By Frederick T. Leong, Linda Juang, Desiree B. Qin, Hiram E. Fitzgerald
How do dermis colour, tradition, racial and ethnic identities, politics, economics, and surroundings impression kid's psychological healthiness and educational luck? Asian American and Pacific Islander young ones and psychological well-being spotlights those forces and extra. This specific, two-volume paintings examines quite a lot of elements that impact youngsters, together with kinfolk stipulations and monetary prestige, baby abuse, substance abuse, gangs, and neighborhood balance, in addition to prejudices comparable to the typical expectation that Asian americans are a "model minority" and their young children "whiz kids."Since schooling is vital to good fortune, members ponder the criteria affecting Asian American little ones mostly within the context of academic readiness and educational adjustment. even though, the set isn't really constrained to exploring difficulties. It additionally appears at elements that support Asian American little ones be mentally fit, engaged, and winning in school and in later existence. quantity one of many set explores improvement and context, whereas quantity appears to be like at prevention and therapy.
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Extra resources for Asian American and Pacific Islander Children and Mental Health 2 volumes (Child Psychology and Mental Health)
Growing up in such an environment, Asian American children have to strive to meet their parents’ high expectations regarding school performance, with the fear that their poor performance may make their parents lose face or dignity or even mar their family’s reputation (Cooper, 1999; Fuligni, 2001; Ngo & Lee, 2007; Triandis, 2001). When children fail to meet their parents’ expectation, they feel that “the general sense of failure that stemmed from their inability to do well at school was overwhelming; they felt that they had let their families down” (Kibria, 1993, p.
Harvard Review of Psychiatry, 8, 64–72. , & Vega, W. (2000). Mental health and immigration’s AAAs: Where are we and where do we go from here? Journal of Nervous & Mental Disease, 188(11), 736–740. Glick, J. , & Hohmann-Marriott, B. (2007). Children in immigrant families: The significance of race, ethnicity, and national origins. International Migration Review, 41, 81–97. Han, W. J. (2006). Academic achievements of children in immigrant families. Educational Research and Review, 1, 218–318. Harris, K.
Finally, we need to examine whether these patterns hold up longitudinally, as the findings are based mainly on cross-sectional research. Such designs limit our ability to examine developmental and causal processes. Do the same patterns emerge over the life span? What are the key predictors? As Hernandez and Charney (1998) suggest: Trajectories of healthy development, assimilation, and adaptation occur across periods of years or decades for individuals, and the nature of individual outcomes depends on the timing and sequencing of specific personal, family, neighborhood, and historical events in the child’s life.