interventions for children and adolescents to promote mental health. Glob Ment Health (Camb) 2022; 10:e4. [PMID: 36843881 PMCID: PMC9947636 DOI: 10.1017/gmh.2022.58] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Revised: 10/08/2022] [Accepted: 10/31/2022] [Indexed: 12/13/2022] Open
Abstract
Childhood and adolescence are key developmental periods in the life course for addressing mental health, and there is ample evidence to support significant, increased investment in mental health promotion for this group. However, there are gaps in evidence to inform how best to implement mental health promotion interventions at scale. In this review, we examined psychosocial interventions implemented with children (aged 5–10 years) and adolescents (aged 10–19 years), drawing on evidence from WHO guidelines. Most psychosocial interventions promoting mental health have been implemented in school settings, with some in family and community settings, by a range of delivery personnel. Mental health promotion interventions for younger ages have prioritised key social and emotional skills development, including self-regulation and coping; for older ages, additional skills include problem-solving and interpersonal skills. Overall, fewer interventions have been implemented in low- and middle-income countries. We identify cross-cutting areas affecting child and adolescent mental health promotion: understanding the problem scope; understanding which components work; understanding how and for whom interventions work in practice; and ensuring supportive infrastructure and political will. Additional evidence, including from participatory approaches, is required to tailor mental health promotive interventions to diverse groups’ needs and support healthy life course trajectories for children and adolescents everywhere.
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Affiliation(s)
- Christina A. Laurenzi
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Sihle Mamutse
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Marguerite Marlow
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Tatenda Mawoyo
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Linnea Stansert Katzen
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
| | - Liliana Carvajal-Velez
- Division of Data, Analytics, Planning and Monitoring, Data and Analytics Section, UNICEF, New York, NY, USA
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
| | - Joanna Lai
- Programme Group, Health Section, UNICEF, New York, NY, USA
| | - Nagendra Luitel
- Transcultural Psychosocial Organization Nepal, Kathmandu, Nepal
| | - Chiara Servili
- Department of Mental Health and Substance Use, World Health Organization, Geneva, Switzerland
| | | | - Sarah Skeen
- Institute for Life Course Health Research, Stellenbosch University, Cape Town, South Africa
- Amsterdam Institute for Social Science Research, Faculty of Social and Behavioural Sciences, University of Amsterdam, Amsterdam, Netherlands
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3
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Chen BC, Lui JHL, Benson LA, Lin YJR, Ponce NA, Innes-Gomberg D, Lau AS. After the Crisis: Racial/Ethnic Disparities and Predictors of Care Use Following Youth Psychiatric Emergencies. JOURNAL OF CLINICAL CHILD & ADOLESCENT PSYCHOLOGY 2022; 52:360-375. [DOI: 10.1080/15374416.2022.2127103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Affiliation(s)
| | - Joyce H. L. Lui
- Department of Psychology, University of California
- Department of Psychology, University of Maryland
| | | | | | | | | | - Anna S. Lau
- Department of Psychology, University of California
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Martínez-Zarzuelo A, Rodríguez-Mantilla JM, Fernández-Díaz MJ. Improvements in climate and satisfaction after implementing a quality management system in education. EVALUATION AND PROGRAM PLANNING 2022; 94:102119. [PMID: 35797880 DOI: 10.1016/j.evalprogplan.2022.102119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 04/25/2022] [Accepted: 06/21/2022] [Indexed: 06/15/2023]
Abstract
The overall aim of this study is to evaluate the impact of applying ISO:9001 on the school climate and satisfaction in schools. This was done by using a Likert-type evaluation instrument consisting of 21 items with an excellent reliability score for the general scale (Cronbach α = 0.955) and specifically for the school climate dimension (α = 0.969) and school satisfaction (α = 0.927). The instrument was applied to a sample of 2189 subjects (1881 teachers and 308 members of the school management team) at 85 schools in Spain where ISO:9001 has been implemented for at least 3 years. The results show that implementation of this QMS has generally had a medium level impact on school climate and on satisfaction among the teachers, students, and families at the schools in the sample. Moreover, descriptive and differential analyses have been carried out to identify any significant differences in the impact of implementing the QMS on improvements in the two dimensions as a function of the position, gender, seniority at the school, ownership, and size of the school, and length of time with the QMS implemented there. In addition, other analyses were carried out using single-variant general linear models that revealed an effect of interaction between the variables of position and age. Furthermore, cluster analyses were also performed to identify three teacher and management profiles attending to the levels of improvement brought about from implanting the QMS on the dimensions under study.
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Affiliation(s)
- Angélica Martínez-Zarzuelo
- Department of Sciences, Social Sciences and Mathematics Education, Faculty of Education, Complutense University of Madrid, c/ Rector Royo Villanova, 1, 28040, Madrid, Spain.
| | - Jesús Miguel Rodríguez-Mantilla
- Department of Research and Psychology in Education, Faculty of Education, Complutense University of Madrid, c/ Rector Royo Villanova, 1, 28040, Madrid, Spain.
| | - María José Fernández-Díaz
- Department of Research and Psychology in Education, Faculty of Education, Complutense University of Madrid, c/ Rector Royo Villanova, 1, 28040, Madrid, Spain.
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Chuang YR, Huang F, Herman K, Zhang B. Potential Moderation Across Racial Groups in Perceptions of Authoritative School Climate and Peer Victimization and Student Engagement. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2109058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Eugene DR, Blalock C, Robinson ED, Crutchfield J. The moderating effect of COVID-19 stress on school racial climate and parent and child mental well-being. CHILDREN AND YOUTH SERVICES REVIEW 2022; 139:106572. [PMID: 35720109 PMCID: PMC9187857 DOI: 10.1016/j.childyouth.2022.106572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/15/2022] [Revised: 06/04/2022] [Accepted: 06/07/2022] [Indexed: 06/15/2023]
Abstract
The deleterious and racially disparate health outcomes of COVID-19 have been on full display since the pandemic began in the United States; however, less exploration has been dedicated to understanding short- and long-term mental health outcomes for U.S. parents and their children as a result of COVID's impact on schooling. This cross-sectional study examined U.S. parents perspectives on COVID-19 stress as a moderating influence on the relationship between perceptions of school racial climate (i.e., intergroup interactions and campus racial socialization) and parent and child mental health outcomes. Participants were recruited from Prolific's online survey platform and included a sample of 397 U.S. parents (52% female, average age 40, 74% White) with a child between the ages of 6 and 17, enrolled in a K-12 public school setting during the 2020-2021 academic year. The results revealed that COVID-19 stress moderated the relationship between parents' perceptions of campus racial socialization and parent mental well-being. Parents who reported either low, moderate, or high levels of COVID-19 stress had improved mental health when racial socialization in their child's school was high. This impact was greater for parents with high levels of COVID-19 stress than with low levels of COVID-19 stress. However, parents' perceptions of COVID-19 stress did not moderate the relationship between school racial climate factors and child behavioral and emotional problems. Findings have important implications which are discussed.
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Affiliation(s)
- Danielle R Eugene
- School of Social Work, University of Texas at Arlington 211 S. Cooper St., Box 19129, Arlington, TX 76019, USA
| | - Cristin Blalock
- School of Social Work, University of Texas at Arlington 211 S. Cooper St., Box 19129, Arlington, TX 76019, USA
| | - Erica D Robinson
- School of Social Work, University of Texas at Arlington 211 S. Cooper St., Box 19129, Arlington, TX 76019, USA
| | - Jandel Crutchfield
- School of Social Work, University of Texas at Arlington 211 S. Cooper St., Box 19129, Arlington, TX 76019, USA
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Zhu Q, Cheong Y, Wang C. Relation Between Peer Victimization and Mental Health Among Chinese Students: Perceived School Climate and Covitality as Potential Moderators. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2088250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Lenz AS, Burgess M, Li C. Psychometric Evidence and Measurement Invariance for Georgia Brief School Climate Inventory Scores From a Predominately Hispanic Rurally-Located Sample. MEASUREMENT AND EVALUATION IN COUNSELING AND DEVELOPMENT 2022. [DOI: 10.1080/07481756.2021.2018659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
| | | | - Chi Li
- The University of Memphis, Memphis, TN, USA
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Wang C, Liu JL, Havewala M, Zhu Q, Do KA, Shao X. Parent–Child Connect: A culturally responsive parent training for Asian American parents at school. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22520] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Cixin Wang
- Department of Counseling, Higher Education, and Special Education, Faculty Affiliate Asian American Studies Program University of Maryland College Park Maryland USA
| | - Jia Li Liu
- Asian American Studies Program University of Maryland College Park Maryland USA
| | - Mazneen Havewala
- Department of Counseling, Higher Education, and Special Education, Faculty Affiliate Asian American Studies Program University of Maryland College Park Maryland USA
| | - Qianyu Zhu
- Department of Counseling, Higher Education, and Special Education, Faculty Affiliate Asian American Studies Program University of Maryland College Park Maryland USA
| | - Kieu Anh Do
- Department of Human Ecology University of Maryland Eastern Shore Princess Anne Maryland USA
| | - Xiaoping Shao
- Chinese Culture and Community Service Center Inc Gaithersburg Maryland USA
- Department of Psychiatry and Behavioral Sciences George Washington University Washington District of Columbia USA
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Ancheta AJ, Bruzzese JM, Hughes TL. The Impact of Positive School Climate on Suicidality and Mental Health Among LGBTQ Adolescents: A Systematic Review. J Sch Nurs 2021; 37:75-86. [PMID: 33287652 PMCID: PMC8142116 DOI: 10.1177/1059840520970847] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) adolescents are more likely to report suicidality and worse mental health than their heterosexual peers. We conducted a systematic review to examine the relationship between positive school climate and suicidality and mental health among LGBTQ adolescents. We searched the literature using PubMed, PsycINFO, and CINAHL. Six studies met inclusion criteria, and all had low to moderate risks of bias. Results indicate that LGBTQ students in schools with more positive school climates were at lower risk of suicidality and reported fewer depressive symptoms compared to students in less positive school climates. Being at the forefront of health in schools, school nurses have the opportunity to advocate for changes in school environments that promote positive mental health for all youth, including LGBTQ adolescents.
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Affiliation(s)
- April J. Ancheta
- Program for the Study of LGBT Health, Columbia University School of Nursing, New York, NY, USA
| | | | - Tonda L. Hughes
- Program for the Study of LGBT Health, Columbia University School of Nursing, New York, NY, USA
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Wang C, La Salle T, Wu C, Liu JL. Do Parental Involvement and Adult Support Matter for Students’ Suicidal Thoughts and Behavior in High School? SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1873058] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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12
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Aceves L, Griffin AM, Sulkowski ML, Martinez G, Knapp KS, Bámaca-Colbert MY, Cleveland HH. The Affective Lives of Doubled-Up Latinx Youth: Influences of School Experiences, Familism, and Ethnic Identity Exploration. PSYCHOLOGY IN THE SCHOOLS 2020; 57:1878-1895. [PMID: 33162615 PMCID: PMC7641337 DOI: 10.1002/pits.22391] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Accepted: 03/24/2020] [Indexed: 12/12/2022]
Abstract
Doubled-up Latinx youth experience many daily challenges associated with ethnic minority status and residential instability. Doubled-up youth share housing with non-custodial caregivers such as friends and/or extended family members primarily because of economic hardship and a breakdown in available parental support. Using data from baseline and 10 days of twice-a-day surveys, this study examined how in-school positive experiences, familism (i.e., a perspective that gives precedence to the family), and ethnic identity (i.e. affirmation, exploration, and resolution) influence after school positive (e.g. feeling joyful/happy) and negative (e.g., feeling stressed/anxious) affect among doubled up Latinx youth (70% female; M age = 16.5). Results indicate that in-school positive experiences were associated with more after school positive affect and less after school negative affect. Additionally, youth with higher levels of familism reported experiencing less after school negative affect. However, gender moderated the relation of ethnic identity exploration and experiences of after school positive affect. Specifically, females with higher levels of ethnic identity exploration reported relatively lower levels of after school positive affect compared to males. Overall, study findings highlight the importance of both person-level and varying contextual influences on the affective lives of doubled-up Latinx youth.
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An examination of classes of school climate perceptions among Latinx middle school students. J Sch Psychol 2020; 82:70-84. [PMID: 32988464 DOI: 10.1016/j.jsp.2020.08.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2019] [Revised: 05/22/2020] [Accepted: 08/02/2020] [Indexed: 11/21/2022]
Abstract
Several studies have replicated the finding that Latinx students tend to have less favorable perceptions of school climate than their White peers. However, because most research compares Latinx students to a White standard, little is known about variation within the Latinx group and thus the opportunity to produce strength-defining counter-narratives has been missed. Using latent class analysis, this study identified meaningful classes of school climate perceptions within 20,050 Grade 7 Latinx students in California. Five climate classes were identified, lending support to the hypothesis that substantial heterogeneity of school climate perceptions exists within the Latinx student population. The results support the utility of latent class modeling for examining school climate perceptions beyond traditional variable-centered approaches. Countering the prevailing deficit narrative, the results indicate that nearly half of all Latinx respondents reported generally positive perceptions of school climate. Conversely, supporting the need for environmental supports that encourage Latinx students to voice their concerns and make decisions regarding systems that affect them, over three-quarters of the responses suggested that Latinx students perceive meaningful participation at school negatively. The results suggest the possibility of a cascade effect in the development of the psychological experience of the school, such that some dimensions of school climate perceptions may be antecedents to others. Implications for further research and intervention are discussed.
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Multiple Stakeholder Perspectives on School-Based Responses to Student Suicide Risk in a Diverse Public School District. SCHOOL MENTAL HEALTH 2019. [DOI: 10.1007/s12310-019-09354-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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15
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Family and School Contexts as Predictors of Suicidal Behavior among Adolescents: The Role of Depression and Anxiety. J Clin Med 2019; 8:jcm8122066. [PMID: 31771287 PMCID: PMC6947333 DOI: 10.3390/jcm8122066] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 11/08/2019] [Accepted: 11/20/2019] [Indexed: 11/17/2022] Open
Abstract
Suicide is the highest external cause of death in the majority of developed countries. In adolescents, the prevalence of suicide has increased significantly in recent years, becoming a serious public health concern. The main aim of the present study is to characterize suicidal behavior, and to evaluate the relationship between family and school contexts and suicidal behavior through the possible mediating effects of depression and anxiety. The design of the study is cross-sectional. The sample was composed of 1386 Spanish adolescents from 14 high-schools. Suicidal behavior, anxiety, depression, family function, and school climate were evaluated through self-reported questionnaires. The results obtained show a significant association between adaptive family function and a positive school climate with low levels of depression, anxiety, and suicidal behavior. Mediation analyses revealed a significant full mediating effect of depression on family function and school climate with suicidal behavior. No significant mediating effects were found for anxiety. The results obtained underline the importance of family and school as protective factors for the prevention of suicidal behavior in adolescents, through the main mediating role of depression. Future studies should evaluate the mechanisms underlying the effects of family function and school climate on depression, and therefore, on suicidal behavior in adolescents.
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La Salle TP, Wang C, Wu C, Rocha Neves J. Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2019. [DOI: 10.1080/10474412.2019.1673759] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Wang C, Shao X, Do KA, Lu HK, O’Neal CR, Zhang Y. Using Participatory Culture-Specific Consultation with Asian American Communities: Identifying Challenges and Solutions for Asian American Immigrant Families. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2019. [DOI: 10.1080/10474412.2019.1614453] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Cixin Wang
- University of Maryland, College Park, Maryland, USA
| | - Xiaoping Shao
- Chinese Culture and Service Center, Inc, Gaithersburg, Maryland, USA
- George Washington University, Washington, DC, USA
| | - Kieu Anh Do
- University of Maryland Eastern Shore, Princess Anne, Maryland, USA
| | - Huixing Kate Lu
- Chinese Culture and Service Center, Inc, Gaithersburg, Maryland, USA
| | | | - Yuan Zhang
- University of Connecticut, Storrs, Connecticut, USA
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