For Sasha!
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. CULTURAL & RACIAL IDENTITY DEVELOPMENT CHAD 202- ONLINE- WEEK 4 MONA RESSAISSI
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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
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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
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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?
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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
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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
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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)
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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
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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
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Differences: Factors that may impact the process Context Majority vs. Minority Uni-racial vs. multiracial Trauma Gender Acculturation
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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.
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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.
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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
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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
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