A Social Justice Perspective on Children's Mental Health: A Borderlands View

Autor/in	Fernandez, Ivelisse Torres
Titel	A Social Justice Perspective on Children's Mental Health: A Borderlands View
Quelle	In: Communique, 43 (2015) 6, S.1 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Social Justice; Mental Health; Health Services; Immigration; Immigrants; Trauma; Undocumented Immigrants; Disadvantaged; Acculturation; Power Structure; Poverty; Barriers; English (Second Language); Second Language Learning; Social Bias; School Psychology; Health Promotion; Advocacy; Activism; Family School Relationship; Access to Education; Equal Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Immigrant; Immigrantin; Immigranten; Illegaler Aufenthalt; Akkulturation; Armut; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulpsychologie; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Sozialanwaltschaft; Aktivismus; Politischer Protest; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	In the southwestern United States, there is a group of children who are referred to as "borderland children" who experience additional challenges that place them at higher risk of developing mental health and other related problems. For the purpose of this article, borderland children are defined as children who reside in towns and cities that are near the border between the United States and Mexico and who have varying legal and immigration statuses. Some of the challenges faced by borderland children include historical trauma, poverty, language barriers, acculturation, marginalization, and oppression. From a social perspective, factors contributing to these disparities include the stigma of receiving mental health services, professionals lacking cultural and linguistic competencies, and a disconnect between children, families, and schools. Within this context, this article discusses (1) school psychology, social justice, and mental health; (2) translating concepts to practice; (3) promoting mental health and social justice; and (4) recommendations for school psychologists involved in advocacy and activism. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01