語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Views of the poor and explanations f...
~
Rukert, Samantha H.
FindBook
Google Book
Amazon
博客來
Views of the poor and explanations for poverty among professional psychology trainees.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Views of the poor and explanations for poverty among professional psychology trainees./
作者:
Rukert, Samantha H.
面頁冊數:
127 p.
附註:
Adviser: James Fauth.
Contained By:
Dissertation Abstracts International67-08B.
標題:
Education, Social Sciences. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3230433
ISBN:
9780542848025
Views of the poor and explanations for poverty among professional psychology trainees.
Rukert, Samantha H.
Views of the poor and explanations for poverty among professional psychology trainees.
- 127 p.
Adviser: James Fauth.
Thesis (Psy.D.)--Antioch New England Graduate School, 2006.
Poverty in the United States has detrimental effects on mental health and well-being. In recent years, there have been repeated calls for the field of psychology to raise awareness of poverty and class diversity in research, practice, and training. This study integrated the dominant American discourse about poverty with attribution and stereotype theories to explore how doctoral-level professional psychology trainees understand poverty and the poor. Phenomenological interviews were used to examine how trainees view the poor and explain poverty, how their training has addressed issues of social class and poverty, and how these views and explanations might influence psychological practice. Results yielded valuable insight into trainees' (a) definitions of poverty, (b) views about popular images and stereotypes of the poor, (c) explanations for what causes and maintains poverty, (d) academic and field training about poverty and social class, and (e) stated and suggested barriers to working with the poor. A number of salient findings emerged. First, poverty was described as a dynamic human struggle to attain basic needs, rather than just the static condition of being without money. Second, trainees had divergent views about the nature and implications of class-based myths and stereotypes such as "White trash" and "welfare mother." Third, students preferred structural and cultural explanations of poverty over individualistic explanations and a belief in the American dream. Fourth, trainees indicated that poverty and social class were rarely addressed specifically and directly in their academic coursework; rather, these issues were covered informally in field training. Finally, a number of logistical and attitudinal barriers to working with the poor were suggested; these include financial constraints and the belief that therapy with the poor is more challenging and less effective than with the non-poor. These findings have significant implications for professional psychology, particularly for clinical practice and professional training programs. For example, inadequate training about cultural competence with the poor, combined with beliefs in a distinct culture of poverty, might contribute to an under-appreciation of the diversity among the poor and a one-size-fits-all approach to treatment.
ISBN: 9780542848025Subjects--Topical Terms:
1019148
Education, Social Sciences.
Views of the poor and explanations for poverty among professional psychology trainees.
LDR
:03245nam 2200289 a 45
001
965460
005
20110906
008
110906s2006 eng d
020
$a
9780542848025
035
$a
(UMI)AAI3230433
035
$a
AAI3230433
040
$a
UMI
$c
UMI
100
1
$a
Rukert, Samantha H.
$3
1288236
245
1 0
$a
Views of the poor and explanations for poverty among professional psychology trainees.
300
$a
127 p.
500
$a
Adviser: James Fauth.
500
$a
Source: Dissertation Abstracts International, Volume: 67-08, Section: B, page: 4721.
502
$a
Thesis (Psy.D.)--Antioch New England Graduate School, 2006.
520
$a
Poverty in the United States has detrimental effects on mental health and well-being. In recent years, there have been repeated calls for the field of psychology to raise awareness of poverty and class diversity in research, practice, and training. This study integrated the dominant American discourse about poverty with attribution and stereotype theories to explore how doctoral-level professional psychology trainees understand poverty and the poor. Phenomenological interviews were used to examine how trainees view the poor and explain poverty, how their training has addressed issues of social class and poverty, and how these views and explanations might influence psychological practice. Results yielded valuable insight into trainees' (a) definitions of poverty, (b) views about popular images and stereotypes of the poor, (c) explanations for what causes and maintains poverty, (d) academic and field training about poverty and social class, and (e) stated and suggested barriers to working with the poor. A number of salient findings emerged. First, poverty was described as a dynamic human struggle to attain basic needs, rather than just the static condition of being without money. Second, trainees had divergent views about the nature and implications of class-based myths and stereotypes such as "White trash" and "welfare mother." Third, students preferred structural and cultural explanations of poverty over individualistic explanations and a belief in the American dream. Fourth, trainees indicated that poverty and social class were rarely addressed specifically and directly in their academic coursework; rather, these issues were covered informally in field training. Finally, a number of logistical and attitudinal barriers to working with the poor were suggested; these include financial constraints and the belief that therapy with the poor is more challenging and less effective than with the non-poor. These findings have significant implications for professional psychology, particularly for clinical practice and professional training programs. For example, inadequate training about cultural competence with the poor, combined with beliefs in a distinct culture of poverty, might contribute to an under-appreciation of the diversity among the poor and a one-size-fits-all approach to treatment.
590
$a
School code: 0960.
650
4
$a
Education, Social Sciences.
$3
1019148
650
4
$a
Psychology, Clinical.
$3
524864
650
4
$a
Psychology, Social.
$3
529430
690
$a
0451
690
$a
0534
690
$a
0622
710
2 0
$a
Antioch New England Graduate School.
$3
1022964
773
0
$t
Dissertation Abstracts International
$g
67-08B.
790
$a
0960
790
1 0
$a
Fauth, James,
$e
advisor
791
$a
Psy.D.
792
$a
2006
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3230433
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9125061
電子資源
11.線上閱覽_V
電子書
EB W9125061
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入