Understanding the Cultural Context of South-Asian and

Chinese Families: A critical variable in implementing Positive Behaviour Support Plans

Kavita V. Kamat

Goal of the Presentation

• To discuss the cultural beliefs towards disability among South Asian families and Chinese families

• Its implication for implementation of Positive Behaviour Support Plans.

• Ideas on how to understand a family’s cultural context and develop a culturally responsive Positive Behaviour Support Plan.

Models of Help-Giving

(Frazee and Koegel, 2004)

Expert model: Professional driven model. Professionals are assumed to have the expertise and tools to

assess, diagnose and develop and implement interventions. Fosters parent’s dependency on professionals

Enabling Model: Family centered model Promotes families’ self sustaining behaviour. Encourages

families to engage in their own problem solving process.

What is Positive Behaviour Support

(Lucyshyn et. al, 2002)

• Family focussed, Collaborative, assessment based approach.

• Individualized behaviour supports based on functional assessment of behaviour.

• The objective is to achieve meaningful, durable changes in behaviour.

• The ultimate goal is to empower family and improve their quality of life.

The Cultural Context of a family

• Structure of the family.• Child rearing practices • Beliefs about disability • Informal support networks • Language • Other culture specific information (greeting,

communication patterns, decision making structure etc)

Word of Caution

The purpose of this presentation is to understand some of the cultural values that

influence the way families understand, respond and cope with disability.

The purpose is not to reinforce or create stereotypes of families with specific cultural

identity

Each Family is Unique

Families with specific ethnic identity represent a

wide range of cultural values from very “traditional” to very “western”

Therefore there is NO TYPICAL South Asian Family or a TYPICAL Chinese family.

South Asian Families:Cultural beliefs towards Disability

(Gabel, 2004)• Theory of Karma: The Hindu belief that disability

is the result of sins in the past life. It is God’s Will.(also reflects the Hindu belief in reincarnation and rebirth)

• One must live through with disability without complaining. ( it is a learning opportunity to get release from rebirth)

• Often ‘disability’ is perceived as ‘inability’: i.e. the child with disability cannot learn.

South Asian Families:Cultural beliefs towards Disability

(Katbamna, et.al 1998)• Blame is often directed towards the mother

• Parents feel the pressure to conceal the disability or not discuss it in among their community members.

• Families are concerned that presence of a child with disability in a family will effect future marital prospects of the sibling.

Traditional Chinese Cultural Values

(Wang et. al, 2007)• Negative perception of causation of disability:

Disability maybe attributed to mothers inability to follow traditional habits and health care practices or divine punishment for sins committed by parents, ancestors, or evil spirits.

• Emphasis on education: high reverence and social status conferred on teachers and scholars. Parents primary role is to ensure their child’s success in education.

Traditional Chinese Cultural Values

(Wang et. al, 2007)• Promotion of family unit manifested in Filial piety : reverence for elders, unquestioning subordination

to parents. It is believed that children owe their loyalty to their parents and family.

Family Hierarchical structure: traditional families are patriarchal . Decision making ability often rests with the oldest male .

• Maintenance of harmony: In order to promote family and social harmony direct confrontation is avoided. Even if they disagree they will nod as show of general respect.

Traditional Chinese Cultural Values

(Wang et. al, 2007)

• Discipline through Punishment: Punishment is considered important to instil in a child a sense

of duty and obligation to embrace the values of filial piety. Misbehaviour is considered an embarrassment or disgrace to the family. Verbal scolding and physical punishment is considered acceptable.

Cultural Context and its relevance to Positive Behaviour Support

Research has shown that cultural beliefs and attitudes on disability affect:

1. Parent’s perception of problem behaviour 2. Expectations the family has from the child with

special needs.3. The parents role in the family4. Their participation in the community5. Ability and willingness to seek out services

Potential implications for practice …

Preserve their privacy: Often do not like to discuss their child’s disability and its implications more specifically with outsiders (other professionals).

Desire to maintain harmony: Less likely to question what is presented to them by the professional. This however does not mean they agree and will follow-through.

Advocacy: Many families find it hard to advocate for their child due to language and cultural barriers.

Potential implications for practice continued…..

Tendency to have low expectations : As a result often families are content if their child is happy and is well supported.

Families sometimes feel teaching independence is over emphasised : They see themselves caring for their child even when they become adults.

Home – School Communication is difficult

Potential implications for practice continued..…

Families tend to be secretive about the disability: Limits participation of extended family members in plan implementation.

Shame associated with disability: Child has limited access to community activities.

High levels of stress: Being away from their country of origin many families have few informal supports.

Small Community of Reinforcers : As a result of limited exposure to activities and events and play items

Potential implications for practice continued….…

Families find it difficult to provide differential praise

Families often find it difficult to use the strategy of planned ignoring: It is perceived as going against their role as parents/care providers. Guilt and sympathy associated with ignoring further makes it difficult.

Developing a Culturally Responsive Positive Behaviour

Support Plan

What is Cross Cultural Competence ?

(Lynch & Hanson, 1993)

“The ability to think, feel, and act in ways that acknowledge, respect and build

upon ethnic diversity”

Developing a Culturally Responsive PBS

Reflect on your own cultural values and beliefs.

(Lynch and Hanson 1997)

“When we are out of touch with our own culture and its influence on us…it is impossible to work

effectively with people whose cultures differ from our own”

Build trust and rapport with the family.

Begin with the intake process:

• Understand and learn about the family structure, roles of the members.

• Their expectations for their child’s behaviour and learning goals (vision)

• Discipline practices• Communication style (verbal and non verbal

communication)• Understand their expectations from the service

Empower through Knowledge

• Provide handouts that are simple and easy for the family to understand.

• Use the help of a mediator/translator if necessary • Use plain language to explain the goal of PBS approach• Provide the family with relevant examples • Understand the family’s concerns and listen to their past

experiences • Arrive at priorities for their child by discussing what is

important to the family.

Emphasize collaborative partnership

• Link the interventions to the family’s core values• Build on the family’s strengths • Develop broader support for the whole family • Involve the extended family members in the

process.• Indentify potential supports and resources for the

family.• Be confident in leading them in the problem solving

process.

Culturally Responsive Implementation Support

• Use hands on training strategies • Provide regular and frequent implementation

support • Build visual support into implementation checklist if

necessary. • Practice providing social praise. Explore different

forms of social praise that the family is more comfortable with.

• Model providing praise by praising them for their efforts

Professional Humility

• Be willing to receive feedback on intervention plans.• Listen to what is working and what is not.• Make sure the intervention plan addresses the goals

of the family and not goals you think are important.

THANK YOU

Please see attached sheet for references