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Taoism and Confucianism both exited simultaneously as philosophies of living in dynastic China. Although there has been an increasing popularity in scientometric studies, religion and health (R&H) literature lacks a holistic evaluation investigating articles relevant to Taoism and Confucianism. All publications produced in Taoism and Confucianism literature and indexed in Web of Science (WoS) databases between 1975 and 2018 were included in this study. Database search on health and Taoism literature retrieved 199 documents from WoS databases. Main research areas were Psychology, Religion and Behavioral Sciences (24.121, 21.608 and 20.603, respectively). The USA ranked first with 38 papers followed China, Taiwan and the UK (n = 35, 20 and 6 documents, respectively). Hong Kong Polytechnic University from China was the most contributor institution in health and Taoism literature. A total of 448 documents were published in health and Confucianism literature between 1975 and 2018, and original articles covered 93.08% of all literature. China was leading country with 126 articles followed by the USA, South Korea and Taiwan (n = 97, 35 and 35 items, respectively). The most productive institutions were City University of Hong Kong (China), Karolinska Institute (Sweden) and University of Hong Kong (China). Researchers from developing and least developed countries should be encouraged to carry out novel scientometric studies in R&H literature. [ABSTRACT FROM AUTHOR]

The stigmatization of children with disabilities at school is a culturally widespread social justice challenge. The paper is the second of a two-part series. In the first paper (Haight, Kayama, Ku, Cho, & Lee, 2016), we described the problem of stigmatization from the perspectives of experienced elementary school educators in Japan, South Korea, Taiwan and the US. In this paper, we focus on the solutions provided by these same educators; specifically, their perspectives on socialization practices to minimize stigmatization and support the development of self for children with disabilities and their typically-developing peers. We conducted cross-cultural analyses of individual, semi-structured, audio recorded interviews with 26 Japanese, 43 South Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all research sites described socialization practices to support children with disabilities and their typically-developing peers. For children with disabilities, US educators focused on individualized support provided in private to minimize stigmatization. East Asian educators intentionally involved peers in supporting children with disabilities. For typically-developing peers, educators described cultivating empathy (Japan), providing formal disability awareness programs (South Korea), teaching moral values (Taiwan) and respecting individual differences (US). We discuss these socialization practices within educators' sociocultural-historical contexts. Educators' perspectives can be used to develop culture- and stigma-sensitive intervention programs for children with disabilities and their peers. [ABSTRACT FROM AUTHOR]

The stigmatization of individuals with disabilities is a widespread social justice issue. This paper introduces a study of disability, stigmatization and self for children with disabilities and their typically-developing peers. It is the first of two companion papers. It examines the problem of stigmatization from the perspectives of experienced elementary school educators practicing in diverse cultural contexts. We conducted cross-cultural analyses of individual, audio recorded interviews with 26 Japanese, 43 Korean, 16 Taiwanese and 18 US educators, including school social workers. Educators from all four cultural groups described disability and stigma as challenging children's development of self: children with disabilities may experience the self as isolated and inadequate, and typically-developing peers may experience the self as lacking culturally expected values of empathy and respect. Educators' understandings of children's experiences also were culturally nuanced. Educators variously described children with disabilities as experiencing a sense of not belonging [Japan], loss of motivation [South Korea], too much shame [Taiwan], and low self-esteem [US]. They variously described typically-developing children as challenged to show empathy [Japan], include children with disabilities in their peer group [South Korea], develop benevolence [Taiwan], and show respect for individual differences [US]. We contextualize educators' perceptions within their specific sociocultural-historical contexts. Our second paper will focus on solutions; specifically, educators' perspectives on how to minimize stigmatization and support the development of self for children with disabilities and their typically-developing peers. Together, these companion papers provide social workers with valuable perspectives for eliminating the stigmatization of children with disabilities in future generations. [ABSTRACT FROM AUTHOR]