Response 1Discussion 2: Reciprocal Cultural Influence on Children and Adolescents        The broadness of culture, which includes religion, ethnicity, country, and race, was primary to the dis

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Response 1

Discussion 2: Reciprocal Cultural Influence on Children and Adolescents

        The broadness of culture, which includes religion, ethnicity, country, and race, was primary to the discussion this week. It is often thought that the behavior of a large group of people is driven by culture, yet despite such influences upon the development of the individuals within that culture, diversity remains significant. The development and change, common to individuals, may also be found within culture influencing both children and adolescents as they grow and develop. Reflective of the stage of development marked by the transition from childhood to adulthood, adolescents are influenced by different cultural norms and parental expectations (Levine, 2011). The reciprocal relationship of culture and child and adolescent culture was therefore explained. Additionally, two ways in which adolescents influence culture and two ways in which culture influences the development of a child/adolescent were identified and supported by learning resources.

Reciprocal Relationship of Culture and Child and Adolescent Culture  

        The forming of a child’s cultural identity begins at birth through the absorption of family culture and continues throughout the development of the child extending into adolescence (Derman-Sparks & Olsen Edwards, 2010). Thus, the reciprocal relationship of culture and child/adolescent culture reflects the crucial exchange between that culture, which began to be absorbed at birth and continued throughout adolescence as a recipient of culture, and the creation of a new version of culture considerate of the conditions of growth (Levine, 2011). Significant to this explanation is the adolescent influence on culture and the ways in which culture influences child and adolescent development.

Adolescents Influence Culture

Levine (2011) suggests that the personal decisions made within a historical context extend beyond the receiving of culture from the adolescent’s parent. Levine (2011) assumes the role of creating new versions of culture reflective of the conditions in which the adolescent grows and are the result of such personal decisions. For example, over a period of 40 or 50 years, adolescent females made personal decisions to become active contributors to change by challenging the culture of families by increasing female school enrollment which delayed the age to be married, and added contraceptive use (LeVine et al., 2001). Adolescents may also generate social transformation acting in noncompliance of the societal norm as in the breaking of traditional customs associated with culture in the accommodation of new social norms. Such was the case of adolescent boys with intercultural experience convincing people within their culture to embrace a new national norm of handshaking with members of an adjacent generation (i.e. your parents or children) and acting as “intermediaries” to social transformation (Levin, 2011).

Culture Influences Child/Adolescent Development

        Culture plays an important role in how a child or adolescent makes sense of the world. The existence of a strong cultural presence will therefore have an influential impact upon that child and/or adolescent’s development affecting behavior and moral standards. Parents and families are the foundations responsible for the shaping of a child or adolescent’s personality and identity affecting behavior and influencing moral standards. Therefore, parenting from different cultures will emphasize different values thus influencing moral standards. Additionally, the instilling of cultural values and social norms are foundational to the decision-making process and to behavior (Derman-Sparks & Olsen Edwards, 2010).

Conclusion

        Religion, ethnicity, country, and race all constitute culture. Although the behavior of a large group of people is driven by culture, there are influences which impact the development of individuals within that culture. This same development and change may also be found within culture influencing both children and adolescents as they grow and develop. 

References

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and 

        ourselves. Washington, DC: National Association for the Education of Young Children.

LeVine, R. A., LeVine, S. E. & Schnell, B. (2001). Improve the women: Mass 

        schooling, female literacy and worldwide social change. Harvard Educational Review 

        71(1):1–50.

Levine, R. A. (2011). Traditions in transition: Adolescents remaking culture. ETHOS, 39(4),   

        426–431

Response 2

The learning resources this week allowed us to take a deeper look at our own relationship with culture. Culture can be easily defined as the text states: “how particular groups of people live (Derman-Sparks, 2010). Culture can also have many layers as is explained by Cardemil’s many articles and discussions (2010). Regardless of definition, many theorists suggest that not only do we influence and dictate our culture but the culture we are exposed to influences us as we develop.

  1. Two ways that children influence culture 

           First off, I will approach the idea in which children themselves affect and influence culture. I vividly remember desperately trying to get my Mom to understand and actually enjoy my music choice when I was about 11-13 years old. My mom would always say, after patiently allowing me to try to convince her that party rap was her jam, “If I like your music there is something wrong”. This took me a while to understand. Levine describe in the paper Traditions in Transitions this slow shift in generational culture (2011). Gradual shifts in the culture of one generation to the next can easily go unnoticed when looking locally but by taking the research to a longitudinal approach, Levine was able to identify a trend (2011). This trend describes a “directional shift between several cohorts” which describes cultural difference (2011). Another example of children influencing culture, outside of their choice in music, would be a child’s ability to come with an open mind. Many of the learning resources discuss preparing adults for the questions and “scary” scenarios they may encounter with a child that becomes curious about their peer’s skin color being different than their own, but little celebrates this curiosity. Fostering this curiosity and celebrating it rather than hushing it allows the child to know it’s okay to ask questions and diversity is something to celebrate. By showing one child this, that child can take the same attitude and thus foster a culture where diversity is celebrated.

  1. Two ways that culture influences child development 

Now there is the discussion to determine the amount of impact culture has on child development. As mentioned previously the child’s first social community is within the home (Derman-Sparks, 2010). This is where they learn their social role and what is expected of them, in this community (Derman-Sparks, 2010). As children enter preschool and kindergarten, they begin to learn their role in a new social setting thus learning new social rules (Derman-Sparks, 2010). The culture of a classroom (organization, calmness, and attention) can easily influence rambunctious children to become great learners! Environment is on cultural influence on child development, however the ways in which culture shifts and changes also has an impact on the developing child (Cardemil, 2010). Changes allow the developing child to challenge their initial beliefs and truly think through what they think is right. Environment and changes in the at environment allow the child to be in a culture that shapes them through development.

Cardemil, E. V. (2010). The complexity of culture: Do we embrace the challenge or avoid it? The Scientific Review of Mental Health Practice: Objective Investigations of Controversial and Unorthodox Claims in Clinical Psychology, Psychiatry, and Social Work, 7(2), 41–47. 

Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.55-76

Levine, R. A. (2011). Traditions in transition: Adolescents remaking culture. ETHOS, 39(4), 426–431. Retrieved from the Walden Library databases.

 

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With regard to organizations, the terms climate and culture are similar, but distinct. On the one hand, climate refers to organizational context and the employees’ shared view about their workplace.

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With regard to organizations, the terms climate and culture are similar, but distinct. On the one hand, climate refers to organizational context and the employees’ shared view about their workplace. Organizational culture, on the other hand, refers to the values shared by managers and leaders, and the meaning ascribed to those actions by the employees. An organization’s climate and culture can support or inhibit its effectiveness, so both constructs are important to consider. Specifically, it is vital to understand the degree to which employees share a common view of the organization’s climate and culture. For this Discussion, you examine the constructs of organizational culture and climate and compare the factors contributing to each.

  • Post by Day 4 a comparison of factors contributing to organizational climate and culture. Then, explain how one affects the other. Provide examples from your own organization or one with which you are familiar, without including identifying details. Finally, explain the relevance of alignment between organizational climate and culture as well as the consequences of misalignment.

Be sure to support your postings and responses with specific references to the Learning Resources and additional peer-reviewed, scholarly sources as well as examples from your own organization or one of your choice. For the sake of confidentiality, do not include actual names or other identifying details of the organization you selected in your posting.

 

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Do A Comment Base In These Answers. Please Write At Least 130 Words. Academic Reference Need. Please Write The Reference In Each Not Together Because Sometime I Confuse. Thanks

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Comment 1

Navigating through unique cultures as well as religious needs of patients is an unnerving process. Some actions or wording stated can offend the patient or their family by not knowing their needs or beliefs. When it comes to the patient Sue Li, most practitioners would automatically start with the assumption that she is from Asia (Purnell, 2012). The first question she will be asked is if she is a citizen of the country? If her response were “no” then her nationality would be requested, however, if it were yes the questioning will proceed (Galanti, 2014). The next question will be if she is fluent in English? If not if she would like any translator? If she is not being escorted by one. This will be followed her explanation of her condition in full detail. It is important not to judge the patient due to their difference in culture. The medical procedure that will be given will be explained in full detail to the patient and asked if she will be comfortable with the process. If not the nurse must respect her decision.

Abuse screen is a tool that nurses can use to evaluate if patient is victim of abuse the screening question will be performed to assess how recent how serious family abuse was.

In the case of abuse, she will be encouraged to express her problems. Asians are not encouraged to speak family matters to outsiders; the nurse will have to use various techniques to ensure the patient feels accommodated (Paniagua, 2013). By giving personal experience can be one method as it reduces the amount of shame and guilt. If abuse is confirmed by interview, she will fill the abuse assessment screen and the proper authorities contacted to deal with the matter (Paniagua, 2013). The patient, on the other hand, will be separated from the abuser and taken for further treatment and assessment. Nurse may offer different resources and therapy group for Li and provide a safety plan to prevent further harm.

Comment 2

For a proper healthcare delivery in any setup, cultural competency of a nurse is an important factor (Jarvis, 2016). The nurse should clearly understand the cultural beliefs and the type of family setting that the patient was raised in for him to provide the best care to Ms. Li.  Most Asian American families have strong cultural beliefs and this can substantially influence the decision-making process by the patient. Other Asian American families have washed away their strong beliefs and hence their approach to healthcare might be more Americanized or westernized. This background information is important for a nurse since it helps in a proper interview to make an assessment.

Asian communities are family oriented and like coexisting peacefully as a group as opposed to emphasizing individuality. This coexistence is a protection against the hardships of life and a major source of identity (Jarvis, 2016). Inner strength and stamina and respect to the family are important values for the Asian children. These important values are enforced by their parents, who expect the child to strictly follow the rules and only speak when it is necessary. Given this background, therefore, Asians maybe not willing to acknowledge strong pain, emotion, and grief because of their cultural values and family.

Asian cultures can be described as high context cultures in which communication through non-verbal cues is very common and important (McCulloch, 2014). Hence, the pitch, intonation, eye contact, word stress, “gesture, body language, and silence are as vital as the spoken words in a conversation. By being sensitive to the other person’s mood and being polite in conversation, Asian families expect to be understood mutually and their non-verbal communication. With this knowledge, the nurse should consider these facts when interviewing Ms. Li.

Abuse Assessment Screen is a short domestic violence screening tool nurses can use in their healthcare settings. The tool is formatted such that no one feels singled out. Follow up question are asked if any of the questions are answered with a yes. These follow-up questions will be designed to assess how serious and how recent the family abuse was. Essentially, nurses have mandated reporters in their clinical setup.

If abuse is detected during the interview, the nurse should report it and document a detailed description of the nature of abuse as recounted by the patient. However, the nurse should take particular care to give the full the details of the abuser (McCulloch, 2014).  Ms. Li needs to have therapy services, support, and protection to help her recover and to keep her away from such an abusive environment. The nurse can offer different resources and information concerning who Ms. Li can talk to assist her with the issue. Furthermore, if nurses are uncertain about requirements for their local reporting, they may also talk to their local domestic violence coalitions for further clarification.

 

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