Culture Identity and Wellbeing in Children and Young

Culture, Identity and Wellbeing in Children and Young People Shanti Raman Area Community Paediatrician-CP Sydney South West Area Health Service Shanti Raman

Proposed Structure of Presentation: n n n Background Definitions Hypothesis Critical theories: identity, acculturation Culture and child rearing What needs to be done Shanti Raman

Context n n Migration: universal phenomenon Unprecedented internal/ external migration Australia today: dynamic multicultural society Globalisation: – Rapid social change – Positive and negative results – Differential effects on the poor Shanti Raman

Why cultural identity and wellbeing? n n Global burden of mental health problems: in Australian children 1 in 6 Cultural influences on child development and behaviour Little scholarly work on cultural identity and links to wellbeing in Australia Emerging literature about protective role of ethnic identity Shanti Raman

Culture (Frisby, 1992) n n n As a pattern of living, customs, traditions, values, attitudes as significant artistic/humanitarian/scientific achievement of the group as “race consciousness” -guide individual identification as values, norms of the immediate context (eg of the family, streets, etc) as refers to superficial differences between macro and micro groups (ie clothing, music, speech) as refers to outer appearance (“culturally different”) Shanti Raman

Definitions n Ethnicity: – – – n ethnic self-identity ascribed ethnic identity cultural identity racial identity Nationality descent Race: measure of social exclusion/ inclusion Helms J, 1997 Shanti Raman

Distinctions: racial and ethnic identity Identity models n Racial: reactions to societal dynamics of “racial” oppression based on physical characteristics assumed to be racial or genetic in nature n Ethnic: if acquisition or maintenance of cultural characteristics (eg language, religion) are defining principles Helms 1996 Shanti Raman

Cultural Identity n captures change, uncertainty and ambiguity n incorporates diversity and pluralism there a number of different ‘selves’ at different levels and their true psychological integration will lead to better psychological functioning Incorporates any factor that may account for n n “differential” patterns of learned or shared behaviour Shanti Raman

Acculturation Those phenomena which result when groups of individuals with different cultures come into continuous first hand contact; subsequent changes in both groups (Redfield et al, 1936) Shanti Raman

Acculturation Phinney 1990, based on Berry Raman 1986 Shanti et al

So how does this relate to Childrearing. . . And child development, behaviour? Shanti Raman

Child Development …. Complex…. n Change is constant n Difference is the norm n Context is central Shanti Raman

Culture. . . Complex! n Change is constant n Difference is the norm n Context is central Shanti Raman

Relationship between Culture, Moderator Variables Nondominant Dominant Culture Influences Cultural Influences Acculturation Enculturation Ethnic/Racial Identity Moderator Variables Psychological functioning Shanti Raman

Moderator Variables n n n n Type of acculturating group (voluntary or forced) social characteristics oppression and legal constraints racism, prejudice and discrimination cultural characteristics language used and fluency individual characteristics Shanti Raman

Where does that leave us? n Examining children and development in their cultural context…. . complex n More problematic definitions: behaviour, disorder, illness, mental health, n Need to consider multiple levels: family, school, peers, society, health services Shanti Raman

Culture and child development “The biological immaturity of children is the only fact with any certainty that can be said about children’s development. ” Shanti Raman Sami Timimi 2005

Parenting is a universal, but highly variable behaviour – – – – Feeding sleeping discipline and moral reasoning toilet training teaching communicating giving affection Shanti Raman

It is known that childrearing practices influence the rate and expression of children’s development Shanti Raman

The Milestone Approach Shanti Raman

The Age Range Approach: DDST Shanti Raman

Not all children develop according to the commonly used guidelines: Methodical problems in many studies prevent generalisation of findings n n Motor precocity of African infants who sit, crawl and walk at least two months earlier than caucasian infants (Ainsworth, 1977; Geber and Dean, 1957; Capute et al, 1985) Fine motor precocity but delayed walking of Yucatecan Mexican infants compared to US norms (Solomons and Solomons, 1975) n n Advanced attainment of pencil skills in Japanese children compared to British norms (Saida and Miyashita, 1979) Slight motor delay of Mayan Indian infants compared to US norms (Brazelton, 1972) Shanti Raman

Cultural Differences in Skill and Behaviour – – – – – Early motor development Obedience Toilet training Verbal Skills Temperament Feeding Crying Independence Learning Sleeping Shanti Raman

Early Emotional Learning in Infants: A Cross-Cultural Examination n Emotional and interactive behavior learnt in the 1 st year of life: much of this learning takes place subcortically Wide review of published literature: Richman, Miller & Solomon, Le Vine et al, Barr, Brazelton, Sigel 2 widely divergent parental models: – Pedagogic – Child centred Commons Shanti Raman and Miller 1998

Cultural differences in Parental Goals n Pedagogic: major goals are for children to learn to feel emotionally independent from their parents and to develop interactive and language skills n Child-centred: a model in which the most important goal is protecting the health and survival of the infant Hallmark study: Le Vine et al 1994, Child care and culture: Lessons from Africa. Shanti Raman

Pedagogic Model Shanti Raman

Pedagogic Model (Western model) n Independence and Sleeping Patterns – infants in their own beds and often in their own rooms – lack of co-sleeping n Other Separation – relatively tolerant of other separations: eg infants left with unrelated nonresident babysitters, weekend away n Verbalizing and face to face interaction – parents believe infants are active participants in interactions – they talk to, look at, smile at and interact with infants from birth – emphasis on verbal interaction, emphasis on physical contact n Consoling Shanti Raman – mothers relatively tolerant of infant crying

Child-Centred Model Shanti Raman

Child Centred Model: largely non-western n Independence and Sleeping Patterns – Co-sleeping and breastfeeding on demand n n High physical contact Consoling – respond rapidly to crying, high rates of holding and touching – increased holding by mothers tends to result in infants who cry less n Verbalizing and face to face interaction – do not typically talk to their infants extensively – do not see infants as capable of communicating or of understanding language Shanti Raman – do not engage in stimulating face-to-face interactions

Cultural differences in Goals of Development n n Western world: career, marriage, house, car, TV Traditional (Aboriginal): achieving full tribal status Immigrant families: children better off than parents, security, pride in children’s success Factors influencing – – – Parents own status Migration story: refugee, economic, push/pull factors Religious affiliations Political environment Gender Shanti Raman

Contrasting Cultural Practices: Communication Mainstream Non-Western Adults have “conversations” with young infants. Adults endow the smallest vocalisations of the baby with meaning and intentionality, and react to them emotionally. Children learn language primarily through eavesdropping and observing. Adults usually do not “talk with” young infants. There is an emphasis on direct, verbal learning for infants. There is an emphasis on nonverbal, observational learning for infants. Shanti Raman

Contrasting Cultural Practices Mainstream Non-Western Babies spend a lot of time by themselves – sleeping in separate rooms, and amusing themselves in playpens – and learn to use verbal communication to get the attention of adults, e. g. calling out to the parent or caregiver out of necessity. Babies are often in close physical contact with the parents or caregivers. These babies learn to use nonverbal communication such as gestures with their hands or changes in muscle tone or posture to get their needs met. Adults encourage infants to learn During feeding the adult’s primary purpose self-feeding, even if learning to self- may be to ensure that the child eats an feed means making a mess. adequate meal with the minimum amount of waste or mess. Shanti Raman

Contrasting Cultural Practices Non-Western Mainstream Toilet training typically occurs Toilet training is introduced when the child is physically mature quite young. The child learns through being and able to talk. The child learns cooperative in a partnership with the parent through becoming increasingly dependent Children are provided with a scaleddown version of adult activities. During interactions in such activities the parent adjusts speech and actions to the child’s level of skill and understanding. Children learn about adult activities by being present as adults go about their jobs and household tasks. Children have responsibility to learn culturally valued behaviours and practices by observing adults. Shanti Raman

What about psychological wellbeing? Shanti Raman

? ? Wellbeing: difficult to measure n n n Meta-analysis of acculturation and adjustment (1992) No consistent unidirectional effect SES very important Low SES groups: symptoms and conflict with acculturation High SES groups with ethnic social support networks: high self esteem and coping (eg Asians) Ethnic social network + SES = sense of efficacy and adaptation Shanti Raman

Ethnic Identity and Wellbeing in Chinese and Turkish teens in Netherlands (Verkuyten 1994) n n n 4 types of identification: dissociative, acculturative (bicultural), assimilative, marginal Majority were dissociative or acculturative Turkish: those who identified with own group and biculturals had positive self esteem – Girls who were dissociative had higher self esteem than boys n Chinese: assimilative and marginal group had more negative feelings, correlated with low collectivism scores Shanti Raman

Ethnic Identity in ethnocultural youth and Wellbeing (Roberts, Phinney et al 1999) n n n n 5, 500 students in high school, Houston: AA, Euro, Hispanics, Chinese, Indian, Vietnamese, PI, mixed Measures: Ethnic identity, self esteem, coping, optimism, mastery, loneliness, depression MEIM: overall reliable across diverse groups High ethnic identity scores: associated with self-esteem, coping, mastery and optimism Correlation of ethnic salience with MEIM: high European Americans: lowest scores on ethnic identity Indian and Pakistani teens highest scores on ethnic identity Shanti Raman

Where does that leave us? n Culture, Identity, Wellbeing, Development…. . – complex+++ n Comprehensive assessment of effects of culture on children’s wellbeing may not be possible – but worth giving a shot n Need to consider multiple levels: family, school, peers, society, health services – also age, gender and language Shanti Raman

Recommendations: n n Socio-cultural/political background of immigrant gps Acknowledge importance of culture in children’s behaviour and development Understand benefits of cultural capital Assessment of cultural identity: – – – language use cultural practices and pride Perceived prejudice/discrimination religious affiliation socialisation with in-group Shanti Raman