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Book Chapter: Social stigma verses social inclusion of the mental disabilities and neurological diseases

TitleSocial stigma verses social inclusion of the mental disabilities and neurological diseases
Authors
Lam, YH
Issue Date2021
PublisherSociety for the Teaching of Psychology
Citation
Social stigma verses social inclusion of the mental disabilities and neurological diseases. In Wong, MS ... et al. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various Psychology courses., v. 1 (Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status), p. 15-19. Washington, DC: Society for the Teaching of Psychology, 2021 How to Cite?
AbstractIndividuals with mental disabilities and neurological diseases are often stigmatized in the society. It is important for all stakeholders to be aware of the social stigma brought against these individuals and to strive for a harmonic society and better development in the people with mental disabilities and neurological diseases. In the educational sector, it is the responsibility of teachers and students to work together to promote social inclusion and to minimize social stigma against those individuals inside and outside of the classroom. This chapter describes the activities that I adopt in teaching and cultivating social inclusion of students with mental disabilities and neurological diseases in the classroom setting.
DescriptionVol.1 titled as: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status
Persistent Identifierhttp://hdl.handle.net/10722/299762
ISBN
9781941804629

 

DC FieldValueLanguage
dc.contributor.authorLam, YH-
dc.date.accessioned2021-05-26T03:28:42Z-
dc.date.available2021-05-26T03:28:42Z-
dc.date.issued2021-
dc.identifier.citationSocial stigma verses social inclusion of the mental disabilities and neurological diseases. In Wong, MS ... et al. (Eds.), Incorporating diversity in classroom settings: Real and engaging examples for various Psychology courses., v. 1 (Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status), p. 15-19. Washington, DC: Society for the Teaching of Psychology, 2021-
dc.identifier.isbn9781941804629-
dc.identifier.urihttp://hdl.handle.net/10722/299762-
dc.descriptionVol.1 titled as: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status-
dc.description.abstractIndividuals with mental disabilities and neurological diseases are often stigmatized in the society. It is important for all stakeholders to be aware of the social stigma brought against these individuals and to strive for a harmonic society and better development in the people with mental disabilities and neurological diseases. In the educational sector, it is the responsibility of teachers and students to work together to promote social inclusion and to minimize social stigma against those individuals inside and outside of the classroom. This chapter describes the activities that I adopt in teaching and cultivating social inclusion of students with mental disabilities and neurological diseases in the classroom setting.-
dc.languageeng-
dc.publisherSociety for the Teaching of Psychology-
dc.relation.ispartofIncorporating diversity in classroom settings: Real and engaging examples for various Psychology courses.-
dc.titleSocial stigma verses social inclusion of the mental disabilities and neurological diseases-
dc.typeBook_Chapter-
dc.identifier.emailLam, YH: byinhlam@hku.hk-
dc.identifier.authorityLam, YH=rp02724-
dc.identifier.hkuros322523-
dc.identifier.volume1-
dc.identifier.spage15-
dc.identifier.epage19-
dc.publisher.placeWashington, DC-

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