Thursday, February 23, 2012
Mid-Term Question #2
Consider how cultural values are transmitted to children (including hatred and aggression as well as democracy and cooperation). If you were conducting a parent educational group, how would you help parents to encourage cultural values of democracy and cooperation in their children?
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According to the IFSW (2000), social work addresses the barriers, inequities and injustices that exist in our society. These injustices are often deeply rooted based upon culture, race, sexual preference, gender and class. While social workers are committed in respecting cultural values and belief systems of our clients, we cannot always control our clients’ respect or hatred towards those who have different values or beliefs than their own. Especially for clients with children, it is important to help parents encourage the values of democracy and cooperation in children. In doing so, respect for diversity will be instilled in children at an early age.
ReplyDeleteCultural values are transmitted to children through lack of education, media, parental biases and experiences. Often, these biases are generalized through stereotypes and segregate us based upon differences rather than bring us together based upon commonalities. While exposure to various cultural traditions is rooted in educational curriculum for children and youth, parent programs often do not address this topic. Instead of thinking about changing someone’s beliefs about specific cultures and only providing a one day educational workshop, it is important to strategically think about what parents will respond to when introducing a series of diversity trainings. However, the struggle is that diversity training programs often fail because parents may feel the material is not relevant and simply see the training program as a waste of time.
Based upon these common reactions of parents, if I was conducting a parent educational group at the elementary school I am interning at, instead of offering specific diversity trainings, I would weave diversity into all of the parent education groups I offer. For example, if I was offering an internet safety and bullying group, I would show how racial and sexual stereotypes contribute to bullying. If the parenting topic was centered on guiding children’s behavior, it is important to highlight how children are affected about behaviors of their caregivers. By creating a safe environment and a value for participation from participants who can be open and honest about their experiences, the ideas discussed with parents will hopefully be transmitted to their children.
I think you make a great point about incorporating diversity into all of the groups instead of just forming a specific group for this topic. Diversity is something that effects everyone in all every aspect of someone's day-to-day life, so it would make sense to present this diversity as a common theme throughout ongoing groups/work/meetings/etc.
DeleteI also appreciate how you talk about how if the topic or material being presented is not relevant, your audience will not be interested and will not be able to take away any information. This point is especially important for us when working with clients - we need to make sure to always keep this in mind and find ways to present information in an applicable way for our clients or it will not only be a waste of time but also a lost opportunity.
If I were conducting a parent educational group, I would initially find out what values apply to their society, how they define cooperation, what they think democracy consists of and whether or not it applies to their everyday life. Following, I would ask the parents what cultural values are important for them to teach their children. After we have identified their core values, I would talk with them abo0ut why it would be beneficial for them to encourage democracy and cooperation into the lives of their children.
ReplyDeleteAs an international social worker, I would have to keep in mind that “[t]he social work profession promotes social change, problem-solving in human relationships, and the empowerment and liberation of people to enhance well- being. (Hare, 409)”. I would be there to help the community as a whole and one way to do that would be to focus on the parents of the next generation.
I need to be culturally competent which includes understanding that communities differ in what values they consider to be part of their life. It is important to think “[d]o the nonviolent peoples raise and educate their children differently from Western societies to emphasize and reinforce their opposition to competition? Another significant issue in both literatures is that of achievement: Do the peaceful societies promote individual achievement as Western societies do?” (Bonta, 1997, p.301). It is crucial to understand the type of society that parents raise their children in because that may be what influences the parents. I think the focus on what the parents believe is detrimental to the work I would be doing because children learn what values to believe from their parents. Parents have control over how their children develop, what beliefs they have, and who they are. As a result, it is important to focus on the parents because that is where the difference can be made since they have the control in the household.
I think it would be important to begin a parent education group with how children can learn aspects of aggression, democracy, and cooperation at home. The idea is to encompass these values in to everyday life so we would work on thinking up different ways to do that. In the Bonta article, it says that competition promotes aggression (Bonta, 1997, p. 301). It may be helpful for parents to play games with their children in order to try and reduce the outcome that their children will become aggressive if they are competitive in the game.
I think a main aspect of the group will be to show that if the parents instill such values as democracy and cooperation into their children’s lives, it will benefit the family as a whole, it may help their community be more peaceful, and it may give them a chance to be heard.
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DeleteDanielle, I really enjoyed reading your opinion to the question. I total agree, that when social worker starts work and want to encourage democracy and cooperation into the lives of children, first of all is useful to find out values, those are important to the family. The main influences for children do parent, because they are closest environment. Parents make background of children social values. I work with social risk families and its obvious, how important not forget parent when you educate their children. So it’s really important to involve parents in this process. And I think successful way is to educate them through the games, because in practice way you can learn more.
DeleteDaniel,
DeleteBecause I have my own children this subject about peacefull society and parents involvement to creating it is very intersting to my.I agree with you about first step on this proces is to know the comunication values and afer that to begin work with families. Of course the best way could be a group discusion about our as parent responsibilities and attitudes about what should be our child life and environment. Only when we aduls will understood what kind of society we want to live in with our children, only then we could creat if starting from own self and then our children.
Zivile L.
When I began the MSW program here at Loyola I began nannying for two children ages 7 and 9. Both children are adopted and come from different countries, one from Columbia and one from France. Both children have also been very fortunate to have been exposed to different cultures by going to a diverse school and have traveled extensively. Although, many families do not have the financial means to pay for private school and travel, throughout this experience I realized it is critical for parents to expose their children to different cultures to promote cultural sensitivity at a very young age. Cultural values extends so far beyond skin color but exposure to different religions and holidays, blended families, LGBT couples and different cultural practices. These ideals are what I would convey to a parent educational group. I would express the importance of visiting different religions and participating in a holiday other than their own.
ReplyDeletePutting aside your own personal biases can be difficult for many parents, especially adults who were raised in a mono-cultural community. Fortunately, the more progression I have noticed in the United States (i.e the first African American president) the more racism seems to take a back seat. However, it will never be eliminated.
According to “Understanding and Sharing Intentions: The Origins of Cultural Cognition” (Tomasello, 2004) children begin to learn very early in their development about goals, intentions and culture. Children learn specifically how interactions work around one year old. The child begins to be very in sync with their parent in regards to goals and intentions which can be translated in a cultural context as well.
In “Cooperation and Competition in Peaceful Societies” by Bonta (1997) the author introduces different cultures and how they vary from the very competitive United States. “Practices such as the child suddenly losing parental attentions, the child destroying cuddly baby animals, parents teasing about hurting others, or the child developing fears about the intentions of others could all lead to the children to become resentful and violent rather than cooperative and peaceful” (p. 303). This is very interesting because it relays the fact that children are so receptive to their parents actions. Events of any degree occurring at a young age can be very traumatic to children and can be translated to anger later in life. I would absolutely drive home the point of how the first year of a child’s life is the most important, not only developmentally but cognitively in developing an ontological understanding of social norms and how their world will function.
Yes, Gina that is very important. Parent's really need to be mindful of their own cultural biases. I have seen some great examples of this at my son's school. Students were taking their seats preparing for an art project. One little girl attempted to sit down and one of the "mean girls" said, "You can't sit here you're not Jewish!" Of course, I was very upset and wondered how the teacher would handle this. At first I thought she would ignore which made me even more upset. However, about 15 minutes early she said all the children with dark hair and dark eyes get to leave early and have a treat. The little girl who shouted you can't sit here burst out in tears because the girl she had just yelled at got to leave early and have a treat. Obviously, because she had dark hair and eyes. The teacher explained gently to these children that everyone needs to be treated equally and respectfully no matter what their color, creed, religion, etc. She definitely left a lasting impression on my son.
DeleteBeth,
DeleteWhat a great example. There is an article floating around Facebook these days that I read last night that offered some interesting insight on talking with youth about race and the value of anti-racism. While geared mostly to white parents wanting to talk to young children about race, it may also apply whenever we are trying to educate children about differences that, in our society, carry some sort of stigma.
Their general point was that children make these comments not because they are inherently racist but because often times adults don't talk about difference as normal. NOT mentioning someone's skin color makes a youth think something is "taboo" and it is the "tabooness" that youth internalize and it makes them think that that is "wrong." But if we are able to have honest conversations about the fact that people have different hair color, skin color, heights, genders, sexual orientations, etc. and that it is a reflection of our diversity, it will cease to be strange AND youth will feel comfortable asking us questions, which offers more opportunities to discuss racism with them and why we don't agree.
I am not sure that's the greatest explanation of that article, though, so I am including the full link: http://www.thedailybeast.com/newsweek/blogs/nurture-shock/2009/09/11/is-discussing-race-with-a-3-year-old-too-young.html
I agree with Cat -- many children make those type of comments (i.e. "you can't sit here because you are of a different race/ethnicity than I am") because they have not been taught that skin color is OK to talk about and mention. I grew up as an Asian adoptee living in a rural area that was 80% Caucasian. As a child in elementary school, I endured the "do not talk about race in front of Sarah" stigma. It was "taboo", as Cat points out, to bring up the fact that I was of Asian descent while everyone else was Caucasian. Honestly, as a young child, I noticed other children staring at me. I could only imagine what they must be thinking, as they would never state it aloud. Had my classmates talked about the topic, I am almost positive that I would have had a different experience growing up as a minority.
DeleteGina and Sarah (I respond to Gina first, then Sarah!)
DeleteGina:
I completely agree with your mention that cultural values extend to different religions, holidays, blended families, etc. Cultural sensitivity is so important in social work because the lack of it leads not only to ineffective practice, but can damage a client. Ewalt and Mokuau (1995) discussed how values, such as self-determination, differ between cultures. When our mental health services and rehabilitation programs emphasize individual responsibility and initiative, many collectivist cultures find it confusing and contradicting their values. Thus, they may not succeed and are excluded from receiving proper help. It is easy to become culturally blind because of the long-term dominance Western values have had over social work.
I also strongly second your suggestion of visiting different religions and participating in a holiday rather than your own. I’ll tell you one of my favorite stories that are so simple to do! I visited an Asian Baptist church I was unfamiliar with during my undergraduate program. The classmates who were accompanying me bailed in the morning, but I decided to go anyway. I have been fortunate to travel internationally since, but back then it was the first time I stepped out of my 100% Caucasian comfort zone alone. The greeter welcomed me immediately with a translating headpiece, which was proceeded by multiple church members fervently checking my comprehension throughout the hour. The assumption was heartwarming and slightly humorous, but also convicting because I realized I am never expected to speak another ethnic group’s language or adhere to their values. Society assumes minority cultures should speak English and adhere to Western values, and attaches negative stereotypes to those who don’t blend with the dominant culture.
I thought I was going home after the service, until I was stopped by a puzzled church member and questioned why I was not joining family lunch downstairs. After being personally escorted down the stairs, I realized lunch wasn’t really an option and found myself enjoying a delicious homemade Asian meal with all the church members, for two and a half hours. No one looked at their watch, no one checked their phone, and I ended up arriving late to work with an interesting explanation. We formed friendships and I am always invited back when I visit Michigan.
Even something as simple as visiting a church helped me understand the collectivism they valued and the importance of group identity. So your simple suggestion could have a large impact on someone. It reflects Maoz (2004) when he discussed collaboration and relationships with other groups to promote peace. It allows us to set aside personal bias and learn the differing degrees of acculturation.
Sarah:
I also wanted to comment on your comment really quick. It’s helpful you share that because it demonstrates the covert style of discrimination that is more common nowadays than overt discrimination. We SHOULD be discussing the differences and similarities that are right in front of our faces, because then it opens up honest communication, mutual respect, and relationship building. It allows us to appreciate differences rather than ignore them. So thanks for sharing that you felt that way!
Children learn their first sets of skills in their households and from their parents, so it is extremely important for children to be raised in a peaceful environment that encourages cooperation between people groups. In their article, Garbarino and Kostelny write that children who are raised in areas rich in political violence and war are much more likely to develop stress based mental health problems (1996). Growing up in an environment that does not encourage democracy and peace leads to severe developmental problems and increases susceptibility to trauma (1996). Parenting issues and skills can be some of the most difficult to teach people, especially in a society like America, where it is a legal right that parents may raise their children in whatever way they see fit as long as there is no abuse involved.
ReplyDeleteIt would be important to educate parents on why certain traits are negative and allow them to come to their own conclusions on how they want to address the subject with their children. The passing down of negative traits from parents to children is especially difficult to combat, since in most cases the parents may be completely ignorant to the understanding that the traits are in fact negative. Hatred, aggression, violence and intolerance are typically very intergenerational and difficult to stop. I think that educating parents on the importance of being extremely intentional in teaching their children tolerance and democracy could be one of the most essential ways in which future generations can begin to change. Allowing room to make things their own, while still encouraging cooperation and democracy, would be essential in getting parents on board with this type of education.
Specifically, I would teach very honest lessons of cultural understanding by focusing on similarities between different people and groups. I would attempt to educate the parents in a way that would be easy to understand and easy for them to transfer to their children and hopefully be able to implement creative and nontraditional ways that the parents could use with their children such as art, cooking, or music. From my experience, children learn better and lessons stick with them much longer when they are taught in creative ways - most children can't sit still for much longer than 45 seconds anyway, so they need to be stimulated in different ways. Using creativity, motion and skill-building to incorporate larger issues and a deeper understanding of people and relationships is the best way for parents and children to learn together.
Kristi,
DeleteI read your answer to the question and I really liked that you clearly showed how you, as social worker, would work with parents group. Your last paragraph is clear structure of working process. Especially I liked example of ways how parents could work with their children in easy way (easy, I mean, adapted to children). Another good point that you motivate why this educational group is important.
Today’s parents were yesterday’s children. If they grew up in North America, they absorbed certain values and beliefs transmitted over the generations. People become agents in the enculturation of their children, just as their parents were for them. Although a culture constantly changes, certain fundamental beliefs, values, worldviews and child-rearing practices endure. Culture is transmitted through children’s play in language used and the way the environment is organized. I never realized how much work it really requires to raise a child without hatred and aggression. I was raised Jewish, but my family was not very observant at all. It wasn’t until I became a mother at the old age of 39, but I wanted to connect with my Jewishness through the history, culture, and ethical values of Jewish people.
ReplyDeleteWe celebrate Jewish holiday and life cycle events with relevant and meaningful words and music. We are able to express our Jewishness in a way that’s progressive, modern, and personal. Our community welcomes all Jews, including multicultural families, gay men and women. I wanted my son to get a quality education and I wanted to learn more about my cultural identity. When my son was ready to begin school I found a wonderful school through The Society for Humanistic Judaism. Humanistic Judaism mobilizes people to celebrate Jewish identity and culture consistent with a humanistic philosophy of life, independent of supernatural authority. As the central body for the Humanistic Jewish Movement in North America, the Society assists in organizing new communities, supporting its member communities, and in providing a voice for Humanistic Jews. I never thought I would find a religious affiliation for the way I thought. The SJHO believe that it is human beings who have the responsibility for solving human problems. We are committed, in the enduring Jewish tradition of support for social action and social progress, to community service and actions for social justice. We each take responsibility for our own behavior, and all of us take collective responsibility for the state of our world. I enjoyed reading the Bonta article because I agree with some of the research done on peaceful societies. My son is being taught by his family and his school community how to respect others. If I were going to help conduct a parent educational group I would first explain the importance of teaching any child the benefits of democracy and free thinking. However, as much as I love the school my son goes to I would have to recognize this might not be the case for every child. Ethical relativism states that there are no moral views or beliefs that apply to all cultures. If this were in fact true there would be an assumption throughout society would be that particular sub-cultures would have their own set of “rules” to live by and no one could say a word if they were drastically different from the norms of the greater society. The idea of ethical relativisms says that what is right in one culture may be wrong in another, yet to that culture it is right and therefore cannot be discriminated against. This can be applied to an infinite number of groups and sub-cultures throughout the world. According to Bonta, “Cross-cultural studies might be expected to provide additional insights into the issues relative to competition, cooperation, and individualism. Can a cross-cultural approach shed any light on the psychology of these different goal orientations? (Bonta, 299) I wonder what Bonta would think about my son’s school? I think the foundation is strong but I wonder I would be able to take that model and make it effective for all cultures. If you would like to learn more about SJHO here is a link. http://www.shj.org/
Beth,
DeleteThank you for sharing your personal story. It is interesting to hear about your reconnection with your "Jewishness". I wonder how the values and experiences of being raised in the United States conflicted with (or complemented) the values and teachings of another group that you identify with? Meaning, how does having membership in multiple groups with conflicting ideas and values play out, particularly in regards to raising one's children?
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ReplyDeleteThis comment has been removed by the author.
ReplyDeleteIn working with parents around child rearing, it is important to consider the cultural context in which they are embedded. A number of questions emerge upon consideration of the context of the educational group. Where is the parent educational group being conducted and would I be considered a member of their cultural community? Merely imposing my cultural values (i.e. of democracy) upon another group of people will be of little value, and in some respects, could violate the group’s right to self-determination. Individuals in certain societies, especially those involved in ongoing war and conflict, may value hatred and aggression because these values enable them to survive in their environment. It only makes sense that parents in these contexts would transmit these values to their offspring so as to ensure the best chance of survival. If the parents in this educational group are embedded in a context that is dominated by narratives of conflict and aggression, it might be particularly difficult for parents to implement cooperative messages into their child-rearing practices.
ReplyDeleteIf one of the goals of a parent education group is to encourage the values of democracy and cooperation in children, it would be necessary to begin by structuring the parent educational group itself around those values. As a group facilitator, I would create opportunities for parents themselves to cooperate and collaborate with each other and to make democratic decisions surrounding the direction and work of the group. In order for children to internalize these values, they must be receiving consistent supportive messages from their (family) environment, so their parents must also ascribe to these values. Bonta (1997) illustrates the transmission of values of cooperation and nonviolence to children by citing examples from a number of communities around the world. Particularly striking is the example of “La Paz,” a town in southern Mexico where a number of studies on nonviolence have been conducted. This town operates in stark contrast to nearby communities, which value and accept roughness and aggression, and teach each new generation to do the same through their example. Children in “La Paz,” however, are socialized to understand the value of cooperation, respect, and peacefulness through the consistent messages and models of behavior transmitted to them from their parents and community at large. As parents begin to value democracy and cooperation for themselves, their children learn from this example.
To increase parental understanding of the importance of instilling these values in their children, group leaders might use psychoeducation as a means of communicating the benefits of cooperation in children. Literature such as Johnson and Johnson’s (1979, as cited by Bonta, 1997) review of the benefits of cooperative environments for learning, self-esteem, and psychological growth might be used to facilitate parental “buy-in.” Conversely, the impact of violent (Gabarino, Bradshaw, & Vorrasi, 2002) or negative environments (Gabarino & Kostelny, 1996) on children might also be relevant information to share with parents. Parents might also be educated on their own role in transmitting values of peace and cooperation to their children. Gabarino, Bradshaw, & Vorrasi (2002) note that children learn much about how to react to traumatic events by watching their parents, and that parents can moderate the effect of violence on children through monitoring their child’s behavior, surroundings, and violent media exposure. Imparting this knowledge to parents can be empowering and helpful as parents strive to understand their role.
Hannah,
DeleteI enjoyed reading your response. I found the first paragraph very interesting when you pose questions based on the educational group 'Where is the parent educational group being conducted and would I be considered a member of their cultural community.' These are questions that I had not considered but now that I read them in your response, they seem so important and necessary. I agree that it would be important not to impose our values on other cultures, especially in the way of a parenting group, when those values are not important to that group. Your example of anger and aggression as means of survival presented a different perspective but an important one.
(Part II)
ReplyDeleteParents and facilitators alike might brainstorm practical ways in which they can encourage cooperation in children on a daily basis. Drawing upon the literature on the transmission of cooperation to children, Bonta (1997) notes that the way that children in nonviolent societies, at the age of two or three, are demoted to a secondary status upon the birth of a sibling. This practice, although difficult for the child in the short-term, helps the child to internalize the values of cooperation and nonviolence. A parental education group would seek to draw upon these findings and support parents in utilizing relational situations in the home as a natural microcosm for instilling these values. Group facilitators might encourage parents, for instance, to play cooperative games with their children in order to lessen aggressive behaviors (Bonta, 1997).
As parents internalize the value of cooperation, understand its importance in the development of children, learn practical means of instilling democratic and cooperative values, and function as a support system for each other, their children might grow up in an environment characterized by peace, freedom, and mutual support.
Hannah, I appreciate that you said that it is important to create opportunities for parents themselves to cooperate and collaborate with each other and to make democratic decisions surrounding the direction and work of the group. Often, I feel that parents get discouraged to attend groups because they feel that they have already heard everything before or because the facilitator is too preachy. Incorporating a democratic process from the beginning of a psycho-educational group allows members to initially have a say and take ownership of a group. Instead of imposing our own beliefs and cultural values about democracy, it is important to listen to the group’s beliefs and understand where they are coming from before having a set agenda.
DeleteGarbarino’s article, “Mitigating the Effects of Gun Violence on Children and Youth”, offered me great insight on the current challenges facing families and children surrounding structural violence. Garbarino addresses several statistics concerning the rate at which children witness or experience direct violence. Authors found that “by the time children complete elementary school, they will witness more than 100,000 acts of violence on television, including 8,000 murders” (2002, p. 78). I feel the explosion of the media has desensitized our society creating vulnerable children to become more aggressive and hateful. Hatred and aggression found within the media perpetuates children to display the acts of “aggression by modeling and glorifying violence” and decreasing their ability to “feel empathy for victims” (2002, p 78).
ReplyDeleteBy addressing the violent nature adapted by society through the media, parents are able to transmit cultural values based on democracy and cooperation. Bonta’s article, “Cooperation and Competition in Peaceful Societies”, suggests ways to alleviate the hatred and aggression within children at a very young age. Children between the ages of 2 and 3, according to Bonta, are vulnerable to experience traumatic unconscious events promoting by the parents. By parents having another child sudden parent attention may be lost causing the child to become resentful rather than cooperative and peaceful (1997, p 303). However, if the parent maintains a sense of balanced attention, then the child innately develops cooperation.
Based upon the literature, I see how cultural values are learned from generation to generation. The parents and the child’s social environment play a vital role with the level of value placed on democracy and cooperation. If I were conducting a parent educational group, then I would outline a literature review discussing the statistics of cultural influences in families and how the learned behaviors project the child’s view of the world. From the literature review gathered I would be able to educate the parents on evidence based practices which could help them promote a child’s cultural outlook on democracy and cooperation. I would place a great emphasis on discussion and conversation covering violence within their environment including the media. If the parents own a gun, then several safeguards need to be established. I would suggest to the parents who own the gun to implement a gun safety training course into the lives of their children. Garbarino addresses the need of protection from the parents. Protection from the parent ranges from monitoring the child’s behavior, the television being watched and the video games being played. By acknowledging the hatred and aggression in society, parents have the ability to transmit the cultural values of democracy and cooperation in their children.
Michelle, while Bonta’s article is mainly a literature review of different society’s views on competition and cooperation, it solidifies the fact that we must recognize the cultural differences in child-rearing and parent’s values and beliefs systems prior to creating a psycho-educational group. What may be effective in one community may be a complete failure in another. Therefore, it is important that we align our agendas in accordance to our participants’ needs we are working with. In addition, you state that you would be able to educate the parents on evidence based practices which could help them promote a child’s cultural outlook on democracy and cooperation. However, my biggest concern with this statement is that often many “evidence-based” practices are conducted with those in the majority population or those in the minority groups which are the most prevalent. Unfortunately, little research is available regarding the effectiveness of psycho-educational groups in cultures that do not have access to social work services. For example, in a country where social work doesn’t exist or where it is an emerging field, research may be limited. This results in little evidence-based practice. In these cases, while research may not be the main guiding principles when conducting a psycho-educational group, it is important to recognize that the best way to help promote children’s cultural outlook on democracy and cooperation is to learn from the parent’s themselves.
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DeleteMichelle, I enjoyed reading your reply to this question. I think it is important to remember the impact of the media on our children. For example I have to be careful about the amount of violence my young son is esposed too. I am constantly reminded that it is my job to keep to protect my son from all these messages. Intergenerational transmission is also an important aspect to remember when rearing children. For example my parents were Holocaust survivor's and even though they have discussed their experiences directly I had a very difficult time separating and individuating from my parents because I was always felt it was my job to protect them from further pain. Your post reminded me that I have to be vigilant about my child's exposure to media messages about violence.
ReplyDeleteThank you Beth
DeletePART 1
ReplyDeleteI think cultural values are transmitted to children not only as a result of parents, but as a result of the society and culture that we live in. Children see these values, both positive such as cooperation, and negative such as hate, being played out in their environment and therefore take those in. All children are impacted by the violence which is present in our every day environment and media. While the values of violence may be taken in differently from someone who grows up in an impoverished neighborhood compared to someone who grows up in the suburbs, no one is immune to it. Kids from many socioeconomic classes bring in guns to school and commit violent crimes and therefore it is necessary to not only look at the parents, but at our society as a whole.
Garbarino, Bradshaw, and Vorrasi (2002) discuss gun violence by describing the long and short-term effects that witnessing and having violence in one’s community can have on a child, and also how this exposure can lead to cycles of continuing violence (p. 80). Along with this, the article addresses the important role that parents play in stopping this cycle by moderating the way that they react to violence and providing a stable emotional support for children rather than engaging in denial when traumatic experiences occur (Garbarino et al., 2002, p. 80). Therefore, while a lot of these values come through the media, education, and our society, it is the parents who can help to prevent the negative influence of these values.
PART 2
ReplyDeleteIf I were conducting a parent educational group, I would want to encourage parents to discuss their own cultural values of democracy and decide what they mean to them. I think it is also important that parents look at intergenerational values within their family and how that affects them and the way they parent. It is important as a social worker to help parents understand how huge a role they play in their kid’s life and that they can have a positive impact in promoting democracy and cooperation despite the violent values that are present in our society. Parents assume that just because they do not live in a bad neighborhood, that their kids are immune to violence, but that is not the case. Garbarino et al., (2002) talk about the positive change parents can create by monitoring children’s time on T.V., video games, and setting greater restrictions on when and where kids go out (p. 81).
I think it is important in a parenting group to educate parents on how they can better monitor their children and set a positive example for their children by illustrating cooperation and democracy in their own lives. In an educational group I would also want to encourage discussion among group members as to what has worked for them in promoting positive values, and what hasn’t worked. As someone who is not a parent, and would be an outsider to these individuals, I think this discussion could hold a lot of value for the parents because they may feel better understood by one another rather than by me as the social worker.
Emily,
DeleteI read your answer to the question and it's very similar to my opinion. I agree with your idea that not only parents have responsibility what cultural values are transmitted to their children. The media in this case plays an important role. From my point of view it's completely necessary that parent started to monitor children more. Also I would like to add that discussion is the best way to get some answers, to hear other opinions and etc..
2. Living in Kazakhstan for two and a half years I have learned how to cross culturally educate parents. Kazakhstan is an ex-soviet country that is trying to become a democracy. When I was living in Kazakhstan I taught English. I struggled with how to teach my students to become individual thinkers and about different ethnicities and populations across the world. Now as a social worker I have come to the realization that to educate these children you have to work with the parents because that is where the cross cultural problem is created. Living in an ex-soviet country they were taught to be collective thinkers and not question the system. Hart, Neson, Robinson, and Choque’s (1997) article says that these societies devalue achievement because they believe that this will lead to aggression and competition.
ReplyDeleteCompetition and cooperation is something that can be taught by understanding other peaceful societies. Bonta (1997) used this concept by talking about nonviolent societies that taught cooperation while integrating all levels of individualism, group self-concepts, and relationships with others into the community. To educate parents you have to teach them about nonviolent societies and about democracy and they can therefore teach their children about these values. If I were to go back to Kazakhstan I would educate parents about African American community and LGBTQ community. In both of these communities I heard many derogatory comments made because Kazakhs were not exposed or educated about these communities. I believe that implementing a program can create tolerance and acceptance of these populations.
When educating parents cross-culturally you need to consider their roots of where they are coming from and why intolerance occurs. I also believe that learning and living within the culture can help advance the education process. Creating programs that teach parents about the population and their history can help them create their own opinions.
Cultural values are transmitted to children largely from their parents. Children see how their parents act and hear what they say and from this, children form a system of values through which they learn how to interact with people and the world around them.
ReplyDeleteThese concepts of how children form their value systems are important to consider when thinking about conducting a parent educational group to encourage cultural values of democracy and cooperation in their children. According to Bonta (1997), in children a cognitive understanding of cooperation and peacefulness is not enough, children must have “constant reinforcement” of these values in all their relationships. Bonta (1997) also describes that in peaceful, cooperative societies, these values are an integral part of the worldviews, attitudes and beliefs people hold.
When conducting a parent educational group, it would be important for parents to integrate these values of democracy and cooperation into all aspect of their daily lives. Parents must be aware that their children are observing and learning from them at all points in time so they are in need of the “constant reinforcement” that Bonta refers to. However, it would also be important to approach this topic in a culturally competent manner as to not discredit any culturally rooted child-rearing practices parents participate in. Rather, the goal would be to give parents the knowledge about the positive outcomes of democracy and cooperation as well as some of the best ways to pass these values onto their children.
Heidi, I agree with you that children are a direct reflection of their parents. If parents do not like something in their child, there is no doubt in them. I agree that the main goal of a social worker, when working with a group of parents, is to show them the value of democracy and introduce democratic views and values into everyday family life. However, which will be the correct way to do it? In my opinion, this is not the easiest task. How to apply theoretical knowledge in practice? Indeed, although you may have the knowledge sometimes, it is quite possible not to know how to use it. For a conclusion, we can say that this open question remains still on the agenda for the social workers and we should find an answer to that.
DeleteChildren begin learning and observing their environment at a very early age. By the first year of life, children are able to ‘reverse roles’ with the adults in their immediate environment and even ‘help’ the adults with their roles (Tomasello et. al., 2004). Children begin to “express motivations for sharing goals and perceptions with others” and a few months later they are able to construct a shared goals with adults in their lives. This sharing of goals and ideas between child and adult results in the child engaging in both cultural learning and cultural creation. By an adult engaging with a child on a regular basis during the first year of life (the care giver) this adult is almost automatically teaching the child cultural values simply by the way the child’s brain develops to interact with these ideas.
ReplyDeleteCultural values are taught to the child by the adult from almost the beginning of the child’s development so intervening in time to prevent this dissemination is almost impossible. Rather it is possible for adults to teach their children new cultural values such as those of democracy, peace and cooperation. If I was conducting a parent education group to help parents teach their children these values, I would encourage parents to embody the values they want to teach their children. For children to be able to learn cultural values, they have to see an example of how to value democracy, peace and cooperation. Parents can’t just tell their children to value something, the children need to see this value genuinely modeled. To help parents learn these values and model them properly, the group would need to be structured around the learning and embodying of these values followed by the dissemination of this learning to their children. Children replicate parental behavior in a variety of situations, not just when it comes to learning values. Garbarino, Bradshaw and Vorrasi (2002), comment on how children often do not do well in traumatic events when they observe their parent(s) not doing well after the event. This suggests that children often embody their parents reactions or behavior when they are unsure how to act. It is important for parents to exemplify the behavior they want to see in their children. ‘Do what I say and not what I do’ does not apply here.
I agree with you that it is one thing for parents to say that these are the values they want to embody, but it is another thing for them to actually practice those values themselves. I also think that it is impossible for children to avoid the cultural values that are present in society and therefore it is up to the parents to react to these values and become a positive model for their kids. I thought it was interesting what you said about children reacting to traumatic events more negatively if their parents respond in a negative manner as well. I think this is particularly important for children growing up in violent neighborhoods. It would be necessary for parents in this educational group to understand this so that they can help their children cope with the negative values that are being demonstrated in their environment through their own reactions.
DeleteCulture, but general definition, can be understood as a socially constructed transmission of norms for determining behavior, practices, and values that are perpetuated over time. Typically, we assume culture to be transmitted from adults in a community to children, who continue to cycle. Transmission of these values is generally regarded as positive in that they define communities of culture.
ReplyDeleteAs noted in the Garbarino and Kostelny article, however, exposure to trauma, acute stress or violence will manipulate culture to respond to specific stressors that are consistently present in a community. The responses are perpetuated and incorporate themselves into the local culture. Given the example of gun violence, complex trauma caused by exposure to community violence (as explained by Vandercook and Courtois) begins to manifest itself and appear as symptoms similar to those of physical and emotion abuse and neglected. Physical illness is more likely. Brain development is interrupted. This behavior will inevitably affect social relationships, as we see with numbing and avoidance behaviors among individuals with Posttraumatic Stress Disorder.
On the other side of the coin, we can see how different regions grasp concepts of cooperation and democracy. It is generally accepted that “western” culture values individuality, autonomy and the self, whereas other “non-western” cultures place more value on community, cooperation and the self as defined by others. Our Lithuanian colleges gave a wonderful example of this early in the semester. There is no one way to describe “I” as an individual because “I” exist in relation to others. Key principles of democracy, however, value the individual in this same concept, and it can be easily argued that democracy cannot exist without everyone having a voice. I would argue to some extent that the democratic process is still largely motivated by individual interest. Where one draws the line between the individual voice and a democratic cooperative effort, however, is open for interpretation.
If I were conducting a parent educational group, it would be important to first assess whether democratic organization is of value to the family structure in a way that would enrich their larger community. Regardless of the value democracy takes, cooperation on some level is required to create meaningful relationships within families, and in a community context. In the article discussing Russian parenting styles, a good basis for a parental groups could focus on motivating children without relying on manipulation or coercion. Trauma exposure should be identified and isolated and there should be awareness on how it influences society in a larger context. By emphasizing democracy and valuing individual choice and different perspectives, parents can begin to incorporate these perspectives into their transmission of cultural values.
Alison,
DeleteYou make an excellent point about deciding on the value of democracy as well as assessing how, if at all, democracy plays a role in your work with the families. We as providers do not necessarily have to make the decision on if it useful to the family or the group; we can discuss and process its value with the family which is in the spirit of cooperation (and as a vehicle to model healthy cooperation and collaboration).
“Fear is the path to the Dark Side. Fear leads to anger; anger leads to hate; hate leads to suffering.” – Master Yoda
ReplyDeleteOne message from the readings and from professional experience is clear: violence begets violence. Violence does not necessarily mean just physical acts of violence; it can also refer to violent thoughts, feelings, words, and ideas. This violence affects how individuals relate to one another and their worldview. For example, in the case of Rwanda, the Hutus were taught to hate and dehumanize the Tutsis therefore creating an environment that made the killing of hundreds of thousands of people acceptable. When children are raised in violent and aggression environments, they will often continue to perpetuate the violence as it is all they know. It is their idea of normalcy, and they are the ideal group to recruit into hate as their identities, worldviews, and cognitive skills are still developing. Think of the Nazi Germany and the Hitler Youth (Hitler-Jugend) program which indoctrinated children as young as ten into hate.
If I conducted a parent education group, I would have to keep cultural beliefs in mind but also encourage proven techniques that support cooperation and decreased aggression in children. One important issue we would discuss in group would be the home and community environment for children. We would process the importance of a supportive, safe, nonviolent community and how it affects childhood development. The Bonta (1997) article illustrates how and why the environment and community ideals and norms affect children and their development. Bonta points out that cultures that are in general considered peaceful values cooperation and devalues competition. Competition often leads to aggression and individualistic tendencies; competition promotes the idea that the goal of the individual is obtained at the expense of the group’s goal. These societies value not the individual but the group; many of the groups’ children are treated as precious and special as babies but at age 2-3 they are taught that their individual needs are not more important than the group’s. This reinforces the importance of community and humility as well as helps reduce conflict and negative behavior amongst children.
Garbarino and Kostelny’s (1996) research also supports the idea of the environment affecting behavior. Their research shows that Palestinian children who were exposed to violence in the home, community, or politically, were more likely to have behavioral issues. It was not just one exposure to violence; any additional and/or repeated violence or traumatic event experienced increased the likelihood of behavioral issues. This “complex trauma” is an important concept for parents to know about so they can assess their environment. We would also discuss how complex trauma and its symptoms can eventually affected cognitive and emotional development of children, and this would be a topic of discussion in my parent education group.
Another important topic for the parent education group is discussing other parental techniques used to curb what is perceived as undesirable behavior. The group would discuss how using coercive and manipulative techniques can lead unwanted and aggressive behavior. This is demonstrated in the Hart and Nelson (1998) where they examined Russian parenting techniques. The article discussed how parental styles as well as the interaction between parents affected children and their behavior. Parents who used coercion or manipulation to manage their children were linked to aggression amongst children. Parents should know about what techniques work and do not work but this should all be discussed from a culturally competent and inclusive perspective.
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ReplyDeleteThe ways in which cultural values can be passed on to children are well-documented by Bonta (1997). The fact that games and activities can be steeped in meaning and values is important to recognize, as is the idea that such values as democracy and cooperation can be encouraged in daily life as well as in educational settings. In order to facilitate an effective parent education group, I would collaborate with the parents regarding types of activities that they would encourage their children to participate in.
ReplyDeleteHealy (2008) discusses the importance of collaboration when looking to create sustainable change. Through working with the parents, it may be possible to amend certain games that their children already practice to encourage cooperation over competition. Sharing information with the parents about the importance of such activities, and viewing their participation as equal and essential, would also encourage positive dialogue between facilitators and participants. Open dialogue is essential when building networks in communities, and has significance when working towards a shift in behaviors (such as playing violent video games).
Bonta (1997) also emphasizes the important role that communities play in teaching children cultural values. In a parent education group, I would include discussion about the importance of supportive community connections. These influential community supports may come from social justice based after-school programs, other connections with families striving to teach their youth such values as cooperation and democracy. I would encourage parents to make connections within the education group in order to elicit support from one another when implementing new activities with their children.
I think that for me, the first step in conducting this parent education group would be gaining an idea of what type of cultural values were already instilled in these adults. Before attempting to advocate the importance of democracy and cooperation I would want to have a better understanding of what methods and examples would make the most sense when making the suggestion of fostering these concepts among their children.
ReplyDeleteBonta (1997) stated in his research that within the peaceful communities, “people constantly reinforce and mold their values into a consistently peaceful worldview, which is not only shared by virtually everyone but is also integrated into all levels of individual and group self concepts and relationships with others”. I think that one point of this observation would be particularly important to reference in a parent educational group: the fact that their values were constantly being molded and reshaped to consistently represent what they considered to be valuable. I think the most important concept that I could teach in this parent educational group is that bestowing these values upon their children is not something you can mention once, and assume they will be forever changed. These ideas need to be continually reinforced, and referenced in their daily lives. This also brings up the point that tendencies towards violence and aggression are also concepts that are gradually reinforced. This means it’s very important for parents to have a conscious understanding of the types of environments their children are being exposed to, and with that in mind continues to reestablish and reshape the values they want their children to grow up with.
I strongly believe, that values and behavior of children is like a mirror of the beliefs and values of their parents. Parents learned some models of behavior, internalized values and expectations from their own parents, so, these values are, like we are saying in Lithuania, “moving from one generation to another generation”, so it means, values are culturally accepted and transmitted. It is also mentioned in the article of Chen et al., “Parental behaviors and beliefs are guided by general cultural norms and value systems. At the same time, parents interpret and respond to child behavior in accordance with culturally prescribed expectations and socialization goals”. As it is mentioned in the article of Garbarino and Kostelny, in this complicated and stressfull world the support of the family given to the children is very important, so parents should exert, that long lasting aggression, stress and tension in the society would not affect the behavior of their children.
ReplyDeleteSo, if I were conducting parent educational group, at first I will suggest to the parents to think more deeply about their own values, behavior, expectations, understandings about democracy, peace, cooperation. Every father or mother should answer to himself, what models of behavior he is showing to his children, what he can teach his children. During the group, parents can share their understandings. So, when we gather these personal understandings of values, democracy, cooperation, we can see, what values and understandings dominates in our culture. After this process, parents can decide, what values they want to instill into the value system of their children.
In my opinion, the main statement is mentioned in the Bonta’s article: parents should believe in a small children educability. If we believe, that even a small child can learn, can observe his parents and all the world, can make his own findings, it would be much easier for parents to teach their children, how to reach their own goals democratically and peacefully. Of course, mental abilities of small children are limited, but parents should be creative. There are many methods, how to teach children some models of behavior. We can play some role games, we can avoid very competitive games, we can train our children to be among the other people and help him to understand, that he is not the most important anymore. Child should be step by step taught, that his goals and his needs are not more important than the others, and that he can reach his goals by not affecting the others. (Indre)
As many others have stated, it is important to recognize how the values of democracy and cooperation are lived out practically in a particular culture. For example, democracy in the US is generally associated with government and representation and the rights of the majority. Other cultures may value a society run by consensus, where minority and majority opinions hold equal sway. If I was not aware of that, I may miss some important cultural cues.
ReplyDeleteSecondarily, I believe that educating ourselves not just about culture, but about traditional childrearing practices would make a parenting group more effective. Whether in the US or in other countries, it is important to ask parents how they were parented. How did they learn about cooperation and democracy? Was that effective? We all start from what we know and learned as youth when we parent, so understanding that will be crucial in doing effective parenting education.
Finally, I would stress that, like the Hart and Bonta articles both pointed out, children learn best not from what we tell them but from what they see adults do. This puts more pressure on adults to ensure that they model the values they hope to instill in their youth. In American culture, we often have a very didactic, lecturing style with youth (both in our schools and in our families). The “Do as I say, not as I do” mentality prevails, which leads to mixed messages for children about what the values are.
As we discussed in today’s class, youth who are preverbal still can tell where we put our attention and intention and thus are observing and internalizing values and ideas long before they can understand the words we use to explain those values. Helping parents understand that will be key in educating parents to instill nonviolent cultural values in children.
Children closest environment is family, where they gain main values, awareness about life. Garbarino and Kostely (1996) state, that in areas where is political violence and war children has largely possibility developed stress and trauma. From this article we can see how cultural context is matter. I think in some cases then exist war or huge conflicts family has no possibility to change something. ,,Self – determination only the individual knows or can come to know what he or she needs in order to live and to grow fully” P. L. (Ewalt &N. Mokuau, p. 172). I think in some cases family has own wishes, awareness how to educate children, how to encourage cultural values, but they have no choices. Because area where there are living makes big influence for their life’s and behavior.
ReplyDeleteIf I were conducting a parent education group, first of all I would talk about parents own experience. Family values goes from one generation to other. I think it’s useful to get deeper understanding what kind of values parents got from their childhood. The second step would be to find out what positive and negative aspects their got, and how these aspects influence they in daily life now, then their educate theirs children. Also it’s effective to find such things like: child needs safety, aggression and collaboration. Based on the literature, children don’t born with negative behavior, their teach behavior models from friends, media and especially from family. I think one the group goal is to show parents how big influence they do for children. And the big part of cultural values children gets from parents. Family cultural values of democracy and collaboration are a background for child future. In such kind of group would be effective to discus about examples from their daily life, parenting style, to find not only negatives, but also and positives examples.
I agree with your desire to understand the background of the parents. I think it's important to allow parents the option to explore and cope with their own upbringing and educate them on how it will shape the way they raise their own children. So much of it is unconscious and I think parents might not realize how much their experience can shape the way they treat their children and what they teach their children about the world.
DeleteFamily for child is first educational institution. The experience acquired by the family remains for rest of life. According Professor Leliūgienė (2002) one of family's function is to provide the primary socialization of children. This is a feature associated with the proper formation of personality where parents are able to incorporate the child into society and to introduce the nation which he/she belongs. Children learn from their parents and their environmental examples. So parents have not only to talk about values, democracy, behavior but have to show it with their behavior, speech (e.g. respect each other, be polite etc.) If I were conducting a parent educational group my first step would be to sit and talk about values of democracy, cooperation etc. It is possible that parents have strong values but they don't know how to inculcate these qualities to child. Social worker in this case should educate parents and give them successful examples.
ReplyDeleteBonta’s article “Cooperation and competition in peaceful societies” wrote about Amish children. Amish focus on thorough learning and accuracy at the expense of speed, the socialization of the child into the community, shared knowledge, and the importance of tradition. In schools pupils encourage each other to perform well, so the whole class and school will succeed. This example shows not only how to preserve values but also teach us a cooperation. Western culture promotes individualism, competition. Parents are fighting with their colleagues for power at work, children for better grades or to be winners of games. In Bonta's article says when children play cooperative games their aggressions decrease and cooperative behaviors increase. Conversely, when they play competitive games their aggressive behavior increases and cooperative behavior decreases. Garbarino, Bradshaw and Vorrasi “Mitigating the effects of gun violence on children and youth” also say teenagers who play violent video games are mo likely to engage in aggressive behavior and violence than are children who play nonviolent games. Parents should observe their children games, leisure in TV or in internet. As a leader of parent educational group I would like to suggest to play cooperatives games, to talk, to spend free time with family, maybe to buy a pet (to promote responsibility, sense of condescension).
Tomasello, Carpenter, Call, Behne, and Moll's article “Understanding and sharing intentions: the origins of cultural cognition” says people also are cultural experts. People do not only interact with each other socially, but also involved with each other common activities such as cooking, playing games, etc. All of these activities are referred to as symbolic artifacts, such as linguistic symbols and social institutions, transfer everything from one generation to the next. At young age children are increasing cultural cooperation and communication skills.
Very important thing is that parents have to communicate with children in right way. Family, in which is trust, respect and cooperation has less problems. Social worker's role is to help parents create positive parenting skills.
One of the most important conditions of human life is the realization of a family is children. Often the future well-being of parents is associated with the future of their children. Their reality determines the level of prestige installations, which tend to translate almost all parents. Undoubtedly, parents are the most important and beloved people for their children.
ReplyDeleteWe can say that family provides a basis for the authority and starting from the early stages of development, it is unquestioned and absolute. The belief in the infallibility, correctness and validity of parents in children is unwavering: "My mother said ..." "My father told ..." etc.
The family as a social indicator is the first and the most sensitive social organism all the changes in society and it is the first school for children. Normally parents are the main teachers and that‘s why they are important. Parents influence their children‘s behavior, values, attitude towards many things. It is no secret that they play important role in developing child‘s personality.
In the article “Cooperation and Competition in Peaceful Societies” by Bonta (1997) he explains that the ideas of cooperation are carried out easily from parents to children in societies that are already highly non-violent but that western cultures may have a more difficult time encouraging this (p.303).
Democracy and cooperation should become a natural basis for everyday communication between parents and their children. Children learn cooperation from everyday activities, by receiving lots of attention from their parents, making their household tasks which are appropriate for their age, playing together and participating in other activities that do not encourage violence. People who are close to their children should make an effort to ensure that the children would not be afraid of their environment, and ensure that their lives are as safe as possible. In a survey of nonviolent societies, Bonta (1997) noted that children grow up to value cooperation by never playing competitive games and being taught that they are no more important than those around them. Aggression and violence are viewed as unthinkable and absolutely out of the question (Bonta, 1997).
In an article by Garbarino et al (2002) called “Mitigating the Effects of Gun Violence on Children and Youth,” the authors point out that a parent’s level of functioning and his or her response to a traumatic event is the best indicator of a child’s reaction to that traumatic event.
Parents may have a clear impact on values of offspring for those specific values which society does not necessarily transmit. Parents are mediators of cultural values in the transmission process. Parental responses to gun violence are especially important because the way parents cope with traumatic events largely determines their children's response.
In order to organize a group for parents, it is inevitable to consider various factors. First we need to organize the parents themselves, to describe them the purpose of the group to find out their expectations and understand exactly what they want for their children. I would try to create a specific group of different family types, where could take part members from functional families as well as from dysfunctional, complete and incomplete families, with different parenting styles and different worldwide view. Then you can begin to training their parents. They need to show the main ways to interact with the child, the methods and techniques, to teach parents to teach their children. Today it is very important because many parents simply do not have enough theoretical knowledge about education and child development.
Non-violent society - there are almost no violence or, in some cases, violent cases, there is so little that they can be called absolutely non-violent. Their number is very small. A peaceful society - extremely quiet, a little conflict with the public. These definitions are very similar, but in this article, and often confusing. Competition, cooperation and the concept of individualism is defined as the three objectives of the structure: 1) the competitive structure of objectives, which mutual goals negatively correlated between different individuals, 2) cooperating structure of objectives, goals which different people positively correlated with each other, and 3) the structure of individual goals, which objectives are quite unrelated. According to these structures have been formulated in terms of: 1) competition - people reach their goals only if others do not reach them, 2) cooperation - people reach their goals only if others also reach them, and 3) individualism - people reach their goals regardless of the whether the other reaches (Bonta, 1997). One of the peaceful societies aspect of child-rearing co-operating environment. In this environment, children quickly adapt the values of collaboration, a key aspect of community life. Education nuances occur as a strategy used teaching children non-violent, non-competitive, co-operating means. To use a variety of techniques, even in games that encourage children can easily integrate both feelings and thinking about the pain suffered by victims that inhibit self-feelings and makes the violence in the future to comply with conflicting values, for example.: Games with each other, with adults, animals and so on. It has been shown that children play a cooperating, their aggression goes down, and growth behavior of a twin, as opposed to playing competitive games of increasing children's aggression. These games are peaceful societies cooperating activities involving physical skill demonstrations acting adult actions, telling stories. As the specific values of co-curricular activities mentioned examples: parents' loss of focus, gentle young killing the parents when a child is hurt by teasing around, the promotion of environmental fears that others may impinge on children's aggressive intentions and a denial of cooperation and peace.
ReplyDeleteWe saw in Bonta’s study of peaceful societies that the patterns of behavior that children experience go a long way in shaping values; Bonta puts forth that even competitive games, which Americans experience as commonplace and therefore “harmless,” can in fact create an emphasis on achievement that feeds violence. However, it is important to consider the child’s experience outside the home. A child in American society might be raised in a non-violent home, but then experience competition in school and have difficulty reconciling success in school with non-competitive values. The child will then grow up and have to compete with others for employment; therefore, the delineation needs to be made between “necessary” competition and aggression for aggression’s sake.
ReplyDeleteFurthermore, what form does discipline take in the household? A child on the receiving end of corporal punishment will learn that violence is the way to get things done, regardless of the words that come out of the parents’ mouths. Again, context must be considered. Many parents come from long-standing traditions of hard-line parental authority, and would balk at the notion that they should suddenly change. What we as social workers can do is plant the seed that there is a different way to do things; that when parents communicate the message that fear and intimidation is a way to get what you want, children will internalize that message.
This question is very important today because many of today's parents believe that the main concern of the child is to ensure its material prosperity. They believe that the main concern of the child is to buy toys, hire good nannies and caregivers. And at the same time, they want their children to grow up developed physically, spiritually, intellectually, socially and morally. But they do not realize that the child is formed in the family, and that the parents are the main example for children. And that child subsequently copies their behavior.
ReplyDeleteTherefore, the social worker must do a great job of finding out what parents’ cultural values are, if there is aggression or hatred in the household, if the parents relate to cooperation and democracy, and what it means to them and how it works in their lives. Most parents do not have parenting classes and they are raising children intuitively, or by the example of their parents, or on the advice of friends. Therefore, the social worker should try to educate parents, how they transmit from themselves to their children communication skills, beliefs, behaviors, and so on.
In their article, Garbarino and Kostelny write that children who are raised in areas rich in political violence and war are much more likely to develop stress based mental health problems (1996). Growing up in an environment that does not encourage democracy and peace leads to severe developmental problems and increases susceptibility to trauma (1996) . And it is absolutely logical, because that's what children saw as they were growing up, it is stored in their subconscious, and then as adults they reproduce what they had seen.
I think it is important to explain to parents that the most important beliefs, and behaviors a child sees and copies happen during everyday life. The child is very closely watching the reaction of a parent to a stressful situation to unforeseen circumstances, the response to the aggression of others' attitudes and what parents saying about other people. If a parent wants to cultivate a full-fledged person, he must cautiously, patiently and kindly behave not only in the presence of a child, but always remain so, i.e yourself, you must first educate yourself, before educating your children.
I agree with you Kateryna that parents in nowadays trying to ensure material prosperity for their kids. In Lithuania we have a lot of examples when parents emigrate and leave their children for grandparents, other relatives. They can buy expensive things, they talk on Skype but they can't see how their kids growing. it's most important should be for them.
DeletePrior to the actual implementation of a parent educational group, consideration needs to be given to cultural differences, societal expectations and self-determination of the group being targeted. Cultural values of democracy and cooperation need to be considered within the context of the society in which they are to occur. Individuals should have the opportunity to determine how these values will be manifested; especially when instilling these concepts in their children. As highlighted by Ewalt and Mokuau (Self determination from a Pacific perspective, 1995) one culture may encourage autonomy while other encourages interdependence. This does not negate that democracy and cooperation can exist in both societies, however there will be variances depending on societal norms. The aforementioned factors are critical to evaluate before the implementation of a parent education group.
ReplyDeleteOnce this understanding is established, it would be helpful to introduce child development concepts. As highlighted in Bonta (1997) and Hart (1998), children are influenced, at a very early age, by the behaviors of their parents and/or caregivers. Children learn from the examples set forth by their parents, both in positive and negative ways. Introductions of these concepts would serve as a way to begin discussions about how children learn and how parent behavior influences their child’s development.
Beyond the family unit, the community can have an impact of the development of these cultural values. As identified by Bonta, peaceful and cooperative societies are often smaller and community orientated. Using this information as a foundation, one way to encourage cooperation is to foster these attributes amongst group members. While it is important to transfer these skills to children, it is also critical that caregivers are provided the opportunity to develop their own support systems. Developing a small network that caregivers can rely on, may foster cooperation amongst participants and thus serve a model of behavior for the children.
I love your ideas about this group implementation. It is absolutely crucial to establish a holistic understanding of the cultural and societal expectations of the group that is being targeted. So often we can get caught up in what we see as right or what we think is needed for a specific group of people, and our plans will absolutely backfire if we do not understand the group that is being taught or worked with. I also liked your discussion of child development concepts. Since the psychological and physical development of children can be more or less the same regardless of culture, these factors are important for any parent to understand.
DeleteI believe that in order to become educators we must challenge our own personal biases and ignorance before we go out to these communities and educate and empower others. I have recently been experiencing very overt forms of micro-aggressions that are all rooted around my race and what people presume to be my ethnicity. The interesting and rather sad part of this issue is that most of the subtle forms have been coming from my colleagues.
ReplyDeleteI believe that the social work practice holds so much power on the development of people. It almost frightens me to know that schools including Loyola University Chicago are graduating advocates who have yet to fully challenge and immerse themselves with the cultures that they serve. Gender identity, sexual orientation, race, ethnicity, religion, etc. interconnect and fluctuate about beliefs and experiences among every culture and the individuals that make up the experience.
According to Tomasello (2004) children learn very early in their development about goals, intentions and culture. When working with the parents in the parental education group, I would have to encourage them to start immediately by experiencing different foods and educating their children on various holidays. Physical immersion is something that works well with children, show them what a menorah looks like or educate them on what “non traditional” families my look like. In order to be effective, I would have to address and challenge the biases of the parents. Sometimes the parents have to place themselves in unfamiliar spaces in order to really get over our common beliefs. Children learn and admire what their parents do in regards to what is good or bad from cultural considerations to daily activities (Tamosello, 2004). These parents have to be genuine in their efforts and humble with their ignorance.
Shykira, thank you for sharing your experience and insights. I am sorry that you have been experiencing such micro-aggressions in this program. Such subtle forms of prejudice are often hard to confront. The most effective way to work towards understanding and cooperation may be through preventative measures starting with youth, but I wonder if you think there is anything that we as colleagues or our professors may be able to do to help those students entering the social work field?
DeleteI think that your suggestions for parents could apply well to social workers, specifically encouraging them to be aware of their ignorance, and to place themselves in new and unfamiliar spaces in order to foster better understanding between people from different demographics or cultural groups. I believe there is an assumption that social workers come into the field with a level of cultural competence, or at least openness to learn. Unfortunately, when competency doesn't exist, one semester of cultural studies does not work as a substitution for hands-on training in cultural awareness.
I also liked your idea of using physical immersion for children using different types of foods and cultural traditions to help to foster more communal, cooperative perspectives. I believe that those practices may be most effective with children, but can also be effective with adults. Cultural festivals can be used as a positive way to bridge divided communities.
Cultural values are rooted so deeply in people that it can sometimes get lost amongst adults who feel strongly about a particular issue or value. What many of those adults may not realize is that their passions and cultural values, whether good or bad, are then passed to their children. The cycle, again, whether good or bad, will continue. Tomasello (2004) noted that children become more skillful at collaborating and interacting with others culturally throughout early childhood. In order for these children to recognize and understand other cultures, parents must encourage cultural values of democracy and cooperation.
ReplyDeleteMy field placement is at a foster care and adoption agency. Many of the children that come into the agency’s system are African American, Hispanic, or racially mixed. When looking for adoptive placements, we ask and encourage all prospective adoptive parents to be aware of and support their child’s culture and values. We feel it is important for the child to know about his or her heritage, especially in understanding the history, present, and future of the culture. Knowing this information will only increase cultural diversity in the child and family. I have a client who adopted a girl from East Asia. Over the years, the client has incorporated the girl’s culture into the family’s every day life. They celebrate the cultural holidays and take vacations to the birth country. The client, in the past, has spoken to the girl’s class at school about the East Asian culture. The client is advocating and promoting cross-cultural values.
Like this client, my family adopted me internationally. I was born in Korea and adopted into the United States when I was just an infant. My parents ensured the Korean culture was instilled me. They gave me gifts from Korea (dolls, fans, clothing, books) and educated me with different books about Korea. My mother learned how to cook a few Korean dishes and had them periodically. When I was a pre-teen adolescent, they sent me to an adoptee heritage camp where I learned even more about the Korean culture, food, martial arts, etc. My parents felt it was necessary to incorporate as much Korean culture in my life, especially since I lived in a predominantly Caucasian community. They knew and understood just how important it was to make me culturally aware of my heritage and my surroundings.
If I were conducting parent educational group, I would do the same things as my client and my parents. I would recommend reading about various cultures, watching foreign films together and going to cultural museums. I would suggest the families to socialize with people outside of their community, ethnicity, and socio-economic class in order for the entire family to understand other cultures.
According to social science doctor Miskinis (2003) parents’ role is most importance because family is the most perfect child rearing and education institute in which education is continuous process. Child started to learn from his early childhood. He observes and takes over family life style, behavior models and norms, value orientations and interactions with others methods. It’s naturally that parents give for their children the same experience which they get from their parents. Of course I think that environment for the child has big influence too. Films or video games can be outcome of children’s aggression and hatred. Parents need to know what kind of games their children are playing and what kind of films are watching. Children’s aggression and hatred can be lack of security feeling also lack of strong and loving parent’s control. To summarize whole idea child observe everything what he hears, sees or feels in his everyday life. In the article “The effects of political violence on Palestinian children's behavior problems: a risk accumulation model” by Garbarino and Kostelny (1996) they explain that there are societies where children experience political violence and it can cause developmental risk and stress. So the strong influence for children well-being has community in which child is growing. Only family cannot protect child from some impact of society. In another article Garbarino, Bradshaw and Vorrasi (2002) note that violence can generate violence and it become like a circle. So it is very importance to decrease children’s exposure to violence when it does occur. If we want to reach some changes families, schools administrators and necessary professions need to work all community together. On the other hand Bonta (1997) is taking about peaceful society. She is focusing on cooperation and competition because “many of the peaceful societies view competitiveness as a dangerous behavior that should be avoided and strongly opposed”. Cooperation motivates people for more friendly relationship with each other. And I must agree that is true because in our days we are surrounded by a large kind of competitions in our jobs, schools and leisure time. That cause stress, anxiety and disappointment of ourselves.
ReplyDeleteIf I were conducting parent educational group first of all I try to find out what cultural values have parents. What meaning for them has democracy or what they think about cooperation and competition? In such a way I will have opportunity to know their culture. I also must emphasize that value isn’t easy alterable thing so it should be time to work together with parents and discussion like a form of communication will be great to reach the goal. In my opinion the main tasks are to let parents realized that they are doing a huge influence for their children at every moment even if they think they don’t and the second to impel parents for more communication with the children because it is the main way how transmit cultural values to children.
I strongly agree with you Aušra about TV, violent video games influence for child behavior. However in nowadays games are strongly rated by Entertainment Software Rating Board (ESRB). All games before going into stock are rated and after that adequate information about game brutality were printed on the label. Just because of this label parents are more informed about game content. It can help parents to monitor their children.
Delete(Part I)Family as a part of the State is one of the most important social institute. According to the Lithuania’s The State Family Policy Concept (2008) family exceptional value is: “The family as the primary community that formed prior to the State or by any other social entity, is the natural and fundamental group of society.” To my mind, this definition is the same in all countries. Family is related with transmitting cultural values to children because everyone’s personality is formed through a family. Cultural values can be influenced by the aggression in the family especially during early childhood. The article “Overt and Relational Aggression in Russia Nursery-School-Age Children: Parenting Style and Marital Linkages” (Hart, Nelson, Robinson, Olsen, and McNeilly-Choque, 1998) researchers are talking about how children aggressive behavior with the peers are related with parenting styles and marital interaction patterns in the Russian culture. For me Russian social and historical context are quite close to Lithuanian because of Soviet Union times. Based on Maddock and others (1994): “The government did not consider the family to be primarily responsible for the upbringing of children. Rather, a collective-centered system of child rearing was developed, in which families were considered to be an organic part of Soviet society.” Comparing with Western ideology, in which, traditionally, parents played the main role in rearing children. In my opinion, this historical context is strongly related with family’s values nowadays. Return to children aggression, Harrist and others (1997) reported their findings that “mothers who are warm and responsive and who display synchronous and engaging interactions with their preschoolers have children who are more socially competent and less aggressive with peers.” This shows that behavior model in the family form child’s personality and social competences. In the latter quotation we can see that mothers have very strong influence in child’s behavior, but research by Parke and colleagues (1994) found that fathers who are more physically playful influence boys who are then more sociable, less abrasive, and less verbally aggressive in peer play. Both mother and father influence their children behavior in society. Unfortunately, there are no perfect families and marital conflicts can have negative influence in children behavior and inner state. When marital conflict is verbally aggressive, unresolved, and includes parental disagreements over child rearing, it may emotionally upset and threaten children (Fincham, 1994).
ReplyDelete(Part II)However, the family is part of the State, so I could say that not only family and it values can influence children personality and behavior in society. Based on Garbarino and Kostelny (1996) article “The Effects of Political Violence on Palestinian Children’s Behavior Problems: A Risk Accumulation Model” political violence as war, occupation, resistance, civil disturbance, and paramilitary conflict have been common features of life for Palestinian families for several generations. This article extend attitude to factor which influence children personality and behavior in society. Garbino and Kostelny research study shows that even “the arrest of family member has important implications for family functioning as well as the family structure, especially if the arrest was of the child’s father.” In such a situation family function and structure change, so it can implicate cultural values of the family. Based on Garbino and Kostelny results of their study about how younger children were more susceptible to the negative consequennes of multiple risks than were older children (p.42) I can relate this results to the idea that younger children are more vulnerable than older children when we talk about family and it disharmony. This disharmony can be influenced by aggression between parents and political violence (or else, macro level). Further, cultural values are transmitted to children as democracy and cooperation. As in Bonta article “Cooperation and Competition in Peaceful Societies” (1997), the main idea is that cooperation promotes more and better learning than does competition: more intrinsic motivation to learn in cooperative setting, mental health and self-esteem are more positive among students in cooperative learning situations than competitive or individualistic ones, etc. Even it shows advantages of being cooperative, in my point of view, nowadays many societies have values of being competitive and do everything to reach goal. But there is examples of how cooperation in community can be positive and helpful: “Amish focus on thorough learning and accuracy at the expense of speed, the socialization of the child into the community, shared knowledge, and the importance of tradition.” (Bonta, 1997, p.302) This example shows how cooperation can be as cultural values of community, but also of the family. Peaceful communities have strong cultural values and it helps families to feel strong, to rear children as a strong personality. Bonta also underline that competition promote aggression and violence: “when people are in a competitive frame of mind, their aggressive tendencies increase, even if those aggressions are not directed at a competitor.” (p.305) Competition could become as a value in the family and can destroy healthy child’s personality. If I was conducting a parent educational group, the main strength would be values of the family based on democracy and cooperation.
ReplyDeleteDear, Almane,
DeleteI really glad to see that you found the similarities between Russia and Lithuania, I agreed with you thoughts totally.
When I looked Bonta and Garbarino articles, I began to think how much the environment affects children. The family is the primary child's environment. Maybe that's why I think that social worker should initiate their to encourage cultural values of democracy and their cooperation in children. Parents educational group should raise questions not only the impact of democracy and their cooperation values in children, but parents are same as those values declared by the skills they need, that their behavior reflects their values. Children after all from parent take values, thinking, behavior. Therefore, it is very important that other organizations should think about democracy and cooperation. Bonta in his article provides basic education strategies to encourage the cultural values of Democracy and cooperation in children. The first is the child's ignorance of a certain age period, in order that the child understands that he is not one that he is like all of your needs and desires. The second step - a child's game. The games have to be creative, do not give rise to competition. From my childhood experience I can tell you this kind of game causes less stress than the competitive and more creative freedom and fantasy. It is important that not only look after the family as an institution of democratic values and cooperation, but also other organizations that deal with children. Half of the parents think it is important that they help their children learn about other cultures and discover the joy and benefits of cooperation.
ReplyDelete(I PART)
ReplyDeleteWhich cultural values (aggression and hatred or democracy and cooperation) will be transmitted to children will depend on several aspects. its are:
- parenting stiles and marital linkages (when which cultural values will be transmitted to children depend on parents and their relationships with their own children and with each other.);
- political violence or in other words - from society in which live children
- and also from environment in which growing children (from competition, cooperation, and individualism levels between people).
In article "Cooperation and Competition in Peaceful Societies" by Bruce D. Bonta, he written, that Johnson and Johnson (1983) summarized the concepts of competition, cooperation and individualism.
"competition-people attain their goals only if other participants do not
cooperation- people attain their goals only when other participants do also
and individualism--people attain their goals without
affecting the goal attainment of others"
When I read this three terms I understand that cultural values defends on that terms. Bonta explain the connection of these terms with peace and aggression concepts. He written that its are like a spiral. In communities where there dominated the competition is more significant aggression and violence, than in communities where relationship is based on cooperation. So first of all we must realize this connection in real life and to help each other to understand it. To be came
nonviolent or peaceful societies is not really easy, but I think that is impossible. The groups of people who live without much or any violence in their lives Bonta called them - nonviolent or peaceful societies. I even found a link in to the web site about that:
http://peacefulsocieties.org/
So I think if we really good understand all information about connections between cooperation and peace and competition and aggression we will do everything that the competition will be changed in to the Cooperation. It is one way to transmit good cultural values to children.
An other thing which affect transmitting of good cultural values to children is political violence. J. Garbarino and other written that war, occupation, resistance, civil disturbance, and paramilitary conflict have been common features of life for Palestinian families for several generations. So all these actions have changed families structure, boundaries, values and so on. Its important to understand that long war, repression, genocide have influence for a log time not only families members but all country. That even when war will be finish and again will come peace two or more generation of population of this country will be feel once upon a former war aftermath.
(II PART)
ReplyDeleteTalking about parenting style and marital linkages it is worth noting, that cultural values can be influenced by the aggression in the family especially during early childhood.
When Authors H.G.Hard and the others was finish their research about overt and relational aggression in Russia then in article presented the data from which we can recognize behavioral overlap. The children which have aggression from their parents or have seen aggression of one parent to another, they was aggressive with peers more than those who have experienced aggression from a parent or experienced it only in later life. I do no why now but I remember James Gilligan book "Violence. REFLECTIONS ON THE NATIONAL epidemic " in which talking about shame and guilt interfaces with violence, about circle of violence and etc.
In general I would say, that violence generates violence and if we want that our children grown up with out aggression and heated we must to give them the cooperation relationship and understanding about democracy without many competition. So if I would conducting a parent educational group, I would be help them understand the main statements about positive and negative aspects of aggression and violence and also I would help them to understand about democracy and cooperation importance bringing their own children.
Inga
As simply stated in Bonta’s (1997) article, the concept of cooperation is defined as people achieving goals when others achieve goals. The concept of competition is defined as people achieving goals when others do not. In many Western societies, we value competition more than cooperation. It is interesting to note that peaceful societies are found to be highly cooperative and eliminate elements of competition. Children receive values from their parents. When running a parent educational group, it is important to gain knowledge of the other cultural values pertaining to cooperation and democracy, and hatred and aggression. Different cultures have different ways to teach their children. Different cultures also have different views of democracy. For example, the Inuit of the central Canadian arctic are socialized to have fear towards aggression and maintain the love of the group. The Ifaluk are also socialized to fear the intentions of others and be opposed to aggression (Bonta, 1997). In addition, dominance and aggression could be passed down to a child if temper tantrums are rewarded. For example, different cultures wean their children at different ages. At this point, the child is ignored more often and learns that they cannot control the people around them (Bonta, 1997).
ReplyDeleteWhen conducting a Parent Educational Group, I think it is important to initially include research that shows reasons a cooperative environment is important for their children to grow in. For example, students master principles more effectively and possess higher levels of intrinsic motivation when learning in a cooperative environment (Bonta, 1997). Parents need to see how an educational group will benefit their children. In addition to these reasons, studies have been done that show when children play cooperative games, their aggression decreases. Aggressive behavior in childhood is correlated with aggressive behavior in adolescence, so it is important to emphasize parents teaching their children cooperative games at preschool ages. Demonstrating the importance of parenting could also be beneficial, even among the presence of political violence. Garbarino and Kostelny (1996) discovered children who experienced community violence, but were supported by healthy, nonviolent families, did not have clinically significant problems.
During the parent educational group, it is important for the parents to actively participate in cooperation. I would encourage the parents to discuss with each other where their values are derived from. Their values are an indication of how they socialize their children. Parenting styles equally affect how children learn cross-culturally, although the actual parenting goals may differ (Hart & Nelson, 1998). Their cultures’ rituals form their beliefs; Western societies ritualize sports and a competitive nature. Therefore, collaborating with other parents of similar and different cultures would allow relationship building, foster cooperation, and promote democracy because all members are equally sharing. Intergroup cooperation produces less friction and more support (Bonta, 1997). (rest is in the word doc I am sending you Dr Tyson! It wouldn't let me fit it)
Children learn cultural values through their parents, or from the lack of the parents’ attention. What is normal in one culture may be considered offensive in another. In American culture for instance, individualism and competition are highly praised qualities to encourage in youth, without taking into consideration the affects one’s own accomplishments will have on others as a whole (Bonta, 1997). Because of this dog-eat-dog ideology, children from this background are not taught to compromise, but rather encouraged to be assertive and aggressive. According to Chen et.al (1998), it is through parental influence that children learn what they believe is modern behavior, which is in turn influenced by the culture of their community. If conducting a parent education group, I would help encourage democracy and cooperation through demonstrating how instilling these ideals is better for the child’s overall development. I would also show why enforcing a lifestyle of competition, aggression, and hate in their child as they are lead to believe competition is the only route in life to take. I would also demonstrate in a parent education group how through fostering cooperation and democracy in their children (i.e., learning to share, not gloating an accomplishment to others, letting others have a chance for something), they become better people and carry these values through life. I would also demonstrate that teaching children about democracy and cooperation will not make them “weak”, but in fact will make them better people.
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