1. Development

2. Objectives
Understand the process of enculturation.

3. Enculturation
“the birth of each new generation of children is a recurrent barbarian invasion” (Talcott Parsons)
process by which individuals acquire the knowledge, skills, attitudes, and values that enable them to become functioning members of their societies

4. Enculturation
Sensitive period: a time in an organism’s development that allows for the relatively easy acquisition of a set of skills; harder afterwards
Sensitive Period for learning culture
Discussion: Which kinds of American practices might you expect to be hardest to understand or adopt for those moving here after age 15?

5. Enculturation Influence of schools
Discussion: In what ways are cultural values taught in the public school system?
(through 2:45)
Values about own and other countries, type of knowledge that is important, health, respect, power, responsibility…

6. Enculturation Who goes to school? What is school like?
U.S. vs. China vs. Japan
What is school like?
East Asia vs. U.S.
Parental expectations

7. Enculturation Influence of language Sensitive period
Brain usage (bilingualism)
Function vs. relationship
Praise vs. criticism
9:25-11:23 Disc Psychology Culture

8. Objectives
Describe cultural differences and similarities in socioemotional development.

9. Attachment
Secure: curious/explorative when around, wants closeness after separation
Avoidant: disinterested when around, little distress at separation
Anxious/ambivalent: distressed if present or not, pull-push behavior

10. Objectives
Describe cultural differences in parenting strategies and goals.

11. Parenting
What kind of person should a parent be trying to create? What is a parent’s job or duty?

12. Parenting Goals
Children must learn to overcome baser natures to please God (serve God)
Children must revere & defer to their elders and be prepared to work towards the aims & welfare of the extended family (serve family)
Children should be helped to reach their full individual potential on their own path to happiness and fulfillment (serve self)
Children should be taught lawfulness, cooperativeness, studiousness, and dedication to national needs (serve country)

13. Parenting Styles
Authoritarian – parent makes rules, child follows without question, involvement but little warmth
Authoritative – parent makes rules taking child’s ideas into account, warmth and involvement
Permissive
Neglectful – parent is not involved and does not make or enforce rules
Indulgent – parent is very involved but does not make or enforce rules
Cultural differences
Different parental roles, age at when styles change

14. Discipline Styles
(1) physical punishment; (2) physical restraint; (3) reasoning, or child-centered explanations for why the child's behavior was inappropriate; (4) coercive verbal control; (5) low use of authority; and (6) behavior modification techniques
Consequences
(2nd & 3rd segment)
e.g. grounding vs. pushing out

15. Objectives
Understand the cultural variability of transition periods (two, adolescence, aging).

16. Transitions
Terrible Two’s
Adolescence
Aging

17. Transitions A good life
eschew materialism, reach a nirvana state of perfect inner peace and oneness with an eternal reality (Hinduism, Buddhism, Tibetan Tantrism)
loyalty and duty to God, love of fellow humans, and maintaining prescribed rituals (Judaism, Christianity, Islam)
Need a well prepared transition to the next life - the present life as an extended preparation for a good death

18. Transitions A good death
In meditation, after performing religious rites, lack of fear or last “bad” deed
avoiding and minimizing pain, having treatment that matches the family’s preference, social and psychological support, close relationships near the end, having a full life, accepting one’s death, and not feeling as a burden