How are the interactions completed (face-to-face, telephone, letter)? Which family member interacts with other systems? Does that family member feel comfortable when interacting with other systems? PERCEPTIONS OF (S/E) HEALTH CONCERN FAMILY’S CHILD’S SOCIAL-EMOTIONAL These guidelines will assist you in determining beliefs about the cause and influences on social emotional or behavioral concerns and can be beneficial when discussing a child’s social emotional development, the explanation for the behavior and any concerns, child’s and planning for intervention. Are there cultural or religious factors that would shape family perceptions? To what/where/whom does the family assign responsibility for their S/E child’s concern? How does the family view the role of fate in their lives? How does the family view their role in intervening with their child? Do they feel they can make a difference or do they consider it hopeless? To whom is the family most likely to turn to for help with this concern? Part III—Language and Communication Styles LANGUAGE These guidelines will assist you in determining the linguistic strengths and needs for effective interaction among the early care and education provider, the family, and the mental health consultant and can be beneficial when determining approaches to assuring clear communication such as using interpreters and translators. To what degree: Is the early care and education provider or mental health consultant proficient in the – native language? family’s Is the family proficient in English? – If an interpreter is used: With which culture is the interpreter primarily affiliated? – Is the interpreter familiar with the colloquialisms of the family or – members’ county region of origin? Is the family member comfortable with the interpreter? Would the family member feel – more comfortable with an interpreter of the same sex? If written materials are used, are they in the native language? family’ INTERACTION STYLES These guidelines will assist you in exploring and identifying non-verbal and interpersonal aspects of communication and relating to one another and can be beneficial when
How are the interactions completed (face-to-face, telephone, letter)? Which family member interacts with other systems? Does that family member feel comfortable when interacting with other systems? FAMILY’S PERCEPTIONS OF CHILD’S SOCIAL-EMOTIONAL (S/E) HEALTH CONCERN These guidelines will assist you in determining beliefs about the cause and influences on social emotional or behavioral concerns and can be beneficial when discussing a child’s social emotional development, the explanation for the child’s behavior and any concerns, and planning for intervention. Are there cultural or religious factors that would shape family perceptions? To what/where/whom does the family assign responsibility for their child’s S/E concern? How does the family view the role of fate in their lives? How does the family view their role in intervening with their child? Do they feel they can make a difference or do they consider it hopeless? To whom is the family most likely to turn to for help with this concern? Part III—Language and Communication Styles LANGUAGE These guidelines will assist you in determining the linguistic strengths and needs for effective interaction among the early care and education provider, the family, and the mental health consultant and can be beneficial when determining approaches to assuring clear communication such as using interpreters and translators. To what degree: – Is the early care and education provider or mental health consultant proficient in the family’s native language? – Is the family proficient in English? If an interpreter is used: – With which culture is the interpreter primarily affiliated? – Is the interpreter familiar with the colloquialisms of the family members’ county or region of origin? – Is the family member comfortable with the interpreter? Would the family member feel more comfortable with an interpreter of the same sex? If written materials are used, are they in the family’ native language? INTERACTION STYLES These guidelines will assist you in exploring and identifying non-verbal and interpersonal aspects of communication and relating to one another and can be beneficial when
Exploring_Familys_Cultural_Perspectives.docx