Transcript The Impact of Intergenerational Conflict on Academic

University of Texas Pan American
“"Teenage Development & Identity in Relation to
Mental Health“
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Parent Connections Meeting
January 17, 2013: Med High Campus
Biblioteca Las Americas,
700 Med High Drive, Mercedes, Texas
Biografía De: Noe Ramírez
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Soy profesor en la Universidad de Tejas Pan American (Edinburg,
Tejas). Mi credenciales incluyen un Bachillerato en trabajo social, Pan
American University (Edinburg, Tejas); Maestría en trabajo social, Our
Lady of the Lake University (San Antonio, Tejas); y Doctorado en
trabajo social (Ph.D.) de University of Houston.
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Cuento con doce (12) anos de experiencia directa con
usuarios/clientes de trabajo social, incluyendo: (1) practica en
desarrollo rural (planificador de programas de rehacimiento y
enfracstura para el México-Americano; (2) servicios sociales
incluyendo programas de nutrición y desarrollo humano y salud
mental; (3) programas de substancias ilícitas; (4) supervisión clínica; y
(5) consejería en organizaciones de servicios de psiquiatría.
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Tengo 13 anos en el puesto de profesor de materia universitaria,
incluyendo clases de la maestría y bachillerato en trabajo social,
incluso: evaluación clínica; política social; organización comunitaria;
investigación; estadísticas; desarrollo humano y comportamiento;
practica con Latinos; supervisión clínica; y supervisión de estudiantes
en practica en la comunidad. Soy originalmente del Valle del Rió
Grande donde pienso avanzar mi práctica de trabajo social incluso al
nivel internacional.
Para solicitar un attachment de esta presentacion llame o escriba
(956) 665-3577
[email protected]
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Biographical of Dr. Noe Ramirez, Ph.D., LCSW, Associate Professor
• Associate professor, University of Texas Pan American (UTPA)
(Edinburg, Tx). BSW, Pan American University; MSW, Our Lady of
the Lake University; Ph.D. in Social Work, University of Houston.
From the Rio Grande Valley (El Valle) where UTPA is located.
• Twelve (12) years of work experience in: (1) rural development &
planning (socioeconomic, grant writing, housing, nutrition and
transportation services to colonia residents & elderly persons); (2)
social services (income assistance); (3) mental health (clinical
treatment and work with interdisciplinary teams in acute inpatient,
chemical dependency and transitional living units); (4) substance
abuse treatment (drug, alcohol and dual disorders); and (5) clinical
supervision in psychiatric settings.
• Teaching for 13 years----undergraduate & graduate courses
including clinical assessment, social policy, community
organization, research, statistics, practice with Latinos, clinical
supervision and field liaison. Primary interests are in academia
(research, publishing, teaching) and providing service to the local
and international community.
• To request an attachment of this presention call or write (956) 6653577 [email protected]
Knowledge Contribution:
Sections covered in the presentation
• 1. Factors associated with development,
academic achievement, & teen identity.
• 2. Assessment of factors associated with
conditions affecting educational achievement.
• 3. Recommendations for understanding students
and their families.
• 4. Character development.
The developing student
Students have dreams
• 1. A dream about who the student wants to be is like a
seed that needs to grow
• 2. A seed needs water and nutrients to grow, to develop
• 3. Education is like the water and nutrients that will help
the student’s dream grow
• 4. Teaching students is like helping their dreams grow
• 5. Help students realize their dreams and nurture them
with education, direct them to focus on their dream,
which no one or anything can take away from them: The
Dream is theirs.
Teacher and Parent Goal
• Understand Conditions and characteristics
of students & their families that effect
school behavior, grades, attendance, &
career goals such as attending college.
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Improve your understanding of teens in
schools
1. In order to improve our ability to help
them attain academic achievement.
2. To help them learn effectively.
3. To help teens realize their dreams
through education.
4. To help teens become moral, civicminded citizens.
5. To improve the lives of the next
generation.
Factors associated with students & school performance
Developmental stages,
Intellectual
capacity
Language
Challenged
Motivation,
curiosity
Tolerance
to stress,
anxiety
Peer Pressure
Reading
Challenged
Values &
Character
traits
Math
Challenged
Quality of
Instruction
Stressors &
Parental
involvement
Quality of Educational Institution
Developmental Stages
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A. Early Childhood
B. Middle Childhood
C. Adolescence (teens, ages 13-19)
D. Young adult
E. Middle-age adult
F. Elderly adult
Terms associated with developmental
stages, identity, and teens:
• 1. Development / “desarrollo”
• 2. Transitions—conflict that is experienced by teens and
their families as they develop.
• 3. Adaptation to developmental phases (i.e., the teen’s
relation to the world, her/his capacity to relate to it, to
adapt to the world).
• 4. Basic needs & Libido - constant search to meet
human needs, for pleasure, instinctual drives, sex,
hunger, aggression, elimination, & death.
• 5. Institutions- (education, family, marriage, religion) &
their affects on teen socialization and development
• 6. fixation- when the child cannot move on the next stage
of development.
Instincts
(Cont) Terms associated with developmental
stages, personality, and teens:
• 7. Industry versus inferiority- a child’s strive to form a
meaningful identity & struggle with feelings of inferioirty.
• 8. ego--a well developed ego is favored, it represents the
teen’s capacity to control his/her urges/instincts, to keep
behavior in-check, i.e., recognize and respect
boundaries, other person’s feelings and views.
• 9. assimilation-integrating or using new information that
may not fit the personality of the teen in their existence.
• 10. accomodation-the teen changes what she/he thinks
in order to adpat to developmental stages.
• 11. defense mechanism- mental processes that may
appear as attitudes people use to deal with their
environment, their surroundings or others in their lives.
Human Development
Development affects the brain
Teach Teens Impulse control
Mental Health & Other Disorders in Children
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A. Mental Retardation (mild, moderate, severe)
B. Learning disorders (reading, math, written expression)
C. Motor Skills disorders (coordination)
D. Communication disorders (language)
E. Pervasive Developmental disorders (autistic)
F. Attention deficit Hyperactive Disorder
G. Oppositional Disorder
H. Conduct disorder
I. Separation anxiety
J. Post traumatic stress disorder
K. Substance abuse & dependence
Understand how students sees their world to
understand how they learn
Look for the results of uncontrollable
stress on teens
Assessment
Assess human development factors
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1. age-appropriate development & behavior
2. age-appropriate physical growth
3. capacity to integrate cognitive functions
4. learning challenges (i.e., reading, math)
5. medical condition(s)
6. evidence of mal-nutrition
7. concept of self
8. individuation with respect to age
9. empathy/regard towards others
Understand teen problems with
development of identity
• A. pay attention to student issues relating to identity such
as uncertainty about:
• 1. long-term goals (long-terms planning, outlook in life)
• 2. career choice (student thinking, planning of a career)
• 3. friendship patterns (isolation versus relationships)
• 4. sexual orientation & behavior (conflict, self-image,
self-esteem)
• 5. moral values (sensitivity towards others, justice,
altrusim)
• 6. group loyalties (family, friends, peers, gang affiliation)
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Source: DSM-IV, American Psychiatric Assoc.
Examples: Students’ education is affected
by stressors
• Poverty, unemployment, mobility, and daily
struggles to meet basic needs are stressors.
• Illness, disease & disability are stressors that
may affect student learning.
• Stressors create tension in students and family.
• Stressors create physical & pyschological stress.
• Stressors lead to crisis.
Stressors of At-risk Children and Vulnerable Populations
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Associated W/ Race, Culture, Poverty Pyschosocial & Environment
1. Racial-ethnic
1. Housing Conditions
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2. Cultural
2. Illness, Pain
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3. Poverty
3. Fears Regarding Safety
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4. Institutional Involvement/engagement 4. Detachment from Family
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5. Institutional Racism
5. Neighborhood Conditions
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6. Immigration Status
6. Limited Literacy
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7. Resistance to acculturation & assimilation
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8. Cultural bound syndromes
8. Developmental Stages
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9. Culture Shock
9. Intergenerational Conflict
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10. Dominant Language Fluency
10. Shame from Disclosure
7. Stigma
Poverty, Vulnerability/At-risk Factor:
• 3. Many families are not able to meet their basic needs
(nutrition, health, housing, transportation, safety).
• 1. In the Valley there is a cycle of poverty because of
unemployment, economic opportunities not available, literacy,
and many families not knowing how to use resources available
in schools and the community to meet their needs.
• 2. Often, these children and their families are immigrants who
may not have knowledge of resources they can use to meet
their needs and solve problems.
• 4. These families are seen as being Level One and Level Two
families (Weltner’s Family Levels of Functional/ dysfunctional
Patterns, Adapted from Rauch, J. B. (1993).
Basic Needs
• A. Nutrition
• B. Health
• C. Housing
• D. Transportation
• E. Safety
• F. Clothing
• G. Understanding
• H. Assistance from others
Understanding Basic Needs in Children & Families
• Maslow: “Organísmic theory
of motivation:”
• The goal for Parents and
Educators is to understand
determination and drive in
humans trying to actualize or
improve as they get older:
• Respect for determination
and how human beings
actualize as they get older:
Actualizacion
Sentido de
integridad
con el
ambiente
Justicia, bienestar, orden,
unidad, belleza, sentido de
pertenecer en ambiente con
otras personas
Nutrición, afección, seguridad, auto
estima, vivienda, recursos de supervivencia
Level Families: Basic Needs/Resources
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Level One Families:
1. These families are often neglectful and unorganized.
2. They lack a leadership and control structure to meet basic nurturing and
protection needs of members.
3. They are leaderless and have no one with enough power to structure
interactions.
4. They face issues of basic needs/resources: food, shelter, protection,
education, clothing, transportation, and medical care.
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Focus: assist the family in acquiring resources from the community, school,
and extended family members.
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Level Two:
1. These families are under organized and out of control.
2. They have difficulty setting limits, although the family’s basic needs of
minimal and safety and nurturance are met.
3. They often have uncontrollable children, delinquent adolescents, and errant
spouses involved in extramarital affairs, gambling, or substance abuse.
4. They often have marital conflict or marriage problems that threaten the
break-up of the family unit.
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Focus: develop a coalition of those in charge in the family against those
needing control.
When a student or family is in CRISIS
• They reach out for Resources to help them
solve the problem & bring stability to their
lives. This is the best time to intervene.
• Focus: understand how crisis is affecting
the student’s learning, refer student to
school resources or community resources
that can help them solve the crisis.
Understand differences between students and
their parents which may be a source of stress
A Genogram is used to understand the different
communication patterns in families
Mother
48
Daughter
18
Son
15
Father
54
Daughter
13
Daughter
10
Son
7
As Parent Educators we want to understand the family dynamics in finding
out how there may be conflict that is causing the way children are
behaving and performing in school
Aside from economic and other stress in the family:
• A. Differences between parents and children often lead
to stress which
• B. May leads to conflict within families then
• C. Creates an imbalance in the family which
• D. Leads to family members, including children, attempts
to regain stability.
• Some children and adults may behave in ways that brings attention
to them and this process unites other family members as they focus
on the person’s behavior or actions.
• Children, may show this by acting out, low grades, absentism,
illness, skipping school, drug use, curfew violation: draws attention
of parents & unites them
Differences between Parents and Children
• 1. Language differences (Spanish, English)
• 2. Value Placed on Interdependence versus Individualism
– collectiveness of the family as system of support versus
independence
• 2. Acculturation Levels & Dynamics
– influence of schools in socialization
– types or categories defining acculturation
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unidimensional versus multidimensional experience
• 3. Differences in Parent and Child Developmental Stage
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age, world view, observations of reality, self-concept
• 4. Gender Roles and Expectations
• 5. Trends influencing students today (media, pop culture, values)
Rio Grande Progreso Texas
Recommendations:
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Understand conflict, its source and its impact:
1. Language, primary peer characteristics
2. Acculturation status, generation status
3. Age (developmental stages), birth place
4. Shame issues (shyness, introversion, fear of expression)
5. Cultural awareness, connection to family of origin
6. Clothing (trendiness)
7. Style of discipline at home
8. Relationship with parents (degree of conflict)
9. Type or level of communication with parents
10. Parental expectations of student school performance
11. Grades, involvement in extra curricular activity
12. Type of disciplinary action from school (reason for referrals)
13. Student’s management of instructions from parents
14. Other stressor, socio-economic, interpersonal
15. Career plans, future versus current, past orientation
Recommendations for providing learning & language
experiences within the family
• 1. Education Role: Help children and their families understand and
continue learning about the role of institutions such as schools and
human service organizations in the United States that are involved
in their lives and in the student’s education.
• 2. Teach children about the importance of learning for purposes of
building careers and economic security that can also serve their
families in their future.
• 3. Help student learn about the agencies and helping providers that
exist to help them find solutions to their problems. Provide children
with a sense of security and reassurance that they will be okay.
• 4. In all encounters build trust with the student and/or the parents as
a priority in order to establish the foundation for future encounters
and to maximize the helping role.
Help students with character development
• Character building is a very important objective
in the education of students.
• From the first years of education the function of
the schools is build the Character of the student
through teaching about history, science, and
other courses and by teaching discipline.
• Character building actually begins at home
during the first years after birth before the child
attends school and through parental education
and discipline.
Essential Attributes of Virtues and Character for
building in children’s learning and development
1. Knowledge/prudence — good judgement, directs all virtues.
2. Justice — respect for the rights of other persons.
3. Fortitude/valor — doing what is correct/just in times of dificulties.
4. Self-Control — capacity to govern ourselves.
5. Love — capacity to sacrifice for the good of others.
6. Positive Attitude — hope, enthusiasm, flexibility, humor
7. Work — facilitates initiative, diligencie, planning of objectives, and
capacity to solve problems.
8. Integrity — adhering to moral principals, being faithful towards moral
conscience, attend to our word, and defend our beliefs (i.e.,
principals of diversity).
9. Gratitude — ”the secret of a happy life,”the act of being grateful.
10. Humility --- the base of all moral likfe, is needed to acquire th
eother virtues it makes us feel concience of our own imperfections
and it moves us to be better with people without having to be
recognized or appreciated for our deeds and help to others.
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SOURCE: Lickona, T. (2004).
Information to Know: Strengths within the MA
Culture
• 1. Dignidad (dignity)
• 2. Orgullo (cultural pride)
• 3. Concept of well educated (“bien educado”)
• 4. Concept of “aunque pobre pero casa honrada”
• 5. Concept of responsibility (“responsibilidad”)
• 6. Concept of utilization “seas util an lo que haces”
• 7. Concept respect (respeto)
• 8. Concept of blessings (bendiciones)
• 9. Concept of Appreciation (ser agradecido)
• 10. Concept of having faith (tener fe)
Bibliography & Suggested Reading
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Amodeo, M., Schofield, R., Duffy, T., Jones, K., Zimmerman, T., & Delgado, M. (1997).
Social work approaches to alcohol and other drug problems: Case studies and teaching tools.
Alexandria, VA: Council on Social Work Education.
Ashford, J. B., Lecroy, C. W., & Lorter, K. L. (2001). Human behavior in the social
environment: A multidimensional perspective (2nd ed.). Belmont Ca: Wadsworth.
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Edwards, R. L. (Ed.-in-Chief) (1995). Encyclopedia of social work, (19th ed). Washington,
DC: NASW Press.
Rauch, J. B. (1993). Assessment: A sourcebook for social work practice. Milwaukee, WI:
Families international.
Cross, T. L., Barzon, B. J., Dennis, K. W., & Isaacs, M. R. (1989). Toward a culturally
competent system of care, children and adolescent service systems program technical assistance
center (Vol. 1). Washington, DC: CASSP Technical Assistance Center, Georgetown University
Child Development Center.
Delgado M. (1995). Hispanics/Latinos. In J. Philleo & F. L. Brisbane (Eds.), Cultural
competence for social workers: A guide for alcohol and other drug abuse prevention professionals
working with ethnic/racial communities, A special collaborative NASW/CSA Monograph (DHHS
Publication No. SMA 95-3075, pp. 41-68). Washington, DC: U.S. Department of Health and
Human Services.
Weltner, J. S. (1986). A matchmaker’s guide to family therapy. Family Therapy Networker,
10(2), 51-55.