Chapter 15 Evolving Concerns for Youth TRUE OR FALSE 1. Professionals agree that family well-being relies heavily on family structure (who lives in the home) over family attributes (warmth, communication). Answer: False 2. Approximately 60 percent of married women with a preschool child work outside of the home. Answer: True 3. Research consistently indicates that early child care has little to no impact on the child. Answer: False 4. In 2010, center based care was the primary setting for 24% of children age 0-4 years. Answer: True 5. Several studies have found that young children from low-income homes benefit cognitively from day care center attendance. Answer: True 6. Latchkey children are those children who are responsible for self-care after school. Answer: True 7. The percentage of kids responsible for self-care after school rises after age 9 until age 12. Answer: True 8. “Double jeopardy” noted by Watamura and colleagues (2011) refers to children from disadvantaged families who experience low quality care at home and in other settings. Answer: True 9. After school programs are not particularly beneficial to low income youth. Answer: False 10. Younger age of the child and time spent hanging out with peers are two variables which are associated with poor outcomes for children who are in self-care during after-school hours. Answer: True 11. Data on the percentage of children adopted based on adoption type and age of adoption indicate that a majority of children adopted from foster care are under the age of 1. Answer: False 12. Two factors known to put adoptive children at risk for academic and behavioral problems are female gender and early age at adoption. Answer: False 13. Many researchers note the resilience of adoptive children, especially those who move from disadvantaged circumstances. Answer: True 14. The primary goal of the Adoption and Safe Family Act is to ensure a permanent home for adopted children as quickly as possible. Answer: True 15. Youth in foster care are at greater risk for psychological and behavioral problems. Answer: True 16. Parent training programs where foster parents and birth parents work together to bring the child home to the family of origin have been largely unsuccessful. Answer: False 17. Mental health parity means providing mental health services to all people equally. Answer: False 18. Insufficient funding and fragmentation of services are well-recognized problems in providing mental health services to youth. Answer: True 19. The work of Spence and colleagues found that internet alone services for child anxiety disorders was effective compared to a waitlist control group (a group that did not immediately receive services), but not as effective as having the children come into the clinic for at least part of the services. Answer: True 20. The probability of death before age 5 is highest in Sub-Saharan Africa. Answer: True 21. International mortality rates for children under 5 decreased between 1990 and 2009. Answer: True 22. When the authors speak of a “shrinking world” they are referring to a decrease in diversity. Answer: False MULTIPLE CHOICE 23. Research on the effects of maternal employment on children indicates that A. children are generally adversely affected. B. children are generally positively affected. C. effects depend on many different factors. D. effects depend on mothers’ attitudes toward their employment. Answer: B 24. Among U.S. married women with school-aged children, the rate of employment is approximately _________ percent. A. 10 B. 40 C. 77 D. 90 Answer: C 25. Which of the following statements regarding out-of-home care for young children is true? A. Research indicates that children’s development is influenced by the quality of care received. B. Research clearly indicates that the amount of time children spend in care is unrelated to child outcome. C. There are no economic and ethnic/racial differences in the proportions of children in various child care situations. D. Research indicates that for low income families, nonparental care is not recommended. Answer: A 26. Which of the following is true regarding the research by Geoffrey et al. (2007)? A. Children from all SES backgrounds in full-time non maternal care performed poorly on receptive language tests. B. Child care setting had no impact on the receptive language abilities of children from low SES backgrounds. C. The receptive language abilities of children from adequate SES backgrounds decreased in full-time non maternal care settings. D. The highest receptive language scores were from kids who were from a low SES background and in full time non maternal care. Answer: D 27. Investigations of children who care for themselves after school ("latchkey" children) indicate that this situation A. probably has different effects on different children in different specific situations. B. is actually rare for elementary school children. C. causes emotional disturbance in most children. D. appears to have no effect at all on children. Answer: A 28. Which of the following is true regarding adoption? A. Approximately 500,000 children lived with adoptive parents in 2007. B. Statistics from 2011 indicate that most children are adopted after age 6. C. Most children adopted in the U.S. are Caucasian. D. About 20% of children adopted in 2008 were of a different race than their adoptive parents. Answer: D 29. With regard to behavioral problems, adopted children are at _________ risk than nonadopted children. A. much greater B. somewhat greater C. somewhat less D. no greater or less risk Answer: B 30. The results of the meta-analyses on adoption studies indicate A. adoptees tend to have higher IQs and better school achievement than past peers. B. adoptees have better attachment to caregivers than current peers. C. adoptees have lower self-esteem than current peers. D. adoptees were no more likely to be referred to mental health settings than current peers. Answer: A 31. Which is true about the foster care system and youth? A. Kinship foster care is currently seen as unfavorable. B. In 2009, 20% of children exiting the foster care system were reunited with their parents. C. In 2009, there were almost 224,000 children in foster care. D. The frequency of adoption from foster care as decreased. Answer: C 32. What proportion of youth with diagnosable disorders do not receive mental health services? A. One-third to one-half B. Two-thirds to three-fourths C. One-half D. One-third Answer: B 33. Which of the following is the correct historical sequence for setting of mental health services for children? A. child guidance center, hospital based, mental health clinic/private practice B. institution, home based, community based C. hospital, residential treatment, child guidance center D. child guidance center, mental health clinic/private practice, school Answer: A 34. Which of the following best describes the history of mental health services for youth in the U.S.? A. adequate funding B. sensitivity to the needs of minority groups C. emphasis on prevention D. poor coordination among relevant agencies and professionals Answer: D 35. With regard to mental health services in the U.S., there is some evidence that minority group families are especially A. more likely to seek professional help and more likely to remain in care. B. more likely to seek professional help but less likely to remain in care. C. less likely to seek professional help but more likely to remain in care. D. less likely to seek professional care and less likely to remain in care. Answer: D 36. Worldwide statistical data on the mortality of children under 5 years of age indicate that A. globally, the rate of mortality increased by one-third from 1990 to 2009. B. about 40% of deaths occur within the first month of life. C. malnutrition is one of the largest killers. D. AIDS related deaths in youth under 15 have increased. Answer: B 37. Data on armed conflict or sociopolitical conflict and children indicates A. exposure to war and human tragedy is rare in children in countries with high sociopolitical conflict as they are protected or shielded from the horrors by adults. B. in Sierra Leone, children as young as 7 were in combat or were forced into other front line service. C. there are few, if any, gender differences in war related experiences. D. there is little evidence of resilience in these children as they have simply seen too much. Answer: D BRIEF ESSAY QUESTIONS 38. Discuss non parental care of young children in the United States. How are these children being cared for, and what conclusions have been reached regarding the effects of non parental care on cognitive and social development in young children? Answer: Non-parental care of young children in the United States is a common practice due to various factors such as the increasing number of working parents, single-parent households, and the rising cost of childcare. Non-parental care can take many forms, including daycare centers, home-based childcare, and care provided by relatives, friends, or neighbors. Research on the effects of non-parental care on cognitive and social development in young children has produced mixed results. Some studies suggest that high-quality non-parental care can have positive effects on children's cognitive development, language skills, and socialization. It can provide children with opportunities for early learning experiences and interactions with peers, which can be beneficial for their overall development. However, other studies have raised concerns about the potential negative effects of non-parental care, particularly when it is of low quality or when children spend long hours in care outside the home. Some research suggests that extensive non-parental care, especially in infancy, may be associated with increased behavioral problems, attachment issues, and decreased parental bonding. Overall, the effects of non-parental care on children's development depend on various factors, including the quality of care, the age at which children begin care, the amount of time spent in care, and the individual characteristics of the child and their family. It is important for policymakers and parents to consider these factors when making decisions about childcare arrangements to ensure the best possible outcomes for young children. 39. Describe the potential benefits of an after school program on children. Which children are most likely to benefit and why? Answer: After-school programs can provide numerous benefits for children, including academic, social, and emotional development. These programs offer a structured and supervised environment where children can engage in various activities that complement their school curriculum and promote overall well-being. One of the primary benefits of after-school programs is academic support. These programs often provide homework assistance, tutoring, and educational enrichment activities that can help children improve their academic performance. By offering additional learning opportunities outside of school hours, after-school programs can help reinforce concepts taught in the classroom and enhance students' understanding of academic subjects. After-school programs also play a crucial role in promoting social and emotional development. These programs offer opportunities for children to interact with their peers in a supervised setting, fostering social skills such as communication, cooperation, and conflict resolution. Additionally, after-school programs can provide a safe and supportive environment for children, which can contribute to their emotional well-being and help reduce the risk of engaging in risky behaviors. Children from low-income families or disadvantaged backgrounds are most likely to benefit from after-school programs. These children may have limited access to resources and opportunities outside of school, making after-school programs a valuable source of academic support and enrichment. Additionally, after-school programs can help address the achievement gap by providing extra support to students who may be struggling academically. Overall, after-school programs can have a positive impact on children's lives by providing academic support, promoting social and emotional development, and offering a safe and enriching environment for children to learn and grow. 40. Discuss the developmental risks and benefits of adoption. What have recent meta-analytic studies told us about the outcome for adoptees? What are common risk factors? Answer: Adoption can have both risks and benefits for the developmental outcomes of children. The experience of adoption is complex and can vary widely depending on individual circumstances, including the age of the child at adoption, the quality of care before and after adoption, and the presence of supportive relationships. Some potential benefits of adoption include: 1. Stable and Loving Family Environment: Adoption provides children with a stable and loving family environment, which is essential for healthy development. 2. Access to Resources: Adopted children may have access to resources and opportunities that they might not have had in their birth families, such as better education, healthcare, and extracurricular activities. 3. Positive Identity Formation: Adoption can contribute to positive identity formation by helping children understand and integrate their adoption story into their sense of self. 4. Emotional Support: Adoptive families often provide emotional support and encouragement, which can help children build resilience and cope with challenges. However, adoption can also pose risks to children's development, including: 1. Identity and Attachment Issues: Some adoptees may struggle with issues related to their identity and attachment, especially if they were adopted at an older age or experienced multiple placements. 2. Trauma and Loss: Adoption involves the loss of birth family and can be a traumatic experience for children, especially if they experienced neglect, abuse, or institutional care before adoption. 3. Behavioral and Emotional Problems: Adopted children may be at higher risk for behavioral and emotional problems, such as anxiety, depression, and attention-deficit/hyperactivity disorder (ADHD), particularly if they experienced early adversity. Recent meta-analytic studies have provided valuable insights into the outcomes for adoptees. For example, a meta-analysis published in the Journal of Developmental and Behavioral Pediatrics in 2019 found that adopted children, on average, have similar levels of cognitive development and mental health outcomes as non-adopted children. However, the study also noted that adopted children are at slightly higher risk for behavioral problems, particularly externalizing behaviors such as aggression and rule-breaking. Common risk factors for negative outcomes in adoption include: 1. Early Adversity: Children who experienced early adversity, such as abuse, neglect, or institutional care, before adoption are at higher risk for developmental problems. 2. Age at Adoption: Older children who are adopted may have more difficulty adjusting to their new family and environment compared to infants or young children. 3. Transracial Adoption: Transracial adoptees may face additional challenges related to racial identity and cultural differences. 4. Lack of Support: Adoptive families who lack support and resources may struggle to meet the needs of their adopted children, leading to negative outcomes. Overall, adoption can have both positive and negative effects on children's development, and the outcomes depend on a variety of factors. It is important for adoptive families to provide a supportive and nurturing environment for their children and to seek help if needed to address any challenges that may arise. 41. Review the changes in foster care due to the Adoption and Safe Families Act of 1977 (Figure 15.3 in the textbook). What are the goals of this piece of legislation? Answer: The Adoption and Safe Families Act (ASFA) of 1997 made significant changes to the foster care system in the United States. Some key changes and goals of the legislation include: 1. Focus on Child Safety and Well-being: ASFA prioritizes the safety and well-being of children in foster care. It aims to ensure that children are not left in unsafe or unstable situations for prolonged periods. 2. Timely Permanency Planning: ASFA requires states to establish permanency plans for children in foster care within a specific timeframe, typically within 12 to 15 months of entering care. This is intended to expedite the process of finding permanent homes for children. 3. Termination of Parental Rights: ASFA allows for the termination of parental rights in cases where parents are unable or unwilling to provide a safe and stable home for their children. This is aimed at expediting the adoption process for children who cannot be reunited with their birth families. 4. Promotion of Adoption: ASFA promotes adoption as a preferred outcome for children in foster care. It provides incentives for states to increase the number of adoptions and requires states to make efforts to find permanent homes for children who cannot be reunited with their birth families. 5. Support for Relative Caregivers: ASFA recognizes the importance of maintaining family connections for children in foster care and provides support for relative caregivers who are willing and able to provide a safe and stable home for children. Overall, the goals of ASFA are to prioritize the safety and well-being of children in foster care, expedite the process of finding permanent homes for children, promote adoption as a preferred outcome, and provide support for relative caregivers. 42. Discuss the efforts made to develop community based, interagency systems of care. What is meant by “wrap around” services and “point of entry”? Answer: Efforts to develop community-based, interagency systems of care have focused on coordinating services and supports for individuals and families across multiple agencies and service providers. The goal is to provide comprehensive, coordinated, and individualized care that addresses the diverse needs of individuals and families. "Wrap-around" services refer to the comprehensive, individualized, and flexible services and supports provided to individuals and families in a community-based system of care. These services are designed to "wrap around" the individual or family to meet their unique needs and goals. Wrap-around services are typically delivered by a team of professionals from different agencies and disciplines, working collaboratively to develop and implement a coordinated care plan. "Point of entry" refers to the initial point at which an individual or family enters the system of care. This could be through a variety of means, such as a referral from a healthcare provider, school, social service agency, or self-referral. The point of entry is where the individual or family's needs are assessed, and a plan for services and supports is developed. Community-based, interagency systems of care aim to improve outcomes for individuals and families by providing timely, coordinated, and culturally competent services and supports. These efforts often involve collaboration between government agencies, non-profit organizations, schools, healthcare providers, and other community stakeholders to ensure that individuals and families receive the services they need to thrive. 43. Mental health services for children are notoriously fragmented and underutilized. Discuss the vision for mental health services proposed by Huang et al. (2005). What changes are needed? Answer: Huang et al. (2005) proposed a vision for mental health services for children that emphasizes a comprehensive, community-based approach to care. The vision calls for a shift from fragmented, episodic care to a system that is integrated, accessible, and responsive to the diverse needs of children and families. Key components of the proposed vision include: 1. Early Identification and Intervention: The vision emphasizes the importance of early identification and intervention for children with mental health needs. This includes increasing awareness among parents, educators, and healthcare providers about the signs of mental health issues and ensuring that children receive timely and appropriate care. 2. Community-Based Services: The vision calls for mental health services to be delivered in community settings, such as schools, primary care clinics, and community centers. This approach aims to make services more accessible and reduce the stigma associated with seeking mental health care. 3. Integrated Care: The vision emphasizes the need for integrated care that addresses the mental health needs of children in the context of their overall health and well-being. This includes coordinating care between mental health providers, primary care providers, schools, and other community agencies. 4. Culturally and Linguistically Competent Care: The vision highlights the importance of providing culturally and linguistically competent care to children and families from diverse backgrounds. This includes ensuring that services are accessible and tailored to meet the specific needs of different cultural and linguistic groups. 5. Family-Centered Care: The vision emphasizes the importance of involving families as partners in the care of children with mental health needs. This includes providing support and resources to families and empowering them to advocate for their children's needs. 6. Evidence-Based Practices: The vision calls for the use of evidence-based practices in the delivery of mental health services for children. This includes using interventions that have been shown to be effective in improving outcomes for children with mental health issues. To achieve this vision, several changes are needed in the current mental health system for children. These include: • Increased Funding: There is a need for increased funding for mental health services for children, particularly for community-based services and early intervention programs. • Improved Collaboration: There is a need for improved collaboration between different sectors involved in the care of children, including healthcare, education, and social services. • Workforce Development: There is a need to train and develop a workforce that is skilled in providing mental health services to children, including professionals from diverse backgrounds who are culturally competent. • Policy Changes: There is a need for policy changes at the local, state, and federal levels to support the vision for mental health services for children, including changes to funding mechanisms and regulations. Overall, the vision proposed by Huang et al. (2005) represents a comprehensive and holistic approach to mental health care for children, with an emphasis on prevention, early intervention, and community-based care. Achieving this vision will require concerted efforts from policymakers, healthcare providers, educators, and families to transform the current mental health system for children. 44. What issues exist in regard to third world poverty and health? Have we made progress? What areas need attention? Answer: Third world poverty and health are intertwined issues that pose significant challenges for individuals, communities, and governments. Some of the key issues include: 1. Limited Access to Healthcare: Many people in third world countries lack access to basic healthcare services, including vaccinations, maternal care, and treatment for common illnesses. This lack of access contributes to high rates of morbidity and mortality. 2. Malnutrition and Food Insecurity: Poverty often leads to food insecurity and malnutrition, which can have long-term effects on health and development, especially in children. 3. Inadequate Sanitation and Clean Water: Poor sanitation and lack of access to clean water contribute to the spread of infectious diseases such as diarrhea, cholera, and typhoid. 4. Limited Education and Awareness: Lack of education and awareness about health issues can lead to poor health-seeking behaviors and contribute to the spread of diseases. 5. Lack of Infrastructure: Many third world countries lack adequate healthcare infrastructure, including hospitals, clinics, and trained healthcare workers, which hinders the delivery of healthcare services. Progress has been made in some areas, thanks to efforts by governments, non-governmental organizations (NGOs), and international agencies. For example, there has been a decrease in child mortality rates and an increase in access to clean water and sanitation in some regions. However, much more needs to be done to address the underlying causes of poverty and improve health outcomes in third world countries. Areas that need attention include: 1. Healthcare Infrastructure: There is a need to invest in healthcare infrastructure, including hospitals, clinics, and trained healthcare workers, to improve access to healthcare services. 2. Health Education and Awareness: There is a need to educate communities about basic health practices, such as handwashing, sanitation, and nutrition, to improve health-seeking behaviors and reduce the spread of diseases. 3. Poverty Alleviation: Efforts to alleviate poverty, such as through economic development programs and social safety nets, can improve health outcomes by addressing underlying social determinants of health. 4. Access to Essential Medicines: Ensuring access to essential medicines and vaccines is critical for improving health outcomes and reducing the burden of disease in third world countries. 5. Global Health Partnerships: Collaboration between governments, NGOs, and international agencies is essential for addressing the complex challenges of poverty and health in third world countries. Overall, addressing the issues of third world poverty and health requires a comprehensive and integrated approach that addresses the underlying social, economic, and environmental determinants of health. While progress has been made, much more needs to be done to ensure that all people have access to the healthcare and resources they need to live healthy lives. 45. Discuss the issues associated with exposure to armed conflict. What is the experience like? What are the typical psychological outcomes for children exposed to this violence? What factors influence outcome? Answer: Exposure to armed conflict can have profound and long-lasting effects on children's physical, emotional, and psychological well-being. The experience of armed conflict is often traumatic, characterized by violence, fear, loss, and displacement. Children exposed to armed conflict may witness or experience acts of violence, including bombings, shootings, and physical assault. They may also experience the loss of loved ones, separation from family members, and displacement from their homes. The psychological outcomes for children exposed to armed conflict can vary widely, but commonly include: 1. Post-Traumatic Stress Disorder (PTSD): Many children exposed to armed conflict develop symptoms of PTSD, including flashbacks, nightmares, and intense anxiety or fear. 2. Depression and Anxiety: Children may experience symptoms of depression, such as sadness, hopelessness, and loss of interest in activities they once enjoyed. They may also experience anxiety, including feelings of worry, fear, and unease. 3. Behavioral Problems: Children exposed to armed conflict may exhibit behavioral problems, such as aggression, irritability, and difficulty concentrating. They may also have trouble sleeping or experience changes in appetite. 4. Social and Relationship Difficulties: Children may struggle to form and maintain relationships with others, including family members, peers, and authority figures. They may also have difficulty trusting others and may withdraw socially. 5. Academic and Cognitive Challenges: Children exposed to armed conflict may experience difficulties in school, including poor academic performance, difficulty concentrating, and problems with memory and learning. Several factors can influence the psychological outcomes for children exposed to armed conflict, including: 1. Severity and Duration of Exposure: Children who are exposed to more severe and prolonged conflict are more likely to experience negative psychological outcomes. 2. Age and Developmental Stage: Younger children and adolescents may experience different psychological reactions to armed conflict, based on their cognitive and emotional development. 3. Presence of Protective Factors: Factors such as strong family support, access to mental health services, and a stable and supportive environment can help mitigate the negative effects of armed conflict on children's mental health. 4. Community and Cultural Factors: The cultural context and community support systems can also influence children's psychological outcomes, including access to traditional healing practices and social support networks. Overall, the experience of armed conflict can have devastating effects on children's mental health and well-being. It is essential to provide children exposed to armed conflict with access to mental health services, psychosocial support, and other interventions to help them cope with their experiences and build resilience. 46. Describe Ehntholt & Yule’s (2006) model for intervention. How can this model be used to treat the effects of armed conflict? Answer: Ehntholt and Yule (2006) proposed a model for intervention for children affected by trauma, including those exposed to armed conflict. The model is based on the principles of cognitive-behavioral therapy (CBT) and emphasizes the importance of addressing both the individual child's psychological needs and the broader social context in which they live. The key components of Ehntholt and Yule's model include: 1. Assessment: The first step in the intervention process is to conduct a thorough assessment of the child's psychological and social functioning, as well as their exposure to trauma. This assessment helps to identify the child's specific needs and inform the development of a treatment plan. 2. Psychoeducation: Psychoeducation involves providing the child and their family with information about trauma, its effects, and the treatment process. This helps to normalize the child's experiences and reduce feelings of isolation and shame. 3. Cognitive Restructuring: Cognitive restructuring aims to help the child identify and challenge negative thoughts and beliefs related to their trauma. This can help reduce feelings of fear, guilt, and shame. 4. Exposure Therapy: Exposure therapy involves gradually exposing the child to the memories, thoughts, and situations that are associated with their trauma. This exposure is done in a safe and controlled environment and helps the child to process their traumatic experiences and reduce their fear response. 5. Skills Training: Skills training involves teaching the child coping skills to help them manage their emotions and reactions to trauma-related triggers. This may include relaxation techniques, problem-solving skills, and communication skills. 6. Family Therapy: Family therapy can be an important component of intervention, as it helps to strengthen family relationships, improve communication, and provide support to both the child and their family members. 7. Community Support: The model emphasizes the importance of involving the broader community in the intervention process. This may include working with schools, healthcare providers, and community organizations to provide support and resources to the child and their family. Ehntholt and Yule's model can be used to treat the effects of armed conflict by providing a comprehensive and holistic approach to intervention. By addressing the individual child's psychological needs and the broader social context in which they live, this model can help children affected by armed conflict to process their traumatic experiences, reduce their symptoms of PTSD and other mental health issues, and build resilience. 47. Why do we need to better understand diversity and enhance international cooperation? What role could psychology play in this endeavor? Answer: Understanding diversity and enhancing international cooperation are crucial for promoting peace, prosperity, and sustainability in a globalized world. Here's why: 1. Cultural Understanding: Understanding diversity helps us appreciate different cultures, beliefs, and practices. This understanding fosters respect and reduces stereotypes and prejudices, leading to more harmonious relationships between individuals and nations. 2. Conflict Resolution: Understanding diversity and cultural differences is essential for resolving conflicts peacefully. It allows us to empathize with others' perspectives, find common ground, and negotiate mutually beneficial solutions. 3. Innovation and Creativity: Diversity fosters innovation and creativity by bringing together people with different backgrounds, experiences, and perspectives. This diversity of thought leads to more innovative solutions to complex problems. 4. Global Challenges: Many of the challenges we face today, such as climate change, pandemics, and terrorism, are global in nature and require international cooperation to address effectively. Understanding diversity and working together across borders is essential for tackling these challenges. Psychology can play a significant role in enhancing understanding and cooperation in several ways: 1. Cross-Cultural Psychology: Cross-cultural psychology explores how culture influences human behavior, cognition, and emotions. By studying these factors, psychologists can help promote understanding and bridge cultural divides. 2. Intergroup Relations: Psychologists study how people perceive and interact with members of different groups. By understanding the factors that contribute to intergroup conflict and cooperation, psychologists can develop strategies to promote positive intergroup relations. 3. Conflict Resolution: Psychologists develop theories and techniques for resolving conflicts peacefully. By applying these principles to international conflicts, psychologists can help facilitate dialogue and reconciliation between warring factions. 4. Communication and Collaboration: Psychologists study effective communication and collaboration strategies. By applying these findings to international contexts, psychologists can help improve communication and collaboration between individuals and nations. In summary, understanding diversity and enhancing international cooperation are essential for addressing global challenges and promoting peace and prosperity. Psychology can contribute to this endeavor by studying cultural influences on behavior, promoting intergroup understanding, developing conflict resolution strategies, and improving communication and collaboration across cultures. Test Bank for Abnormal Child and Adolescent Psychology Rita Wicks-Nelson, Allen C. Israel 9781317351344, 9780205036066, 9780205901128
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