Journal of Pediatric Psychology, Vol. 27, No. 4, 2002, pp. 405-407
© 2002 Society of Pediatric Psychology
African-American Children: A Self-Empowerment Approach to Modifying Behavior Problems and Preventing Academic Failure. C. M. Tucker. Boston: Allyn and Bacon, 1999.
The Children's Hospital of Philadelphia and University of North Carolina at Chapel Hill
This timely book provides a wealth of practical information on culturally sensitive, multisystemic assessment and intervention approaches for enhancing skills and decreasing behavioral and academic problems among African American youths. The author offers a refreshing perspective on working with African American children and adolescents by compiling theory and research on the role of self-factors, family, school, and community factors that contribute to their behavioral and academic competence. A unique aspect of this book is its emphasis on empowering young African Americans, who are disproportionately represented in lower income groups, to take control of their own behavior despite the real socioeconomic barriers in their lives. Although the chapters are not formally organized in sections, the book presents two introductory chapters, six chapters addressing behavior problems, five chapters on academic problems, and two concluding chapters.
The first two chapters of the book acclimate the reader to the author's perspective on culturally sensitive assessment and intervention and provide a framework for understanding some of the realities confronting African American children and adolescents who experience behavioral and academic problems. In chapter 1, the author challenges the meanings of commonly used terms, such as "behavior problem" and "academic failure," as they relate to African American youths and offers alternative, culturally sensitive definitions. These alternative definitions recognize that children have a responsibility to meet certain social norms only once they accept those norms. In chapter 2, Tucker describes 18 points to consider when designing culturally sensitive interventions. For example, she argues that interventions for African American youths should be based on difference model research, which examines constructs and processes unique to African American culture and attempts to explain individual differences in developmental outcomes within the African American community. Tucker also advocates for collaboration with parents in the design and implementation of interventions and for establishing community-based intervention programs (e.g., through churches or community centers) to facilitate partnerships with families.
Chapters 3-8 address issues related to behavior problems among African American youths. Instead of describing some of the more complex theories of developmental psychopathology, chapter 3 offers an overview of several broad theories of behavior problems and then argues for the utility of a self-empowerment theory. Briefly, self-empowerment theory proposes that behavioral and academic success for African American youths rests in their ability to be self-motivated and self-taught and that intervention must focus on building this autonomy since there is a significant lack of control in other aspects of these children's lives. Chapter 4 briefly describes research suggesting that behavior problems may be "in the eye of the beholder" and outlines concrete strategies for conducting assessment that is sensitive to both cultural and socioeconomic differences. These strategies include interviewing the child and parents about their particular concerns and about behavior management strategies that they have found useful. In chapters 5 and 6, Tucker identifies general and specific strategies for addressing behavior problems, such as aggressive/disruptive behavior, inattention, noncompliance, substance use, and suicidal behavior. Not limited to any one therapeutic orientation, these strategies emphasize establishing a partnership with the child, parents, teachers, therapists, and community members such as after-school volunteers and clergy. For instance, to address aggressive behaviors, Tucker recommends that therapists train African American youths to develop their anger coping skills in a small group context where they are able to role-play and provide constructive feedback to one another. The author also suggests inviting young African American college students, athletes, or entrepreneurs to speak with the group about how self-management skills have assisted them in meeting their goals. Tucker notes several sociocultural reasons why many African American youths may engage in aggressive behaviors rather than assertive behaviors, and she proposes an additional intervention component where parents and community leaders train youths to be assertive in communicating their feelings and needs. To complete the section on behavior problems, Tucker offers concise responses to common questions regarding the behavior of African American youths and recommendations for preventing behavior problems in chapters 7 and 8, respectively.
Tucker discusses academic problems among African American children and adolescents in chapters 9-13. First, chapter 9 outlines several theories on factors underlying academic failure and describes how some aspects of these existing theories (e.g., cultural-ecological models and process models of motivation) fit with a self-empowerment theory of academic achievement. Chapter 10 describes ways that typical assessment procedures may be biased against African American youths and offers strategies and explicit questions for conducting a culturally and socioeconomically sensitive academic evaluation, such as interviewing the parent and child about their perspective of the home-school relationship and the impact of race on the child's school performance. Chapters 11 and 12 provide general guidelines and specific techniques for combating problems such as test anxiety, poor study skills, and developmental delays. Tucker describes a particularly useful technique known as the step-by-step teaching and learning method that can be applied in multiple skill areas for academic and behavioral difficulties. Chapter 13 includes recommendations for preventing academic problems by establishing goals and routines at home that promote academic self-competence among youths and by maintaining a unified network among parents, teachers, and community advocates to support educational activities.
Tucker concludes the book with two chapters that summarize many of the earlier points. In chapter 14, the author describes the who, what, where, how, and why of a successful intervention known as the Research-Based Model Partnership Education Program, which is based on self-empowerment theory. The Model Program operates in the community and is designed for lower-income African American students with poor academic performance. It includes the following components: group academic tutoring and computer skills training, group sharing/feedback, social skills training, educational field trips, and parent and teacher training. Evaluation data suggest that participation in the program for a 2-year period buffers youths from experiencing a drop in mathematics achievement. In addition, supplementing the standard program with individualized tutoring appears to increase reading achievement. Participation in the program is also associated with gradual improvements in social skills and behavior. These results are notable and indicate a need for replication and even more rigorous program evaluation. Finally, chapter 15 attempts to answer many questions not addressed in earlier chapters, such as what to do in the face of a poor home-school relationship or what to do if even the most comprehensive intervention fails.
Overall, this book is an excellent resource for therapists and applied researchers striving to design and implement culturally sensitive behavioral and academic interventions for African American children and adolescents. Each chapter is focused and connected to the underlying theory of self-empowerment. The writing is clear, relevant examples are provided, and the language is infused with references to traditional African American sayings that add a familiar flavor for individuals close to the culture. Although the empirical literature on African American youths is relatively limited at this time, Tucker manages to present a theory based on research findings from the fields of education, developmental psychology, and clinical psychology. Tucker also describes her Model Partnership Program, which is one of a growing number of empirically supported community-based programs for low-achieving African American youths. Throughout the book, the author includes the perspectives of elementary and high school students, parents, and teachers (obtained through focus groups), which offer the reader some unique insights. Where the book falls short in depth of coverage, it undoubtedly compensates in breadth. In fact, the content is broad enough and the ideas novel enough to satisfy the needs and maintain the interest of novices and experts in child development, as well as laypersons interested in the development of African American youths.
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