Strengthening Cultural Sensitivity in Children’s Disaster Mental Health Services

Heath, Melissa Allen; Nickerson, Amanda B.; Annandale, Neil O.; Kemple, Ana; Dean, Brenda

doi:10.1177/0143034309106944

Cited by 34 publications

(26 citation statements)

References 48 publications

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“…Cultural sensitivity has become an increasing concern in the provision of mental health services, particularly trauma/crisis intervention, over the past decade (Heath, Nickerson, Annandale, Kemple, & Dean, 2009). The treatment approaches described in the section above were both designed in the United States for use with children and research has focused on children exposed to abuse-related trauma (TF-CBT) and violence (CBITS).…”

Section: Cultural Considerationsmentioning

confidence: 99%

Response to trauma in children: An examination of effective intervention and post-traumatic growth

Little

Akin-Little²,

Somerville

2011

School Psychology International

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It is clear that exposure to traumatic events is not uncommon in childhood and adolescence and psychologists working in schools should have some training in meeting the needs of this segment of the population. This manuscript summarizes the incidence of trauma in children worldwide and then discusses interventions for trauma (TraumaFocused Cognitive Behavior Therapy & Cognitive Behavioral Intervention for Trauma in Schools) which have been empirically validated for use with children and/or adolescents. A summary of a project (Project Fleur-de-lis) which attempted to integrate these two treatment approaches into a systematic intervention system is also discussed. In addition, the concept of post-traumatic growth, cultural considerations in working with children from diverse societies, and training needs of school psychologists are addressed.

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Section: Cultural Considerationsmentioning

confidence: 99%

Response to trauma in children: An examination of effective intervention and post-traumatic growth

Little

Akin-Little²,

Somerville

2011

School Psychology International

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“…During and following traumatic events, young children are a particularly vulnerable population (Heath, Nickerson, Annandale, Kemple, & Dean, 2009; Lai, Esnard, Lowe, & Peek, 2016). Traumatic events often trigger a series of changes in family dynamics and familiar routines (Webb, 2010, 2011).…”

Section: Response To Traumatic Eventsmentioning

confidence: 99%

Healing after traumatic events: Aligning interventions with cultural background and religious and spiritual beliefs

Heath

Cutrer‐Párraga

2020

Psychology in the Schools

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Historically, disaster response efforts have focused primarily on basic physical survival and safety—addressing medical emergencies and ensuring adequate shelter and supplies of food and water. However, in addition to physical survival, relief efforts must also consider strategies to promote emotional healing and psychological well‐being. In particular, those who intervene must consider the acceptability of intervention strategies, taking into account survivors' cultural background, religious customs, and spiritual beliefs. This article offers recommendations to better align school‐based therapeutic interventions with children's religious and spiritual beliefs.

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“…In line with this general trend, over the past several decades practitioners who offer crisis intervention services have increasingly emphasized the need to match services with the unique needs of individuals and groups (Abramson & Garfield, 2006;Heath, Nickerson, Annandale, Kemple, & Dean, 2009;Kemple et al, 2006;Pedersen, 2003;U.S. Department of Health and Human Services [DHHS], 2001[DHHS], , 2003.…”

Section: Abstract School Crisis Planning Cultural Competency State mentioning

confidence: 99%

Assessing Cultural Competency in School Crisis Plans

Annandale

Heath

Dean³

et al. 2011

Journal of School Violence

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This study reviewed school-based crisis planning resources and guidelines provided by 40 state departments of education and offices of safe and drug-free schools. Content was examined for indications of cultural competency. The most frequently reported topics included: (a) assisting students with mental and physical disabilities, (b) tapping into community resources representative of diverse cultural groups, and (c) strengthening communication by addressing cross-cultural language and communication issues. Although 33 of the 40 states mentioned topics related to human diversity and cultural sensitivity, the focus was peripheral. Tying research to practical application, suggestions are made to strengthen cultural competence in school-based crisis planning, ultimately improving supportive services for all students and families.

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Strengthening Cultural Sensitivity in Children’s Disaster Mental Health Services

Cited by 34 publications

References 48 publications

Response to trauma in children: An examination of effective intervention and post-traumatic growth

Response to trauma in children: An examination of effective intervention and post-traumatic growth

Healing after traumatic events: Aligning interventions with cultural background and religious and spiritual beliefs

Assessing Cultural Competency in School Crisis Plans

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