Suchergebnisse

Abstract
Racial–ethnic disparities in the diagnosis of certain developmental disabilities (DDs), such as autism spectrum disorder (ASD), contribute to delayed treatment for Latinx children. Although recent data suggest the disparities are mitigated over time, Latinx children are still less likely to have an ASD diagnosis, and those from low-income families are disproportionately affected. To build on previous research emphasizing these racial–ethnic disparities, this study focused on families in vulnerable or underserved communities, including female-headed and low-income households. Multiple waves of the Fragile Families and Child Wellbeing Study were analyzed, so that this sample represents populations mainly served by social workers. After controlling for demographic and socioeconomic factors, and behavioral health symptoms, authors estimated the likelihood of receiving a diagnosis for a particular developmental disorder and overall DDs. Compared with children of non-Latina White mothers, children of Latina mothers were less likely to have an ASD diagnosis. Findings confirm the lingering racial–ethnic gaps in diagnoses, even among female-headed households and low-income families. Further, authors suggest interventions addressing systematic and cultural barriers for equitable diagnosis of DDs that target pediatricians and other behavioral health providers, teachers, and Latinx families and communities.

Abstract
Autism spectrum disorder (ASD) affects a substantial number of individuals and their families. Early diagnosis followed by intensive behavioral services is critical to reducing social communication deficits and behavioral challenges. Research has continually demonstrated health disparities with Latinx families that perpetuate lower ASD prevalence rates, later ASD diagnosis, and limited access to treatment compared with white children. Moreover, Latinx children who are diagnosed with ASD receive less intense and fewer treatment services. Given the number of Latinx children and those with ASD, social workers are likely to encounter the intersection throughout their careers. Thus, it is critical for social workers to have general knowledge about autism and the complexity of accessing diagnostic and treatment services. In this article, the authors review the literature on Latinx children and ASD, and identify opportunities for social workers to be innovative in their use of frameworks, theories, and practice approaches to reduce disparities in ASD diagnosis and treatment among Latinx children.

Abstract
Latinx children with cancer generally have poorer health outcomes than their non-Latinx White counterparts. The purpose of this study was to examine the experience of Latinx mothers whose children have been diagnosed with cancer at the onset of symptoms, the barriers surrounding the diagnostic process, and the resources families identify are needed post-diagnosis. The researchers conducted two focus groups (one in Spanish, one in English) with Latina mothers of children who have or experienced pediatric cancer in the United States. Two researchers conducted constant comparative analysis of the transcribed focus group audio recordings to identify themes. Themes included a sense of community support at the onset of symptoms, feelings of disbelief, helplessness, overload of information, and a need for advocacy in medical settings. Needs included more palatable and simplified information, financial assistance and resources, increased parental social support, accessible Spanish-speaking providers, and culturally informed care. Latina mothers indicated a range of challenges pertaining to childhood cancer diagnosis and treatment that may impact child and family outcomes. Implications for social work practitioners to reduce disparities and develop intervention programs for Latinx families of children with cancer are discussed.

Latinx faculty have an opportunity to influence a growing population of incoming Latinx students. As Chicana/Latina social work faculty, we seek to raise consciousness about our biculturalism and demonstrate how it could play a role in educating students. To that end, we highlight issues related to language. The meaning of language is complex, manifesting personally and politically. It is unclear how the relationship between identity and language intersect for individuals working in higher education. Thus, we draw on a theoretical model of bicultural competence and testimonios or first-person narratives to explore these issues in-depth, extrapolate meaning from experience, and report implications for research, teaching, and practice.