HIV/AIDS in Chinese schools: Neuropsychological and psychoeducational implications

ABSTRACT

Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) in children and adolescents represent a global health crisis that has variable effects on children’s mortality and morbidity given the resources, attitudes and beliefs, and health-care treatment available in their country. In China, children and adolescents not only face the physical ailments associated with HIV/AIDS, but they also face a robust negative impact on their emotional well-being due to their unique culture. In the context of Chinese culture, it is difficult to separate the illness from its associated cultural stigma. Therefore, children and adolescents with HIV/AIDS may be viewed by some as immoral and as such, are actively discriminated against and are ostracized due to a belief that others will “catch” HIV/AIDS from being in their presence. School/educational psychologists are challenged to assume a role that could be critical to help the educational system because acceptance of those with medical and psychological differences is needed. Comprehensive culturally sensitive programming should be offered to address these issues and could be implemented at the classroom and school levels. It is critical that school professionals, government leaders, and health-care practitioners work together to develop and implement culturally-sensitive preventative efforts to address the stigma and discrimination of youth in China with HIV/AIDS.

KEYWORDS:

• HIV/AIDS
• China
• neuropsychological
• psychoeducational services; cultural competence; international school practice issues

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yuan Yuan Wang

Yuan Yuan Wang, Ph.D., is a Lecturer in Psychology at De Montfort University, UK. Her research primarily focuses on mental health, mood disorders, and clinical psychology. Dr. Wang completed her Ph.D. in psychology at the University of Macau.

Rik Carl D’Amato

Rik Carl D’Amato, Ph.D., serves as a Distinguished Research Professor in school psychology and clinical neuropsychology at The Chicago School of Professional Psychology. D’Amato has published 12-books and hundreds of periodicals, chapters, and reviews. His research interests include neuropsychology, technology in teaching, proactive school psychology, cross-cultural competence, multicultural learning, international research, history of the future, and nontraditional practice. He is past Editor of APA’s School Psychology and ISPA’s International Journal of School & Educational Psychology. A former Fulbright scholar to Latvia, D’Amato cherishes his APA Jack Bardon Lifetime Service and his ISPA Tom Oakland Scholar awards. His greatest passion is teaching and mentoring current and future psychologists.

Caitlin S. Cox Treffert

Caitlin S. Cox Treffert, PsyD is a nationally certified school psychologist and field research examiner. She is a recent graduate of the school psychology program at The Chicago School of Professional Psychology and is completing a two-year residency in neuropsychology at O’Koon Psychology Group in Glenview, Illinois. Her primary research interests include intercultural competence and multicultural considerations in neuropsychology.