Theoretical and Practical Challenges of Assessing Developmental Disabilities in Ethiopian Children and Families
Abstract
This short communication attempts to reflect on the theoretical and practical challenges of assessing the various forms of developmental disabilities of children in the Ethiopian context and encourage discussions among researchers and practitioners working in the area of child well being and their families. The commentary posits some critical issues such as the importance of contextualizing the meaning of developmental disabilities and developmentally appropriate behavior, societal attitudes towards disability and the opportunities we have to explain and interpret these issues in terms of culturally embedded knowledge are discussed. It also reminds the academia on the importance of looking inwardly and grasp the essentials of cultural and institutional heritages and assets for the development of indigenous psychological knowledge and synthesizing it with the mainstream psychology to arrive at sound theoretical and practical solution to mitigate child related developmental problems.
Downloads
References
Mental Health Problems and Challenges ifacing the Ethiopian Diaspora World-wide. http://www.ethioden hang.nl
Mpofu, E. (n.d) Conduct disorder in children: presentation, treatment options and cultural efficacy in an African setting. International Journal of Disability, Community and Rehabilitation, 1(3), Retrieved from http://www.ijder.ca/vol02 01 CAN/articles/mpofu.shtml Misra, G., and Gergen, K. J. (1993). On the pace of culture in psychological sciences. International Journal of Psychology, 28,225-243. Nisbett, R. E. (2009). Intelligence and how to get it: why schools and cultures count: N.Y. W. W. Norton & Co. Nsanenang, A.B. & LO-OH, J. L. (2010). Afrique Noire. In Marc H. Bernstein (ed). Hand book of Cultural Developmental Science (pp 383-407): Taylor and Francis Group, LLC. Richters, J. & Weintraub, S. (1990). Beyond diathesis: toward an understanding of high-risk environments. In J. Rolf etal. (eds). Risk and Protective Factors in the Development of Psychopathology (pp 67-96). Cambridge University Press. Seyoum Tefera (1992). Brain–drain among academicians in two higher education institutions in Ethiopia. The Ethiopian Journal of Education, 10, (2), 27-46. Spencer, J. P. & Perone, S. (2008). Defending qualitative change: The view from dynamical systems theory. Child development, 79, 1639-1647.
Teketel Hailemariam. The Brain Drain in Ethiopia: What to do? http://chora.virtualave. net/brain-drain6.htm.
Teshome G. Wagaw (1979). Education in Ethiopia: Prospect and Retrospect. Ann Arbor. The University of Michigan Press. USAID (2008). Ethiopia Atlas of key demographic and health indicators, 2005. Calverton. Macro International Inc. Yarrow, M. R., & Sherman, T. (1990). Hard growing: children who survive. In J. Rolf etal (eds). Risk and Protective Factors in the Development of Psychopathology (pp 97-119). Cambridge University Press.
