This book brings together a selection of theoretical reflections, empirical researches and professional experiences to showcase the increasing production of psychological studies in rural contexts developed in Latin America in recent years. Psychology’s tradition of science and eminently urban profession has produced a void of reflections and approaches on important actors of the societies that constitute their existence in rural contexts and in relation – whether of integration, conflicts and contradictions – with urban agents. But a new generation of psychologists are turning their attention to rural contexts, especially in Latin America. This volume aims to present a selection of these psychological studies and interventions developed in rural contexts from a psychosocial and interdisciplinary perspective, developed together with various social actors who live and work in rural spaces, that have an important relationship with land and nature both in terms of the elaboration of their history, the production of their subjectivities and identity ties with the territory, and the engagement in struggles for the right to land and for public policies that guarantee access to education and health services, technical assistance and infrastructure for its working activities. The book is divided in five parts, each one dedicated to a dimension of psychosocial studies and interventions in rural contexts: theoretical approaches; mental health and rural populations; social movements, communities and resistance practices; gender relations and subjectivation processes; and environment and sustainability. Chapters in each axis prioritize reports of experiences and research conducted with participatory approaches, producing new perspectives and reflections that contribute to the advancement of knowledge in the field of psychology, both regionally and globally.

This volume represents current and futuristic thinking of seminal rural education researchers, with the goal of providing perspectives and directions to inform the work of rural education research, practice, and policy. With an emphasis on leveraging collaboration among key rural education stakeholders, this title both outlines our current research knowledge base and maps a future research agenda for maximizing the educational experiences and achievement of rural K-12 students and their families and educators in the United States. In examining the interrelated impacts of teacher practices, family engagement, school/community environment and contextual factors, the book offers the evidence-based insights of seminal researchers on issues ranging from professional development and family-school partnership approaches to methodological considerations. It also explores the needs, opportunities and realities associated with translating research to the arenas of practice and policy – while considering how the latter can inform future scholarship.

This book explores the risk and protective factors of rural life and minority status for youth and their families. It provides innovative perspectives on well-documented developmental challenges (e.g., poverty and lack of resources) as well as insights into the benefits of familial and cultural strengths. Coverage includes recent theories in child development, empirical studies of rural minority populations, and leading-edge interventions for urgent issues. The volume presents a spectrum of opportunities for understanding and providing services for youth in the United States through the lens of a diverse collection of ethnic minority experiences in rural settings. Topics featured in this volume include: Theoretical models focused on the intersection of ethnicity and rural settings. Family processes, child care, and early schooling in rural minority families. Promising strategies for conducting research with rural minority families. Strengths-based educational interventions in rural settings. Promoting supportive contexts for minority youth in low-resource rural communities. Rural Ethnic Minority Youth and Families in the United States is a valuable resource for researchers and professors, clinicians and related professionals and graduate students across such disciplines as clinical child, school and developmental psychology, family studies, social work and public health.

Rural Families and Work focuses on the findings of the Rural Families Speak research study and the theoretical frameworks that are utilized to examine the context of rural low-income families’ employment. This volume provides a solid foundation for understanding rural employment problems and issues. Family ecological theory is the central framework with a discussion of theories that contribute to the opportunities for the contextual research, including family economic stress theory, human capital, human capability, and some selected policy frameworks. Employment is addressed through review of policy issues, community contexts, family and social support, and available resources. Throughout the volume future research directions and applications are highlighted.

This Handbook outlines in detail the features and challenges of rural and remote mental health service delivery and pragmatic considerations to address these, to ensure people in less populated areas receive an equivalent quality of service to their city-dwelling counterparts. The scope of the book includes general descriptions of the rural and remote context as well as the professional and ethical considerations involved in working in these areas. The book includes information specific to the professions that contribute to effective and efficient mental health services, as well as addressing specific areas of practice that warrant focused attention because of their importance. In order to cover the field comprehensively, the Handbook has four sections. The first section deals with the general context of rural and remote practice including a description of the general features of the setting and the importance of attention to ethical and professional standards. The second section of the Handbook describes different ways of working in rural and remote contexts. Rural and remote contexts provide many opportunities for innovation and creativity but it is imperative that novel approaches do not compromise the quality and integrity of the service. The third section covers individual professions in detail and the fourth section focuses specifically on particular areas of practice that present challenges for rural and remote areas. Academics will find this Handbook a valuable evidence-based resource to enhance their teaching of undergraduate and postgraduate mental health students. Practitioners will find this book an important reference guide to enrich and broaden their rural and remote experiences. They will be informed of the latest research evidence and will be provided with practical advice and strategies to promote advanced clinical practice in this challenging context.