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Adapting Programs for Various Racial and Ethnic Populations

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Preventive Mental Health at School

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Abstract

We are all the same in many ways and we are all different in many ways. Seventeen categories of difference between people have been identified including sex, race, color, ethnicity, language, religion/beliefs, features determined by genes, minority membership, birth, disability, age, sexual orientation, and property/poverty (Charter of Fundamental Rights of the European Union 2000, reported in Bartolo, 2010). Here we are interested in the impact of race and class on mental health, which are strongly interrelated in the United States (Winstead & Sanchez-Hucles, 2008). Race and class interact with all of the other dimensions of diversity to make subgroups and individuals unique and perceived by others as “different.” Unfortunately, minority status and poverty/low income can be barriers to mental health services. Add discrimination, no insurance, lack of childcare, no transportation, and conflicting work schedules to issues associated with poverty, and the unequal access to mental health care is clear. The values and belief systems of subgroups differ and coping strategies differ according to race and culture. There is considerable understanding that differences in how people from a given culture experience health symptoms are due to cultural differences (Bernal & Sáez-Santiago, 2006). However, the majority of prevention programs are universal programs based on White, middle-class American values (Corneille, Ashcraft, & Belgrave, 2005).

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  1. Massachusetts School of Professional Psychology, Newton, MA, USA

    Gayle L. Macklem

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Macklem, G.L. (2014). Adapting Programs for Various Racial and Ethnic Populations. In: Preventive Mental Health at School. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8609-1_11

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