Speaker 1: Welcome back to They were going to be looking at
cultural and societal influences on human development, culture shapes, developmental expectations,
parenting practices, and milestone timing. We'll look at individualistic cultures,
and of course we know they promote autonomy and self expression,
while collectivistic prioritize interdependence and group harmony. We'll also be
looking at rights of passage a culturation, which can lead
to stress and identity shifts, ethnocentric assumptions, and understanding cultural norms.
So across cultural variations and developmental expectations, let's look at
that motor development. Infants in some African and Caribbean cultures
may sit or walk earlier due to active physical handling
and massage and upright positioning. Language development. Cultures that engage
infants in infant directed speech, such as North American middle
class families, may see earlier verbal milestones, while culture is
emphasizing nonverbal speech is later. In Western settings, toddlers are
praise for sleeping alone or feeding themselves, so basically in dependence,
while in collectivistic cultures, dependence is seen as a developmentally
appropriate expression of family closeness. Cultural differences in parenting discipline
and family structure vary. Individualistic cultures like the US and
Western Europe value autonomy, choice, and self expression. Authoritative parenting
is often associated with optimal outcomes. In collectivistic cultures, they
value obedience, respect, family loyalty. Children are expected to conform
to group expectations, and parenting may appear authoritarian by Western standards,
and this includes East Asia or Latin America. Discipline strategies,
verbal reasoning, and praise are common in Western settings. Shame, withdrawal, privileges,
or community correction may be more common in cultures where
emotional interdependence is emphasized. So basically collectivistic cultures. Some cultural
groups use physical discipline as a norm. Their frequency and
meaning very widely extend that family systems are central in
many non Western cultures, where grandparents, aunts, and uncles are
deeply involved in caregiving and may lead to multi generational
households which often serve as protective buffers, especially in immigrant families.
Femalism famialism is a strong loyalitude of family influences decision making, education,
and even career paths and therapy. It's important to understand
who holds authority in the family who's involved in caregiving.
This is structural family therapy. If you remember from ANUSI
the hierarchies, rights of passage and developmental transitions. That's what
these represent, their marking key shifts and role status and identity.
For instance, Borrow bat Mitzvah's Judaism signals entry into moral
and communal responsibility. The Keen signeta celebrates transition to womanhood.
For Latin cultures, vision quests indigenous communities, spiritual passage into adulthood,
initiation ceremonies such as in the Massai, mark the passage
into adults or warriorhood. The rituals themselves provide a shared
cultural narrative of development, a public recognition of growth and
support from elders. Another one could be confirmation and a
Catholic religion. The absence of culturally meaningful rights in Western
secular contexts may leave developmental transitions unmarked, which then leads
some adolescents to seek substitute rituals risky behavior or peer validation.
When we look at identity formations individ individualistic cultures, self
is seen as independent with boundaries between self and others.
Identities based on personal achievement, preferences and self expression. Adolescents
are expected to find themselves through exploration and autonomy, focusing
on insight, emotional expression, and boundary setting. The collectivistic individual,
though is interdependent to find through relationships and rules. Their
identity is formed through family rules, cultural continuity, and fulfilling obligations.
Adolescens may prioritize group harmony over personal desire. Therapy may
focus on relational repair, role negotiation of vary and values, clarification,
a cultural oation, a culturation, and developmental impact. So we're
going to look at barriers of culturation strategies. He had
Assimilation adapt adopted host host culture, discard original culture. Separation
is maintaining the origin culture and rejecting the host culture.
Integration is maintaining both, and marginalization is rejection of both.
So assimilation is adopting the host and discarding the origin culture.
Separation maintaining the origin culture and rejecting the host culture.
Integration and maintaining both, marginalization rejecting both a culture, rate
of stress, role strain, discrimination, language barriers or developmental challenges.
Identity confusion, especially an adolescence cot between family expectations and
peer norms into generational conflict parents and children are culture
at different rates, leading to value clashes and misunderstandings. Some
of the protective factors include strong ethnic identity, supportive bicultural peers,
and parenting that allows dual cultural development. Clinically, what are
you looking for here is avoid interpreting differences as deficits,
use tools and norms and diverse populations, or apply qualitative assessments.
Explore cultural meanings of behavior, consider language exposure, migration history,
and social economic context. Understand too then to parent child
conflict and cultural context. What appears to be oppositional behavior
may reflect the teens of culturation gap or negotiation of
dual identities. Parents may view children as losing values while
teens experience parental control is cultural disconnect. Therapy can help
with bicultural dialogue and clarifying values. Also the culture, culturally
adapt interventions and too great culturally relevant metaphors, rituals and practices,
and just expectations for emotional disclosure. Decision making roles include
extended family, when culturally appropriate recognizement clients men prefer directive
guidance over open ended exploration. That's it for now, and
it's actually that's it for that section. We're going to
be heading over to assessment and diagnosis next. That's right,
we'll be talking about psychometric COMPS concepts like reliability and validity.
We'll be looking at personality assessments and intelligence tests, structured
and unstructured interviews. It's about sixteen percent of the E
Triple P. We'll look at the Mental Status Exam and
a little bit more the next time.