Nilsson, Johanna E., Barazanji, Danah M., Heintzelman, Ashley, Siddiqi, Mubeena, and Shilla, Yasmine
Subjects
Applied Psychology, Cultural Studies, Humanities, Qualitative analysis, Somali, language.human_language, language, Sociology, Refugee, Cultural diversity, Qualitative research, Law enforcement, Acculturation, Gender studies, and Mental health
Abstract
Somali women were interviewed regarding their children's adjustment. Qualitative analysis revealed 5 themes: cultural comparisons, concerns about children, parents' loss of disciplinary authority, available support, and the future. The women discussed changes in their children, such as loss of respect and threats to use law enforcement against parents. They also discussed their loss of parental authority and the lack of support from U.S. institutions. Implications for schools and mental health professionals are presented. Se entrevisto a mujeres Somalies con respecto a la adaptacion de sus hijos. Los analisis cualitativos revelaron 5 temas: comparaciones culturales, preocupaciones sobre los ninos, la perdida de autoridad disciplinaria de los padres, apoyo disponible y el futuro. Las mujeres hablaron sobre los cambios en sus hijos, como la perdida de respeto y las amenazas de usar las fuerzas del orden contra sus padres. Tambien hablaron de la perdida de su autoridad paterna y la falta de apoyo por parte de las instituciones de los Estados Unidos. Se presentan las implicaciones para escuelas y profesionales de la salud mental.
Nilsson, Johanna, Leonard, Lynn, Barazanji, Danah, and Simone, Rachel
Journal of School Counseling, v8 n16 2010.
Subjects
Twins, School Counselors, Student Placement, Knowledge Level, Attitude Measures, Siblings, School Policy, Parent Participation, Age Differences, and Decision Making
Abstract
This study investigated 65 school counselors' perception of classroom placement of twins and multiples. The results show that most of the participants had twins and multiples in their schools, but that they were neither aware of their school district nor building's policy regarding placement. Most participants supported early separation, already at preschool or kindergarten, and believed that separation would have a positive impact on the children's development. Yet, over 70% reported having no training on issues associated with twins and multiples in the school system. Implications for research and practice are addressed.
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