Children as the Symptom Bearers: Supporting South Asian Families through School Interventions
Bibliographic record
Abstract
This paper will focus on the interface of school, children, families and mental health support for South Asian immigrant children and adolescents in a Quebec context. South Asian students have often been considered a model minority with strong educational achievement. South Asian culture inherently has both protective factors and dissonances with mainstream culture, which often places a burden of cultural negotiation on children and youth. A few clinical vignettes will outline some of the complexities of the ethical, identity, social and mental health agendas that are vital to a discourse on the school as a factor in these negotiations of children and adolescents. While the rates of self referral by South Asian families seeking child mental health services remain low, the school as well as social services are often the social institutions promoting mental health intervention. In this context, school staff and counselors may need to build on cultural competencies to deal with increasing culturally diverse school populations. In addition, current South Asian immigrant and refugee populations in schools may have significant pre-immigrant trauma whether from circumstances of poverty, social, domestic or war related causes as demographics of migration are changing. The social realities of Quebec (Bouchard G. et Taylor, C 2008) have also changed as the priorities of language assimilation are promoted to create a cohesive society while the social space seeks to balance an equitable place for minority cultures and influences. Schools are implicated in this socio-psychological dynamic of dealing with increasing immigrant populations from origins outside Europe or North America while they promote both academics and student resilience. Cet article visera sur l’interface de l’appui scolaire, infantile, familial et santé mentale disponible pour les enfants et adolescents d’immigrants d’Asie du Sud, dans le contexte québécois. Les étudiants Sud-Asiatique sont souvent considérés comme un modèle de minorité ayant de forts résultats scolaires. La culture sud-asiatique possède et des facteurs conservateurs et des dissonances par rapport à la culture dominante, ce qui souvent pèse lourd sur les enfants et les jeunes dans leur négociation culturelle. Quelques vignettes cliniques souligneront quelques-unes des complexités des programmes d’éthique, d’identité, de société et de santé mentale, qui sont vitaux pour tout discours sur l’école comme facteur dans ces négociations d’enfants et d’adolescents. Quoique le taux de familles sud-asiatiques ayant, d’eux-mêmes, recours aux services de santé mentale pour enfant, reste bas, l’école ainsi que les services sociaux sont souvent les institutions sociales qui encouragent les interventions en santé mentale. Dans ce contexte, le personnel scolaire et les conseillers devraient développer des compétences culturelles afin de gérer la croissante d’une population scolaire culturellement diversifiée. De plus, les actuels immigrants Sud-Asiatiques et la population de réfugiés peuvent très bien souffrir de significatifs traumatismes pré-migration, quelque soit les circonstances dues à la pauvreté, aux effets sociaux, domestiques ou liés à la guerre étant donné que les démographies migratoires changent. Les réalités sociales de Québec (Bouchard, G. et Taylor, C., 2008) changent aussi, autant que les priorités accordées à l’assimilation langagière sont promues afin de créer une société unie pendant que le milieu sociale cherche à équilibrer un espace équitable pour les cultures et les influences des minorités. Les écoles sont impliquées dans cette dynamique socio-psychologique qui gère un nombre croissant d’immigrants venant de pays autres que l’Europe et l’Amérique du Nord, tout en encourageant, et le travail scolaire, et l’ajustement personnel de l’élève.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".