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Running head: PSYCHOLOGICAL INTERVENTION AND CULTURE 1

PSYCHOLOGICAL INTERVENTION AND CULTURE 2

Psychological Intervention and Culture: A Case of Nigerian Children

There are a number of challenges that psychologists are confronted with each other day of practice. The case of a mental health worker presented with a group of youngsters from Nigeria is one example. These children are noted to have experienced extremely challenging living conditions in their previous residences that they are psychologically affected and in need of aid. This article analyses their situation while paying attention to, among other things, the psychological effects of violence, an intervention program, elements to be incorporated into a prevention program, debate between cultural universality and cultural specificity, importance of considering cultural traditions as well as ethical considerations in intervention.

Psychological Effects of Violence

The first thing to be considered is a description of the psychological effects of violence the children from Nigeria may be experiencing. In this case, it is essential to consider age and gender. The children are noted to have been exposed to violence before arriving at a refugee camp in Nigeria. The violence included watching their houses being burned as well as families getting murdered and even sexual assault (Pearsall & Hernon, 2009). Some of the effects of this exposure include post traumatic stress disorders. With the symptoms varying by age, the children might exhibit nightmare instances, intrusive thoughts, fear for exploring beyond their immediate environment, and a tendency for clinginess. Withdrawal or aggressions are likely to be longer term effects depending on age and environment. The younger children particularly are likely to have their developing brains affected by stress such that focus, impulse and memory are impaired. This contributes to the conditioning to react with fear as noted above. Girls, particularly, may fear interaction with older men, considering them a threat as witnessed or experienced in sexual assault. In older children, the anger and desire for vengeance accompanying such exposure may lead to perpetration of violence in later years.

Intervention Program

Other than the psychological effects described above, it is further important to consider an intervention program. Intervention is important in this case to address the exposure. Ensuring the safety of the children is the first step in intervention. Working with the child to identify foster families makes them less vulnerable. Safety for the family and communities might also be assured in this case by ensuring they understand the background of the children and the need for special attention. Mental health treatment and counseling sessions need also be arranged for each of the children with their foster families so as to track their progress. These can be done through individual therapy and intervention groups that allow the children to interact occasionally and share their progress with each other.

Elements to Incorporate in a Prevention Program

In order to foster resilience in the children from Nigeria as well as break the cycle of violence there are certain elements that can be incorporated into an intervention program. Resilience in this case, as defined by the American Psychological Association, refers to the process of adapting well in the trauma, tragedy and other sources of stress (APA, 2016). It can be looked at additionally as bouncing back from a considerably difficult experience. Prevention programs therefore aid in keeping one at bay from violence and its effects, making one stronger. An example is a defending childhood initiative to prevent the exposure of children to violence by Pearsall Beth and Hernon Jolene in the National Institute of Justice (Pearsall & Hernon, 2009). This existing program utilizes best practices learnt such as increasing awareness through an evidence based curricula. With this background in mind, elements that I would incorporate in the prevention program therefore are training for family, individuals and communities, enhancing data collection mechanisms to track incidents of violence, widening the range of partners in the fight to aid children exposed to violence as well as occasional evaluation. Specific individual elements for the children would involve building connections, accepting change, taking care of oneself and nurturing a positive view of self and life in general as well as decisiveness.

Cultural Universality and Cultural Specificity

Further consideration essential to be made is the debate that exists between cultural universality and cultural specificity. This debate arises from the need to be culturally sensitive in assessing trauma symptoms. It specifically focuses on the aspect of non western cultures making use of western approaches in diagnostics and treatment. On one hand, cross cultural universality is of the opinion that syndromes are similar across cultures. On the other hand, cultural specificity seeks to identify symptoms in relation to culture. Within the context of the ethics code of conduct, it is possible to reconcile this debate. In this regard, the standard on assessment holds that the psychologist only makes conclusions on assessment based on information gathered to substantiate the conclusion (APA, 2016). One therefore needs to approach each case as unique and conduct all associated cultural research without assuming otherwise or generalizing.

Incorporating Culture

It is important that consideration is taken on cultural traditions in the design of an intervention program. Adaptation is important to show respect to another’s cultural values as well as improve abilities to connect with the target. The relevance of one’s actions is also improved in this way as is increased involvement from members of the target group. Nigerian cultural traditions for instance include religious festivals such as Egungun among the Yoruba where the dead are remembered. It is believed that their souls protect the living. Other than this, there is also emphasis placed on extended family among most communities in Nigeria. This knowledge can be used in designing the intervention program by enabling interaction of the children with available older members of their community to learn about and appreciate their traditions. Religion can be used to strengthen them spirituality thus aid in psychological healing. Keeping in touch with others from Nigeria also helps them maintain a social bond that is important in adjusting.

Ethical Considerations

It is further essential to note that there are ethical considerations to be made in intervening with children as victims of violence in general as well as concerning cultural issues in particular. According to the ethical principles of psychologists and code of conduct for example, psychologists need to respect the dignity as well as worth of all individuals especially as regards self determination (APA, 2016). In the case of the Nigerian children specifically therefore, there will need to be procedures to ensure the children are well informed of their options and involved in decision making. Consideration of cultural factors is also essential. Other than this, there is also the ethical need to pay attention to accuracy as well as honesty in completing psychological duties for the children. Generally, there is need to avoid unclear commitments as well as strive to correct any likelihood of mistrust or harm that may result from unclear procedures. This may involve, for instance, placement in foster homes without considering individual characteristics of the child. If the child is found to come to harm where hosted, or otherwise record no progress, a change may need to be recommended as well as implemented.

References

APA. (2016). Ethical Principles of Psychology. Retrieved from http://www.apa.org/ethics/code/index.aspx

Pearsall, B., & Hernon, J. (2009). Preventing Children's Exposure to Violence. Retrieved from www.nij.gov/journals/270/pages/defending-childhood.aspx

Williams, R. (2015). Psychosocial Consequences - Children Exposed to Terrorism. Retrieved from http://www.medscape.com/viewarticle/533619_4