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Speaker 1: Welcome back to They were going to be looking at

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cultural and societal influences on human development, culture shapes, developmental expectations,

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parenting practices, and milestone timing. We'll look at individualistic cultures,

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and of course we know they promote autonomy and self expression,

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while collectivistic prioritize interdependence and group harmony. We'll also be

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looking at rights of passage a culturation, which can lead

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to stress and identity shifts, ethnocentric assumptions, and understanding cultural norms.

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So across cultural variations and developmental expectations, let's look at

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that motor development. Infants in some African and Caribbean cultures

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may sit or walk earlier due to active physical handling

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and massage and upright positioning. Language development. Cultures that engage

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infants in infant directed speech, such as North American middle

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class families, may see earlier verbal milestones, while culture is

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emphasizing nonverbal speech is later. In Western settings, toddlers are

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praise for sleeping alone or feeding themselves, so basically in dependence,

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while in collectivistic cultures, dependence is seen as a developmentally

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appropriate expression of family closeness. Cultural differences in parenting discipline

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and family structure vary. Individualistic cultures like the US and

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Western Europe value autonomy, choice, and self expression. Authoritative parenting

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is often associated with optimal outcomes. In collectivistic cultures, they

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value obedience, respect, family loyalty. Children are expected to conform

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to group expectations, and parenting may appear authoritarian by Western standards,

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and this includes East Asia or Latin America. Discipline strategies,

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verbal reasoning, and praise are common in Western settings. Shame, withdrawal, privileges,

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or community correction may be more common in cultures where

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emotional interdependence is emphasized. So basically collectivistic cultures. Some cultural

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groups use physical discipline as a norm. Their frequency and

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meaning very widely extend that family systems are central in

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many non Western cultures, where grandparents, aunts, and uncles are

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deeply involved in caregiving and may lead to multi generational

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households which often serve as protective buffers, especially in immigrant families.

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Femalism famialism is a strong loyalitude of family influences decision making, education,

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and even career paths and therapy. It's important to understand

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who holds authority in the family who's involved in caregiving.

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This is structural family therapy. If you remember from ANUSI

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the hierarchies, rights of passage and developmental transitions. That's what

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these represent, their marking key shifts and role status and identity.

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For instance, Borrow bat Mitzvah's Judaism signals entry into moral

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and communal responsibility. The Keen signeta celebrates transition to womanhood.

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For Latin cultures, vision quests indigenous communities, spiritual passage into adulthood,

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initiation ceremonies such as in the Massai, mark the passage

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into adults or warriorhood. The rituals themselves provide a shared

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cultural narrative of development, a public recognition of growth and

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support from elders. Another one could be confirmation and a

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Catholic religion. The absence of culturally meaningful rights in Western

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secular contexts may leave developmental transitions unmarked, which then leads

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some adolescents to seek substitute rituals risky behavior or peer validation.

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When we look at identity formations individ individualistic cultures, self

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is seen as independent with boundaries between self and others.

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Identities based on personal achievement, preferences and self expression. Adolescents

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are expected to find themselves through exploration and autonomy, focusing

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on insight, emotional expression, and boundary setting. The collectivistic individual,

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though is interdependent to find through relationships and rules. Their

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identity is formed through family rules, cultural continuity, and fulfilling obligations.

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Adolescens may prioritize group harmony over personal desire. Therapy may

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focus on relational repair, role negotiation of vary and values, clarification,

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a cultural oation, a culturation, and developmental impact. So we're

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going to look at barriers of culturation strategies. He had

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Assimilation adapt adopted host host culture, discard original culture. Separation

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is maintaining the origin culture and rejecting the host culture.

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Integration is maintaining both, and marginalization is rejection of both.

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So assimilation is adopting the host and discarding the origin culture.

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Separation maintaining the origin culture and rejecting the host culture.

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Integration and maintaining both, marginalization rejecting both a culture, rate

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of stress, role strain, discrimination, language barriers or developmental challenges.

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Identity confusion, especially an adolescence cot between family expectations and

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peer norms into generational conflict parents and children are culture

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at different rates, leading to value clashes and misunderstandings. Some

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of the protective factors include strong ethnic identity, supportive bicultural peers,

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and parenting that allows dual cultural development. Clinically, what are

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you looking for here is avoid interpreting differences as deficits,

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use tools and norms and diverse populations, or apply qualitative assessments.

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Explore cultural meanings of behavior, consider language exposure, migration history,

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and social economic context. Understand too then to parent child

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conflict and cultural context. What appears to be oppositional behavior

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may reflect the teens of culturation gap or negotiation of

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dual identities. Parents may view children as losing values while

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teens experience parental control is cultural disconnect. Therapy can help

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with bicultural dialogue and clarifying values. Also the culture, culturally

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adapt interventions and too great culturally relevant metaphors, rituals and practices,

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and just expectations for emotional disclosure. Decision making roles include

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extended family, when culturally appropriate recognizement clients men prefer directive

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guidance over open ended exploration. That's it for now, and

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it's actually that's it for that section. We're going to

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be heading over to assessment and diagnosis next. That's right,

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we'll be talking about psychometric COMPS concepts like reliability and validity.

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We'll be looking at personality assessments and intelligence tests, structured

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and unstructured interviews. It's about sixteen percent of the E

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Triple P. We'll look at the Mental Status Exam and

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a little bit more the next time.