Psychopathology in the schools: Multicultural factors that impact assessment and intervention
Version of Record online: 9 MAR 2006
Copyright © 2006 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 43, Issue 4, pages 429–438, April 2006
How to Cite
Suzuki, L. A., Alexander, C. M., Lin, P.-Y. and Duffy, K. M. (2006), Psychopathology in the schools: Multicultural factors that impact assessment and intervention. Psychol. Schs., 43: 429–438. doi: 10.1002/pits.20157
- Issue online: 9 MAR 2006
- Version of Record online: 9 MAR 2006
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. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 429–438, 2006.