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Chapter 6: Working with Diverse Children, Parents, and Families. Ana Vanessa Serrano García Multicultural Issues in Human Services Guest Lecture, Fall Semester 2012. Objectives. Recognized the role culture plays in children’s development. - PowerPoint PPT Presentation
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Chapter 6: Working with Diverse Children, Parents, and FamiliesAna Vanessa Serrano GarcíaMulticultural Issues in Human ServicesGuest Lecture, Fall Semester 2012
Objectives
• Recognized the role culture plays in children’s development.
• Identify the differences in parenting styles of individuals with diverse cultural backgrounds.
• Explain the importance of culturally sensitive treatments for children with diverse cultural and ethnic backgrounds.
The Big Picture
"Strangers in a new culture see only what they know."
-Unknown
The election of President Barak ObamaFor the African American community:
• Means the triumph of the values of the pioneers who paved the road to make it possible to obtain the “American Dream.”Self-empowerment, pride, resiliency, self-care
• Awareness of the social process in place to de-humanized, minimized and maintain communities, families and children of color in situations of disadvantage.
Community Psychology• Social problems are a reflections of systemic problems
• Changes can only be achieved through a systemic approach, impacting each layer, viewing society as a whole.(Individuals lives; Social networks; Support systems; Communities)
• Focus on correcting- victimization vs. empowerment• Social injustice• Promoting well-being• Cessation of oppression for disadvantage people• Prevention and promotion of mental health
Development of Racial Identity
• The genetic predispositions and patterns of cultural conditioning, shape the way we interact.• Children of color: early awareness of racial differences (3
to 4 years)• Evolves from the sequential acquisition of three learning
process:• Racial classification ability-learning to apply ethnic labels
accurately to diverse groups• Racial identification-learning to apply the newly gained concept
of race to him or herself.• Racial evaluation-the creation of an internal evaluation of one’s
own identity
Scenario 1
Clark: Is an African American boy in denial of his racial identity.
Do young African American children today follow the same pattern of racial identity of the study?
Racial Identity Formation (results)Racial Awareness Euros Afro
Racial classification: Develop the ability by ages 4-5
Develop the ability by ages 4-5
Racial Identification -Preschool: Children exhibit 80% Euro response, -Third grade: Had 90% pro-euro responses,
-Children exhibit 50%
-Exhibit 80% Afros response
Racial evaluation -Preschool: Exhibit 90% pro-Euro responses
-Exhibit 80% pro-Euro responses. In Adolescence reverse responses 90% pro-Afro
Racial acceptance - 50% acceptance of Afro playmates, -Third grade:80% own race
- 60% acceptance of Euro playmates-Third grade:80% own race
Adolescent Racial Identity• Race and racial identity issues become more relevant.• Absorb stereotype images of being of color• Reject characteristics and behaviors associated as being
White. • Turn toward their own group and reject of the majority and its
values and often adopt an “oppositional stance or Identity”• Emergence of a greater individualization and diversification of
racial identity.• Greater awareness of the systematic exclusion of Black people
from full participation in society
Erickson’s ModelAfrican American Adolescents• Form stable integration of self-image earlier in life• Homogeneous/ sameness in how they see themselves• Rigid and fix expectations of future images of parenting, fantasies
of future accomplishments and availability of positive roles• Exhibit identity foreclosure• Greater capacity for coping with life
White Adolescents• Identify progression and moratorium(slow steady movement
toward definition of self)• Experience higher levels of confusion, disequilibrium and
Personal exploration
Learning Styles
• Research studies suggests that the lower academic
performance documented in children of color is due to the
differences between their learning styles and the teaching
styles within the school systems.
• Attributed to Institutionalized racism.
• The academic performance improves when the teaching styles
match they ways children from minorities learn.
Learning Styles: Three Types of Ethnic Minorities
Autonomous• Tend to be small in
numbers • experience
prejudice but not widespread oppression.
• Possess traits related to academic success and do well
• Successful role models
Immigrant • Migrate to improve
their living conditions.
• Negatively perceived by others but not by themselves.
• Can returned home if conditions in the US do not improve.
• Tend to perform well academically.
“Cast-like” minorities• Disproportionate
amounts of school failure.
• Objects of systematic racism and disadvantages (systemic).
• View academic success as “acting white”
Parenting
Seeks to create a safe environment where their child can go throw the developmental stages unharmed. Parents of children of color have the additional variable of race to consider.
• Create a buffer zone against negative attitudes and stereotypes.
• Teach them how to deal with the feeling/emotions that can emerge from experiencing racism.
• Prepare their children cognitively for the world outside the buffer zone.
Scenario 1
• Ho: Issues on parenting in culturally diverse families.
The role each parent play and the decisions he or she makes in the upbringing of the children has everything to do with the culture.
Preparing the Child • Parenting for Self-esteem • Strategies to promote Self-esteem
• Physical punishment to discipline vs. gentler discipline• Parental distance/absence vs. closeness and support of extended
family• “Blame the victim” attitude vs. positive attitudes toward owns race
• Emotionally for Racism• Children should not feel alone in their struggles through racial
issues .• Support-Parents should model the strategies to deal with racial
situations and allow them to handle situations by themselves.
Preparing the Child (Cont.)
• Things to avoid:
• Verbal regimen of “Black is beautiful” (if it is, why do I need to
say it?)
• Too permissive or accommodating out of guilt may harm the
development of coping strategies.
• Overly authoritarian , instead of “toughen them up” may
eventually lead to abuse and promotion of violence cycle.
• Compensatory mechanism may encourage the child to remain
passive and to avoid aggressive behavior.
Preparing the Child (Cont.)
Helping them understand racism
• Don’t deny or avoid talking about racism, it confuses them and
promotes a passive approach in dealing with their ethnic identity.
• “Learning the truth” when the child is older my be more harmful.
Learning to deal with racism is a on-going process that should be
address as the child experiences it.
• Contribute to develop strong and positive ethnic identities based
on values inherent to their ethnic group to “cancel” or
counteract the negativity.
Preparing the Child (Cont.)
• Racial hatred is a social not an individual or personal problem. At the
same time, Parents should not expect certain behaviors because who
their child is ethnically.
• “Interdependence of fate”- Joining the group for support in some cases
may lead to blaming a subgroup for the fate of everyone (people with
light skin vs. people with darker skin.)
• Children should learn not to fear multiple alliances (multicultural
competence). By forcing children into groups in order to preserve their
ethnic identity might result in the opposite.
• Children usually model their parents. Any issue or struggle parents may
have with ethnic identity might be reflected on the child.
Scenario3
• Bicultural families: The dynamics of bicultural couples, their relationships and their unique perspectives their children face.
Bicultural Children & Families
Bicultural families represent an important and little-understood growing sector of American society.
Three prevalent Myth Reality
Turn out to be very tragic and marginal individuals.
Can develop healthy ethnic identities and find stable social place
Must choose to identify with only one parent (group).
The opposite: healthy identities involves an integration of both cultures, making it unique
Uncomfortable discussion their ethnic identity with others.
Welcome the opportunity to discuss and explore who they are ethnically
Bicultural Couples
Psychological Profile
• Type 1: Tend to approximate extremes in healthy functioning-
advance communication skills, good cultural understanding of each
other, strongly motivated to be open and working through difficulties.
• Type 2: Individuals who enter in a bicultural relationship for
unconscious reasons and unaware of the circumstances and poor
interpersonal skills a little insight.
Bicultural Couples (Cont.)
• Why entering in bicultural relationships?• Personal attraction• Asserting/affirming their autonomy –• Whites: from over controlling families• African Americans: “overcoming limits” place on them by
racism.• African American families were more accepting of the
bicultural couple than Whites. • Reported frequent focus on issues of race and ethnicity
and work actively to resolved them (hurtful in nature and as result of attachment issues)• Experience rejection and social isolation.
Bicultural Couples (Cont.)
• Reported frequent focus on issues of race and ethnicity and work actively to resolved them (hurtful in nature and as result of attachment issues)• Experience rejection and social isolation.
• Interfaith Couples• Must agree to learned to share practices in the home and
religious education.• Bicultural couples of color• Must learned to live with their partners values, lifestyle priorities
and expectation- traditions and values acquire more significance even if they were not as important before.
Bicultural Relationships
Bicultural Children• Psychologically, they received the reflection of the conflicts
and tensions that plays out in the broader society and within the family.
• Develop a racial identity early in life-”What are you?”• Important to remember they are “Not merely reflections of
the two sides but the unique integration of them.”• More successful in the identification process when issues of
race are discuss openly and frequently and are in contact with integrated environments and positive role models of both ethnic groups.
Bicultural Relationships
Bicultural Children• Strong pressure to choose one ethnic group over the other,
specially during the adolescence.
• Experience rejection early on and the parents are not always aware of the existing differences between them and their child (not an extension of them.)
• Child tends to overly empathize identify with the parent who’s cultural support system is more limited. In case of single parents, they tend to identify with the lone parent.
Bicultural Relationships
Adopted Children• Second source of bicultural families.• Voices against interracial adoptions:• White parents are incapable of providing adequate connection
with the culture of birth and training on how to deal with racism.• Very few White parents understand the complexities of ethnicity
and racism, therefore many children of color feel isolated.• Confusion: contradictory messages:
• Positive vs. negatives feeling from parents (as representatives of the culture who discriminates against them.
• The broader social groups vs. home environment
Therapy with Bicultural FamiliesThree compromising dynamics for the racial identity development• Messages about race in the family – Therapist must point out the
negative messages they sent to the child, so they can change them. • Negatives messages encourage the child’s incapable of embracing
the parts of him or herself associated with negative messages.• Creation of perception of “sides must be taken”- Help parents
become aware of the existence of loyalty binds and allow the child to create relationships with each parent on their own terms.
• External racism: prepare the child for the world. Promote open communications about race
Therapy with Bicultural FamiliesCulturally Sensitive• Requires simultaneous attention to:• Expanded definition of family
• Male dominated and hierarchal families (Mexican American) • Use nondeficit deficit definition of family structures and process
• Focus on the strengths: African American families have a strong influence of the mother figure.
• Resiliency as a therapeutic goal• Strengthening personal characteristics in the child that will allow hi
or her to cope better in stressful situations.• The reality of biculturalism
• Learns to negotiate, tolerate competing cultural values and practices.
Therapy with Bicultural Families
Narrative Therapy with Children• Framework emphasizes social justice and multiculturalism.• Unique elements: combines the nonblaming, collaborative
and contextual based approach.• Based on postmodern ideas.• The self is co-created through the interactions with others
and the society; there is no single self but many selves, “multi-storied” and multi-selves”.
• Societal discourses work to influence and shape the stories and selves. (Ex. Classism, sexism, racism etc.)
• The problem is the “problem” not the individual.• Technique-Externalization.
Therapy with Bicultural Families
Narrative Collective Practice: The tree of life• Adapted to work with children in group or collective
settings.• The tree of lives: exercise to enable children talk about
their lives in a way that makes them stronger.• Generates a second story focus on strengths and skills.• Four parts:• The tree of life- Our roots• Forest of life- Our story• Storms of life –The bad things• Celebration of life- What I gain
Therapy with Bicultural Families
School-Based Social Justice Intervention Program• Aimed at working with youth at risk for academic,
behavioral and emotional difficulties.• Goal: encourage greater achievements and socio-
emotional growth.• Integrated cognitive behavior psychoeducational models
for:• Building and promoting competence, growth and change through
development of insight and specific skills.• Acknowledges the injustices and oppression present on the lifes
of the participants
“Our cultural strength has always been derivedfrom our diversity of understanding and experience.”-- Yo-Yo Ma (French-Born American Cellist, United
Nations Messenger of Peace; b. 1955)
Thank you!