A cross-cultural East-West appraisal of mental health curricula

Peter Szto; Sara Ashencaen Crabtree; He Xuesong; Karen Rolf

doi:10.1921/jpts.v10i3.248

Authors

Peter Szto
Sara Ashencaen Crabtree
He Xuesong
Karen Rolf

DOI:

https://doi.org/10.1921/jpts.v10i3.248

Keywords:

mental health, social work, pedagogy, Chinese, indigenous

Abstract

This paper considers findings from a cross-cultural project comparing mental health curricula across three schools of social work located in both China, specifically Shanghai, Hong Kong; and finally, Omaha, USA. Chinese philosophies and belief systems are reviewed as they pertain to mental illness and well-being. Additionally, the influence of dominant discourses informing professional practice and the development of indigenous social work practice are considered. Findings indicate that in the Chinese universities mental health social work curricula appears to balance pedagogical approaches towards providing students with up-to-date knowledge on psychopathology and psychiatric social work, while offering significant weighting to traditional philosophies and belief systems. The discussion revolves around the issue of developing Chinese practitioners equipped to work within medicalised, health settings but with sufficient indigenous knowledge to offer culturally congruent practice to local populations.

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