Power and Parenting Assessments: The Intersecting Levels of Culture, Race, Class and Gender

Abstract

This article uses a case example to highlight some of the complexities of working with minority ethnic families. It addresses the dilemmas that exist for therapists and other professionals when carrying out cross-cultural assessments of parenting. In this article, we will examine how professionals' constructions impacted on the assessment process with regard to family life, culture and mental health. We will draw out implications for clinical practice in this area.

Habla Mi Idioma? An Exploratory Review of Working Systemically with People from Diverse Cultures: An Australian Perspective

“…Specific familial and parenting style differences that exist among CaLD/collectivist families highlighted by Singh and Clarke () include: Childrearing practices: methods of discipline, expectations of child behaviour, demonstration of affection, styles of communication and parent roles which are guided by values highlighted by interdependence, autonomy, conformity, and obligation; Family composition: extended family (including grandparents, great aunts, cousins) is regarded as ‘the family,’ while the Western term ‘nuclear family’ is anathema to many CaLD cultures; Roles and expectations of extended family members: all members are regarded as active participants in ensuring the optimum functioning of the family impacting greatly on attachment models and childrearing practices; Primary dyad: in some cultures primacy is afforded to the eldest child (usually sons) and their parents rather than the marital couple; Children responsibility: in many cultures eldest male children occupy a position of responsibility entrusted to them by parents, elders in the extended family, and community (Singh & Clarke, ). It is important to note these differences are further accentuated in intercultural marriages and parenting as highlighted by Crippen and Brew (). …”

“…These differences impact majorly on the ability to conduct parenting assessments, which involve unpacking values and beliefs around parenting roles and responsibilities and childrearing practices which vary across cultures. Thus the presenting problem may be viewed differently between professionals and the family (Singh & Clarke, ). Impact of bilingualism and multilingualism in therapy …”

“…Several authors in the United Kingdom, United States, and Australia have pointed to complexities and challenges therapists face when working with families from CaLD backgrounds (Bejanyan, Marshall, & Ferenczi, 2015;Crippen & Brew, 2007;Sawrikar, 2009Sawrikar, , 2013Singh & Clarke, 2006). Complexity relates principally to differences in a number of areas, including family structure and composition and parenting styles based on racial, ethnic, and religious determinants.…”

“…Specific familial and parenting style differences that exist among CaLD/collectivist families highlighted by Singh and Clarke (2006) include:…”

Exploring Racially Diverse College Students’ Perspectives on Child Discipline: A Qualitative Study

“…Cultural norms shape what values parents teach their children, what child behaviors are considered appropriate, and what methods are used to teach these values and behaviors (Kim and Hong 2007;Meléndez 2005;Pinderhughes et al 2000;Singh and Clarke 2006;Varela et al 2004). Views on parenting are often developed before individuals become parents (e.g., Bower-Russa 2005;Douglas 2006; Graziano and Namaste 1990).…”