child and adolescent counseling chapter 2

Chapter Developmental and Cultural Considerations To have one’s individuality completely ignored is like being pushed quite out of life Like being blown out as one blows out a light Evelyn Scott © 2011 Brooks/Cole, A Chapter objectives After reading this chapter, you should be able to: • Discuss ways to understand the needs of children • Outline theories and other explanations of physical, cognitive, and social development • Define culture • Demonstrate the knowledge, skills, and awareness of cultural competence © 2011 Brooks/Cole, A Children's well being “A state of complete physical, mental and social well-being, and not merely the absence of disease” (http://www.who.int/topicsmental_health/en/) © 2011 Brooks/Cole, A The Personal World of the Child SELF-ACTUALIZATION (Fulfillment of Potential) _ SELF ESTEEM (Feeling good about oneself) LOVE AND BELONGING (Feeling accepted as a part of a group) SAFETY NEEDS (Personal and psychological) PHYSIOLOGICAL NEEDS (Food, shelter, water, warmth) © 2011 Brooks/Cole, A Child Development • Physical • Cognitive • Social © 2011 Brooks/Cole, A Brain development • Structure of the brain • Processes of the brain • Implications for counseling © 2011 Brooks/Cole, A Piaget’s Stages of Cognitive Development Stage Type of Development Age Infancy Sensorimotor 0-2 Childhood Pre-Adolescence Adolescence through Adulthood (learns through senses) Preoperational (egocentric thinking) Concrete (need concrete aids for learning) Formal (are capable of abstract thought) © 2011 Brooks/Cole, A 2-7 7-11 11+ Erikson’s Stages of Social Development STAGE I: BIRTH TO AGE 1/2 • Basic Trust versus Basic Mistrust STAGE II: AGES 1/2 to • Autonomy versus Shame and Doubt STAGE III: AGES to • Initiative versus Guilt STAGE IV: AGES to 12 • Industry versus Inferiority STAGE V: AGES 12 to 18 • Identity versus Role Confusion STAGES VI, VII, and VIII • Adult Stages © 2011 Brooks/Cole, A Developmental Perspectives Approximate Age Normal Achievements Common Behavior Problems 0-2 Eating, sleeping, attachment Stubbornness, temper, toileting difficulties Mental retardation, feeding disorders, autistic spectrum disorders 2-5 Language, toileting, selfcare skills, self-control, peer relationships Arguing, demanding attention, disobedience, fears, overactivity, resisting bedtime Speech and language disorders, problems stemming from child abuse and neglect, some anxiety disorders such as phobias 6-11 Academic skills and rules, rule-governed games, simple responsibilities Arguing, inability to ADHD, learning disorders concentrate, selfSchool refusal behavior, consciousness, showing off conduct problems 12-20 Relations with opposite sex, personal identity, separation from family, increased responsibilities Arguing, bragging Clinical Disorders Anorexia, bulimia, delinquency, suicide attempts, drug and alcohol abuse, schizophrenia, depression From Abnormal child psychology (4th Ed.), (p 34), by E J Marsh and D A Wolfe, (2010), Belmont, CA: Wadsworth Copyright 2010 by Wadsworth Publishing Reprinted with permission © 2011 Brooks/Cole, A Culture (Culture is) a way of life of the totality of the individual artifacts, behaviors, and mental concepts transmitted from one generation to the next in a society It is visible and invisible, cognitive and affective, conscious and unconscious, internal and external, rational and irrational, and coercive and permissive at the same time… generally out of sight and out of mind….People take it for granted (Vontress, 1995) © 2011 Brooks/Cole, A Cautions Pederson also includes: • Diagnoses differ across cultures • Cultural beliefs influence diagnosis and treatment • Clients express symptoms differently across cultures • Diagnosis may vary according to categories found most often in the majority population • Most counselors are members of the majority population, whereas most clients are members of the minority © 2011 Brooks/Cole, A Training to be Culturally Competent • Increase awareness of culturally learned attitudes, beliefs, and values • Knowledge of culturally relevant facts • Develop skills for interventions that are culturally appropriate © 2011 Brooks/Cole, A Cultural Competence: Awareness © 2011 Brooks/Cole, A Cultural Competence: Knowledge Knowledge: Cultural context of behavior • • • • • • • • • • • Social class Gender Ethnicity Race Religion Language Age Exceptionalities Worldview Ethnic identity development Acculturation © 2011 Brooks/Cole, A Common Factors of Effectiveness • Positive, trusting, therapeutic relationship • Shared worldview or a common framework from which the counselor and the client can work together • Client’s positive expectation that counseling will be helpful • Rituals or interventions that are effective techniques that both the counselor and the client believe will lead to positive outcomes Fischer, Jome and Atkinson © 2011 Brooks/Cole, A Cultural Competence: Skills Must acknowledge the reality of the cultural influences • Recognize differences as differences, not as deficiencies • Avoid stereotyping and an ethnocentric perspective © 2011 Brooks/Cole, A Cultural Competence: Skills Differences among cultures: • Boundaries and physical space • Emotional boundaries • Kinship terms • Hierarchy of needs • Trust issues Kincade and Evans © 2011 Brooks/Cole, A Cultural Competence: Skills Suggested Guidelines: • Make no assumptions—gather information and reevaluate personal biases often; • Learn about the client’s culture from sources other than the client; • Admit ignorance about the culture—be willing to ask questions and to learn; • Look for similarities in order to connect—find common ground to share; • Be sensitive to client expectations and needs— together define counseling © 2011 Brooks/Cole, A Children’s Ethnic Identity Development • Ethnic self-identification • Ethnic constancy • Ethnic role behavior • Ethnic knowledge • Ethnic feelings and preferences Bernal, Knight, Garza, Ocampo, and Cota © 2011 Brooks/Cole, A African American Children Locke suggested that the counselor should: •encourage young people to talk about themselves, their families and their experiences •focus on strengths •ask about social class status rather than making assumptions •ask for descriptions of holiday celebrations, kinship networks, and the role of religion in their lives •solicit their concerns, and consider using music and dance as areas of special interest © 2011 Brooks/Cole, A American Indian and Alaskan Native Children Knowledge of and respect for the Native American worldview is essential, with special attention given to the social contexts and roles that helpers play, because an individual’s problem is seen as a problem of the community © 2011 Brooks/Cole, A American Indian and Alaskan Native Children Herring recommended that the counselor: •sensitively and openly address issues of ethnic dissimilarity •take into consideration ethnic identity and the degree of acculturation of the young person •consider having open-ended sessions free from time constraints •include family members and tribal elders or have sessions in the home •consider the use of art, dance, music, storytelling, story reading, puppetry and games •and include natural healing practices © 2011 Brooks/Cole, A Asian American Children Counselors should: • recognize the difficulty in self-disclosure and the meaning of restraint as an attribute of emotional maturity • recognize that an individual’s problems may be seen as shaming the family • keep questions relevant to the problem and avoid asking too many personal questions • minimize confrontation • keep the focus on present time and on resolutions • learn common concerns of Asian-American children • ask about the culture • and work to gain an understanding of nonverbal communication © 2011 Brooks/Cole, A Latino/a Children Gloria and Rodriguez list the following questions to use with Latino clients: • How you identify yourself? • What does that word mean to you? • How hard has it been to maintain your cultural values? • What is your primary language? • Who are your friends? • What holidays and traditions you celebrate? • What does your family expect of you? • Who helps you at home? © 2011 Brooks/Cole, A Biracial and Multiracial Children Herring emphasized the importance of: •developing a trusting relationship in counseling •understanding that the presenting problem may mask a deeper ethnic identity concern •being aware that biracial students will often identify with the minority culture •being familiar with the customs of all students •permitting children to ventilate their feelings about their identity and its meaning in society •assisting in building self-esteem •understanding the link between ethnic confusion and other developmental concerns •and involving the family © 2011 Brooks/Cole, A [...]... questions and to learn; • Look for similarities in order to connect—find common ground to share; • Be sensitive to client expectations and needs— together define counseling © 20 11 Brooks/Cole, A Children’s Ethnic Identity Development • Ethnic self-identification • Ethnic constancy • Ethnic role behavior • Ethnic knowledge • Ethnic feelings and preferences Bernal, Knight, Garza, Ocampo, and Cota © 20 11 Brooks/Cole,... areas of special interest © 20 11 Brooks/Cole, A American Indian and Alaskan Native Children Knowledge of and respect for the Native American worldview is essential, with special attention given to the social contexts and roles that helpers play, because an individual’s problem is seen as a problem of the community © 20 11 Brooks/Cole, A American Indian and Alaskan Native Children Herring recommended... According to Baruth and Manning these are challenges: • Communication difficulties • Misunderstanding the culture and the impact of the culture on the process of counseling • Mistaken assumptions about cultural assimilation • Different social class values and orientations • Stereotypical generalizations • An assumption of cultural bias • Inability to understand the worldview of the client © 20 11 Brooks/Cole,... deficiencies • Avoid stereotyping and an ethnocentric perspective © 20 11 Brooks/Cole, A Cultural Competence: Skills Differences among cultures: • Boundaries and physical space • Emotional boundaries • Kinship terms • Hierarchy of needs • Trust issues Kincade and Evans © 20 11 Brooks/Cole, A Cultural Competence: Skills Suggested Guidelines: • Make no assumptions—gather information and reevaluate personal biases... questions • minimize confrontation • keep the focus on present time and on resolutions • learn common concerns of Asian-American children • ask about the culture • and work to gain an understanding of nonverbal communication © 20 11 Brooks/Cole, A Latino/a Children Gloria and Rodriguez list the following questions to use with Latino clients: • How do you identify yourself? • What does that word mean... values? • What is your primary language? • Who are your friends? • What holidays and traditions do you celebrate? • What does your family expect of you? • Who helps you at home? © 20 11 Brooks/Cole, A Biracial and Multiracial Children Herring emphasized the importance of: •developing a trusting relationship in counseling •understanding that the presenting problem may mask a deeper ethnic identity concern... with the minority culture •being familiar with the customs of all students •permitting children to ventilate their feelings about their identity and its meaning in society •assisting in building self-esteem •understanding the link between ethnic confusion and other developmental concerns and involving the family © 20 11 Brooks/Cole, A ... © 20 11 Brooks/Cole, A Asian American Children Counselors should: • recognize the difficulty in self-disclosure and the meaning of restraint as an attribute of emotional maturity • recognize that an individual’s problems may be seen as shaming the family • keep questions relevant to the problem and avoid asking too many personal questions • minimize confrontation • keep the focus on present time and. .. African American Children Locke suggested that the counselor should: •encourage young people to talk about themselves, their families and their experiences •focus on strengths •ask about social class status rather than making assumptions •ask for descriptions of holiday celebrations, kinship networks, and the role of religion in their lives •solicit their concerns, and consider using music and dance as... relationship • Shared worldview or a common framework from which the counselor and the client can work together • Client’s positive expectation that counseling will be helpful • Rituals or interventions that are effective techniques that both the counselor and the client believe will lead to positive outcomes Fischer, Jome and Atkinson © 20 11 Brooks/Cole, A Cultural Competence: Skills Must acknowledge the reality ... visible and invisible, cognitive and affective, conscious and unconscious, internal and external, rational and irrational, and coercive and permissive at the same time… generally out of sight and. . .Chapter objectives After reading this chapter, you should be able to: • Discuss ways to understand the needs of children • Outline theories and other explanations of physical, cognitive, and. .. •solicit their concerns, and consider using music and dance as areas of special interest © 20 11 Brooks/Cole, A American Indian and Alaskan Native Children Knowledge of and respect for the Native