scholarly journals 15.6 AAPI Youths: Guiding Families Toward Positive Identities and Self-Care Through Culturally Sensitive Curriculum, Provider Reflections, and Youth Process Groups

2021 ◽  
Vol 60 (10) ◽  
pp. S188
Author(s):  
Shinnyi Chou ◽  
Crystal Han ◽  
Deepika Shaligram ◽  
Kimberly Gordon-Achebe ◽  
Sarah Edwards
Keyword(s):  
Self Care ◽  
Culturally Sensitive ◽  
Process Groups ◽  
Culturally Sensitive Curriculum

scholarly journals Epidemic of Obesity in African American Communities and the Need for a Culturally Sensitive After School Childhood Obesity Prevention Program

2006 ◽  
Vol 4 (1) ◽  
pp. 129-133 ◽  
Author(s):  
Edward V. Wallace
Keyword(s):  
African American ◽  
Education Program ◽  
Prevention Program ◽  
Self Care ◽  
Culturally Sensitive ◽  
After School ◽  
African American Children ◽  
Culturally Sensitive Interventions ◽  
American Children ◽  
Obesity Prevention Program

An after-school obesity prevention program for African American children is proposed in this paper. The prevention program is a behavioral education program designed to facilitate healthy behavior changes in obesity self-care and provide culturally sensitive interventions specifically for obese African American children. The self-care concepts addressed involve: knowledge of obesity, exercise, and nutrition. The culturally sensitive interventions address the problems of low self-esteem, communication, and ineffective family coping. The implementation of the after-school obesity program included four phases: needs assessment, planning and goal setting, implementation, and monitoring for progress. This afterschool education program is designed to promote self-care, family support, and improve the quality of life for obese African American children.

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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