RESUMEN
The 2010 earthquake in Haiti, an urgent crisis, occurred in the context of persistent social dysfunctions, amplifying both the chronic poor living conditions and adversities for children and families. The present study sought to gain better understanding of the ways Haitian children respond during times of adversity. The House-Tree-Person (HTP) drawing test, culturally adapted for Haitians (Roysircar et al., 2017, 2019a, 2019b), was used to assess Resilience and Vulnerability in 75 Haitian children's 225 drawings to map the spatial configurations of their trauma experiences in the aftermath of the 2010 earthquake and continuous trauma. Assessment data also included interviews with child self-report measures of self-esteem perceived by self, peers, and family; posttraumatic symptoms; and self-concept. Data analyses involved standardization of sample scores and reliability tests. Classical multidimensional scaling (MDS) examined relationships among variables of resilience, vulnerability, self-esteem, posttraumatic symptoms, and self-concept. MDS stress was reduced considerably with two dimensions, and there was minimal further reduction in stress with three or more dimensions. Furthermore, the two latent dimensions in Haitian children's mental health, called Feeling Unloved and Balance of Good and Evil, were interpretable within the conceptualization of the study and the literature on Haitians' and other disaster survivors' adaptive worldview. The authors' long-term investment in the people of Haiti increased trust, participation, research rigor, and cultural alignment of interventions, including the adaption of the HTP as a culturally sensitive and clinically useful instrument. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Asunto(s)
Desastres , Terremotos , Trastornos por Estrés Postraumático , Niño , Humanos , Haití , Reproducibilidad de los ResultadosRESUMEN
A qualitative interview is sensitive to social complexities and personal subjectivities, whereas quantitative assessment relies on preexisting frameworks to place responses in hierarchical frequencies and counts individual experiences as an additive aggregate. Using both enquiries, a mixed methods sequential exploratory design studied mothers' focus groups and their children's trauma assessment in 3 poor communities in the outskirts of Port-au-Prince, Haiti. The authors partnered with a free primary care clinic where they serve as U.S. behavioral health psychologists. The study enquired how Haitian children are socialized by their mothers'/caregivers' religious and nonreligious coping in the context of continuous trauma. Focus group questions for mothers (n = 27), the House-Tree-Person (HTP) drawing test for their children (n = 42), and their directions were translated, back-translated, and administered in Haitian Créole by trained Haitian staff members. Religious, African humanism, and shame stigma themes emerged from the focus groups. Correlations and multiple regressions examined relationships of the frequencies of the mothers' coping themes and with their children's scores on 2 factorial dimensions, Resilience-Vulnerability Integrated and Person Feeling Unloved. These conceptual factors were derived from culturally adapted ratings of children's HTP drawings in previous studies in the same communities (Roysircar, Colvin, Afolayan, Thompson, & Robertson, 2017; Roysircar, Geisinger, & Thompson, 2019). Significant negative relationships of religious and African humanism coping with shame stigma coping and their respective significant negative and positive relationships with children's trauma adjustment scores are integrated in a mixed methods design, related to the African diaspora literature, and approached with transnational feminist theory. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Asunto(s)
Adaptación Psicológica , Madres , Pobreza/psicología , Trauma Psicológico/psicología , Adulto , Niño , Femenino , Haití , Humanos , Masculino , Investigación Cualitativa , Religión y Psicología , Resiliencia Psicológica , SocializaciónRESUMEN
The initial version of the Multicultural Guidelines, titled Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, was published in 2002. Since then, there has been significant growth in research and theory regarding multicultural contexts. The revised Multicultural Guidelines are conceptualized to reconsider diversity and multicultural practice within professional psychology at this period in time, with intersectionality as its primary purview. Psychologists are encouraged to incorporate developmental and contextual antecedents of identity and consider how they can be acknowledged, addressed, and embraced to generate more effective models of professional engagement. The Multicultural Guidelines incorporate broad reference group identities that acknowledge within-group differences and the role of self-definition. Identity is shaped across contexts and time by cultural influences including age, generation, gender, gender identity, ethnicity, race, religion, spirituality, language, sexual orientation, social class, education, employment, ability status, national origin, immigration status, and historical as well as ongoing experiences of marginalization. The theoretical model, a layered ecological model of the Multicultural Guidelines, is presented along with 10 corresponding guidelines. The guidelines are applicable to psychologists in their work with clients, students, research participants, and in practice, education, research, and/or consultation. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Asunto(s)
Diversidad Cultural , Asistencia Sanitaria Culturalmente Competente/métodos , Etnicidad/psicología , Identidad de Género , Identificación Social , HumanosRESUMEN
The Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology was held in Arizona in November 2002. One of the workshops, Individual and Cultural Differences (ICD), focused on racism, homophobia, and ageism. The consensus was that self-awareness and knowledge about the three "isms" are critical components in the education and training of psychologists. This article, authored by four of the workshop attendees, is a review of the current research and theoretical literature. Implications that address both content and context in graduate programs and training sites are presented. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.