For Sasha!
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CULTURAL & RACIAL IDENTITY DEVELOPMENT
CHAD 202- ONLINE- WEEK 4
MONA RESSAISSI
Important? Yes….
The development of a strong ethnic, cultural and racial identity serves as a protective factor against damaging social context and subsequent negative psychological and psychosocial outcomes (Fisher et al.).
Direct links between positive and strong identity and well-being and adjustment.
You may be a custodian of a child or family’s racial and cultural identity development
Strength of Cultural Identity as Indicator
Positive Correlation is Stronger!
Higher Self-Esteem
Less Prone to Depression
Less Prone to Anxiety
Higher Rate of Adjustment
Stronger Psychosocial Performance
Stronger Academic Performance
Increased Well-being, success
Considerations
How do we develop our cultural/racial/ethnic identity?
When do we develop our cultural/racial/ethnic? identity?
Differences between white and non-white groups? Age, location, gender, values etc.?
How does this impact our cultural competence service?
HOW: Development Of Racial/Cultural Identity
Racial/Cultural identity develops as children proceed through three learning processes
1. Racial/Cultural classification ability
Children learn to accurately apply ethnic labels to members of diverse groups
2. Racial/Cultural identification
Children learn to apply a concept of race to themselves through inner dialogue
3. Racial/Cultural evaluation
Children develop feelings regarding their identity, informed by significant others and society
HOW: Development of Cultural/Racial/Ethnic Identity
EXPLORATION- RECOGNIZING CULTURES AND ACTIVELY LEARNING
2. RESOLUTION- DECSION ON THE MEANING OF
ETHNICITY AND CULTURE IN LIFE
AFFIRMATION- SELECTING AND CREATING A POSTIVE RELATIONSHIP WITH CULTURE/ETHNICITY
When = Always
Even at Birth we can see differences in temperament
Children adapt the temperamental style of their culture at an early age
Racial Identity Development may be strongest during adolescence but can be tolled by various factors
Relationship to culture, self-identity can continue throughout life, particularly with changes in environment
May be cyclical or linear (surface and sophisticated)
For instance:
N. European and Australian aboriginal babies cry more, are less easily consoled than Navajo and Chinese babies
Japanese babies are more irritable than Navajo or Chinese babies
Navajo mothers have less verbal interaction with their babies in comparison to White mothers, who talk to their babies constantly
Navajo mothers engage their children via eye contact
When: Example
Both African (AA) and White American (WA) children had highly accurate racial classification ability by age 6
By third grade, slightly more WA children than AA children identified their race
By third grade, both WA and AA children showed 80% preference for their own race
By adolescence, both had achieved 100% group-appropriate choices
Differences: Factors that may impact the process
Context
Majority vs. Minority
Uni-racial vs. multiracial
Trauma
Gender
Acculturation
Cultural Competence Work: Assessing each child’s cultural/racial identity journey
If we accept the importance on this journey and its impact, the it must follow that assessment and support of same is included in prevention, interventions, support and problem-solving.
Important culturally competence tools:
Definitions of family, differences in structure and process, promoting resiliency and empowerment.
Cultural Competence Work: The Tree of Life Exercise
Strategy to get insight into child’s self-identity and struggles:
Roots: Where the child comes from; family history, ancestry, etc.
Ground: Where they are currently living; their activities
Trunk: Skills and abilities, both work and social life
Branches: Hopes, dreams, wishes, life direction
Leaves: Important people in their life, both alive and dead
Fruit: The gifts they have received from people; love, support, etc.
Cultural Competence Work: Specific Intervention Skills
Precontact
Understanding child’s ethnicity, race, language, social class, minority status
Using professional’s own racial/ethnic differences
Problem identification
Discussing racial/ethnic differences, responding to cultural cues
Adapting to the child’s interactive style and conveying understanding and validation
Cultural Competence Work: Specific Intervention Skills
Problem specification
Identifying ecosystemic sources of the child’s problems, considering the implications of discussions about the child’s cultural reality
Problem solving
Reaffirming life skills and coping strategies, applying new strategies relevant to child’s needs, acculturation, motivation for change, and comfort level