Culturally Effective Interventions for Chinese Children With Emotional Disturbance

Data from both the United States Department of Education as well as estimates in China indicate increases in numbers of children diagnosed with Emotional Disturbance (ED). This is particularly concerning since those diagnosed with ED exhibit poor social, home, and school performance (NICHCY, 2010). Counselors need culturally appropriate interventions to help Chinese children improve negative behaviors and social adjustment. The literature reveals three culturally relevant interventions (Doctor-Parents-Teacher Program, filial therapy, and paint therapy) designed to assist non-acculturated Chinese children with ED living in the U.S. as well as those living in China. The Doctor-Parents-Teacher program, filial therapy, and paint therapy programs will be described following a definition of ED, risk factors, cultural characteristics of Chinese society as well as level of acculturation. Counselors can overcome cultural barriers and assist non- acculturated Chinese children with ED living in the U.S. as well as those still in China if they understand not only the risks and diagnoses of emotional disturbance but also have the cultural knowledge and skills to implement culturally effective programs.