CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
A STRENGTH BASED COMMUNICATION CURRICULUM FOR LATINO
PARENTS
A graduate thesis project in partial fulfillment of the requirements
For the degree of Master of Science in Counseling,
Maniage and Family Therapy
By
Inna Valencia
May 2011
The graduate thesis project oflrma Valencia is approved:
Date
Date
Pete Goldschmidt, Ph.D., Chair
Dale
Califomia State University, Northridge
11
DEDICATION
I would like to dedicate this thesis project to my parents, Inna Del Rio and
Honorato Valencia. Gracias a ustedes e logrado a tener una maestria. jLos quiero
mucho! jGracias por apoymme y creer en mi! Gracias por ensefianne a ser dedicada,
responsable, organizada, y tener perseverancia.
Crystal D. Valencia, my pm1ner in c1ime, mi c6mplice! Thanks for your suppm1
sis! Thanks for making me laugh when I was so stressed I cried! I LOVE YOU SIS!
Gracias a mis tias y mis tios por su carifio, y apoyo, especialmente ami Nina
Isabel, mi tia Elvia y mi tio Loncho. Ustedes han sido muy importantes en mi vida, me
han ensefiado a ser una mujer independiente.
Gracias a mis abuelos, Maria Navarro Valencia, Miguel Valencia, Mmia de
Jesus Del Rio, y Jose Guadalupe Del Rio, por aconsejarme, y por compm1ir con migo
sus histmias que para siempre van hacer pm1e de mi. Gracias a todos, los quiero
mucho. Esto no viera hecho posible sin ustedes.
Dr. Christina Ayala-Alcantar, there is no way of re-paying what you have done
for me. I am forever in debt with you. You were my guide and I could not have asked
for more. Thanks for believing in me and setting high expectations for me. I could not
have done all this without you. You made this process a more enjoyable expe1ience.
You are the ABSOLUTE GREATEST! Muchisimas GRACIAS! Thank you for being
part of my success!
111
TABLE OF CONTENTS
Signature Page
Dedication
Abstract
11
111
Vl
CHAPTER I-INTRODUCTION
Statement ofNeed
Statement ofPurpose
Tem1inology
8
CHAPTER II- REVIEW OF LITERATURE
Introduction
Strength-Based Counseling Method
Training ofMental Health Professionals
What is Community Cultural Wealth
Latino Parent-Child Communication
Considerations for Latino Parental Interventions
Conclusion
10
10
11
13
16
26
39
40
CHAPTER III-PROJECT AUDIENCE AND IMPLEMENTATION FACTORS
Introduction
Development of the Project
Intended Audience
Personal Qualifications
Environment and Equipment
Project Outline
42
42
43
45
46
46
1
1
5
47
CHAPTER IV- A STRENGTH BASED COMMUNICATION CURRICULUM FOR
LATINO PARENTS
52
Session 1: Introduction to Program and Community Cultural Wealth
52
Session 2: Sexuality
56
Session 3: Substance Use
60
62
Session 4: Grief and Loss
Session 5: Review
65
CHAPTER V- CONCLUSION
Summary
Evaluation
Conclusion
Future Research
66
66
67
67
68
IV
REFERENCES
70
APPENDICES
A. What Mental Health Professionals Need to Know
When working with Latino Clients
B. Sign-in
C. Group Rules and Expectations
D. Children Leam What They Live
E. Sexuality in Media
F. Sexuality: Books for Children and Adolescents
G. Take a Moment
H. Drug Fact Sheet
I. Listen
J. Mansion in Heaven
K. Community Resources
L. Cetiificate
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v
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95
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ABSTRACT
A STRENGTH BASED COMMUNICATION CURRICULUM FOR LATINO
PARENTS
By
Im1a Valencia
Master of Science in Counseling,
Maniage and Family Therapy
The purpose of this project was to create a five session strength based
communication curriculum for bilingual Latino parents. Parents have a major
responsibility in shaping their children's values, beliefs and guiding them to become
healthy independent adults. However, this is not always easy; parents need assistance
when communicating to their children about sensitive topics. For this reason, this
curriculum has been created to help mental health clinicians in assisting Latino parents
to enhance their parent-child-communication. The cuniculum provides infonnation on
sexuality, substance use and grief and loss. The focus of this cuniculum is to build on
strengths of Latino parents in order to enhance their parent-child communication. The
program is culturally sensitive and focuses on the strengths ofthe Latino Community.
Vl
CHAPTER!
INTRODUCTION
Statement ofNeed
Latinos are one of the fastest growing minmity groups in the United States. The
Latino population "increased by 57.9 percent, from 22.4 million in 1990 to 35.3 million
in 2000, compared with an increase of 13.2 percent for the total U.S. population"
(Guzman, 2000). In spite of this infonnation there are few parent-child communication
classes designed to meet the needs of the Latino community. Given the rapid growth of
this population it is imperative that more parent-child communication classes are
offered to meet the needs of Latino parents. Such classes should be designed with a
focus on the strengths of the Latino community.
Latinos make up 22% of all children under the age of 18 in the United States
(Pew, 2009). Projections by the U.S. Census Bureau indicate that by 2025, nearly three
in ten children in this country will be of Latino ancestry (Pew, 2009). Most likely
these children will become the majmity; they will eventually become adults and in all
likelihood parents. Parents have the power of teaching their children morals, values,
communication skills, coping skills and how to create and nmture healthy
relationships. Being a parent is not an easy task; however, people can leam to improve
their communication skills.
A review of the literature indicates there is limited research on the Latino
parent-child communication. The little research that has been conducted on Latinos
tends to use a deficit model, which focuses on the deprivation of communities of color
and invalidates the knowledge and skills of the Latino Community (Yosso, 2005). For
example, deficit thinking alludes to the idea that Latino families are at fault for their
1
children's poor academic performance because parents neither value nor suppmi their
children's education, this is an overgeneralization about a group that is used to interpret
academic failure (Yosso, 2005; Espinoza-Herold, 2007). Assumptions like these
presume that Latino parents are not prepming their children adequately because as
parents they do not have social and intellectual resources. Once again the Latino
community along with other minmity and working class communities are viewed as
deficient. As professionals we need to steer away from deficit thinking and focus on
the concept of"funds ofknowledge." Funds ofknowledge refers to ideas, practices,
traditions and skills that are vital to the functioning and well-being of minority families
(Espinoza-Herold, 2007).
It is essential that mental health professionals become familiar with the funds of
knowledge of the Latino community and their community cultural wealth. Minmity
communities nmiure cultural wealth thmugh aspirational, navigational, social,
linguistic, familial and resistant capital (Y osso, 2005). Aspirational capital refers to the
ability to have hopes and dreams for the future despite apparent obstacles (i.e.,
resilience). An example is a family who has hopes and goals that exceed their cunent
circumstances. Linguistic capital consists of the intellectual and social skills achieved
by communication in more than one language or style and refers to the ability to
communicate through visual ati, music or poetry. For example, children who are
raised in Latino families participate and are exposed to storytelling; this includes
listening and retelling oral histories, and dichos (insightful sayings). This repetition of
storytelling skills includes memmization, attention, facial affect, vocal tone, and
rhyme. Furthermore, familial capital refers to the cultural knowledge that is leamed
2
from the nuclear and the extended family. TI1e i1mnediate and extended family teaches
children the importance of maintaining a connection to the community, of being caring,
1
teach coping skills and provide educaci6n . Additionally, social capital refers to
networks of people and community resources which provide emotional suppmi to
people in the cmmnunity, this helps individuals make it through institutions; for
example, to attain education, legal services, employment and healthcare. When people
in the community find out about these services they share the infonnation and
resources with their family and friends. In addition, navigational capital refers to the
abilities of managing and guiding oneself through social institutions not created with
minmities in mind. For instance, this form of capital can be seen in a student who
learns strategies to make it through a "racially hostile" university campus; this student
creates the ability to achieve in spite of stressful conditions that place him/her at risk of
doing poorly or even dropping out of college. Lastly, resistant capital refers to "skills
fostered through oppositional behavior that challenges inequality" (p. 80). This fonn of
capital is seen in minmity parents who consciously instruct their children to engage in
behaviors that oppose the status quo (Yosso, 2005).
All of these forms of capital are
linked together. An example of this would be the way in which aspirations are
developed within social and familial contexts, most of the time through story telling
and advice, or what Latinos would refer to as consejos, offer navigational goals to
resist oppressive conditions (Yosso, 2005; Espinoza-Herold, 2007). It is crucial that
mental health professionals and educators begin to view the Latino community as a
community of wealth.
1
In Spanish educaci6n does not only refer to a "well educated" person, but to a well mannered and
respectful person (Yosso, 2005).
3
Given the estimated future growth of Latinos in the United States, there is a
high demand for a strength based parent-child communication cuniculum designed for
Latino parents. Although there are numerous parent-child communication classes, these
current programs tend to cater to the dominant White middle class culture. The
programs that are provided for Latino parents are not always culturally sensitive. This
is due to the fact that culture influences how society is organized and how cuniculum
is developed (Y osso, 2005). Standards are based on the nmm, the nonn has been
defined by the perspective ofEuro-Ameticans, and individuals that differ from this
nonn are often devalued and viewed as inferior; a Eurocentric perspective shapes the
belief system and the practices of researchers, and curriculum (Delgado Bernal, 2002).
How can a parent-child communication cuniculum that has been developed by a
Eurocent1ic perspective be successfully and effectively implemented amongst Latino
parents? Cuniculum that has been developed by a Eurocent1ic perspective fails to
fulfill the needs of Latinos because it invalidates the Latino immigrant experience
when it views Latinos as people who come from places full of cultural poverty and
disadvantages.
There exist a number of cultural differences between European Americans and
Latino immigrants. Parental involvement, success, accomplishments and well-being
do not have the same meaning for Latinos and Whites because for Latinos these are all
based on spiritual, moral and the economic well-being of the entire family (EspinozaHerold, 2007). Latinos are a diverse group of people with different behaviors, values
and beliefs that are different when compared to White middle class culture (EspinozaHerold, 2007). For this reason, it is essential that people look at community cultural
4
wealth when developing a parent-child communication curriculum for Latinos or other
minorities. It is essential that instead ofbeing oblivious to cultural differences that we
acknowledge those cultural differences and focus on each cultures' strengths. It is
crucial that mental health professionals begin to create cuniculum that is based on the
reality oftoday's diversity not on the traditional Westem notion of parent-child
communication; we need to begin to acknowledge the power of dichos, consejos and
extended family. These practices are valuable strengths in the Latino community. We
need to stop assuming that there is one universal model of parenting and
communicating with children.
After facilitating a number of Spanish parenting classes, the author found that
the vast majority of Latino parents' shared a common goal: to improve their
relationship with their children by improving their communication with their children
or to maintain their open communication with their children into adolescence. A
number of these parents stated that they had a difficult time communicating with their
adolescent sons/daughters due to cultural and generational differences and at times this
put a strain on their parent-child relationship.
Statement ofPurpose
The purpose of this project is to develop a strength based parent-child
communication cuniculum that meets the needs of Latino parents. These sessions will
be designed to enhance the parent -child communication skills of Latinos. Latino
parents have a very 1ich and unique form of communicating with their children and
parenting their children through the use of consejos, dichos and storytelling. Consejos
imply a cultural element of communication with emotional empathy and compassion as
5
well as familial expectation and inspiration (Delgado-Gaitan, 1994). Latinos use
consejos as tools to instruct their children. For example, Latinos use consejos to hold
their children accountable for their behavior and reinforce cooperative and respectful
behavior (Delgado-Gaitan, 1994). Consejos are also used to praise and recognize
children's positive behavior and teach perseverance (Delgado-Gaitan, 1994).
It is impmiant that we view Latino parents and other parents of color as
knowledgeable people who take the role of educators in guiding their children and
teaching them from their funds of knowledge. For example, through dichos and
consejos Latino parents support, encourage, motivate and empower their children
(Espinoza-Herold, 2007; Delgado-Gaitan, 1994). Through dichos and consejos Latino
parents also teach respect, resilience, the importance of ftiendships, create strong
family ties, influence life choices, encourage c1itical thinking and coping strategies
(Espinoza-Herold, 2007; Delgado-Gaitan, 1994). Latino parents also teach their
children to be bien educados, well mam1ered. Education or educaci6n in the Latino
family does not just mean intellectual development and academic learning; it means
manners, moral values, and rules of conduct (Espinoza-Herold, 2007). Given the
strong linguistic capital of Latinos, this parenting cuniculum will help parents initiate a
discussion with their children about sensitive topics, and encourage parents to identify
and take advantage of teachable moments through the use of consejos, storytelling and
dichos.
This parent-child communication curriculum will be designed with aspirational,
navigational, social, linguistic, familial and resistant capital in mind, all of which are
strengths of the Latino community. For instance, the cuniculum will incorporate
6
aspirational capital by encouraging Latino parents to continue to persuade their
children to dream of possibilities beyond their circumstances. The cuniculum will also
include linguistic capital by informing parents that studies show their dichos and
consejos teach children resilience, communication sblls, copping skills and
perseverance (Yosso, 2005; Espinoza-Herold, 2007). The cuniculum will also include
familial capital by informing parents that it is impmiant to keep ones culture and
discuss the notion that it takes a village to raise a child. Not only will these sessions
help Latinos enhance their parent-child communication skills, these sessions will also
help Latino parents build their social capital by serving as a suppmi group for Latino
parents who are experiencing stress. At the end of this program pmiicipants will be
provided with a list of resources in the San Femando Valley.
This parenting curriculum consists of a total of five sessions. The goals of these
sessions are: 1) to enhance the parent -child communication skills of Latinos by
building on their strengths, 2) to encourage Latino parents to continue using dichos,
consejos and storytelling to initiate conversations with their children, 3) to help Latino
parents establish or continue to maintain an open communication with their children, 4)
to encourage parents to utilize resources in their community 5) to help parents teach
their children how to improve upon their existing communication skills, and teach
coping skills. Each session will focus on a sensitive topic. Dming the first session the
facilitator will emphasize parents' strengths by communicating an understanding of
parenting difficulties. The facilitator will also focus on the pmiicipants' ability to
parent effectively in the past, present and future. The facilitator will provide
encouragement, suppmi and appreciation to parents for willing to try new methods of
7
communication that will enhance their communication skills; this will be a vital
component of every session. The sessions will explore and discuss community cultural
wealth, sexuality, substance abuse, and glief and loss. All of these sessions are meant
to enhance methods of communication to help parents continue to communicate with
their children.
Terminology
Bien educados: well-mannered.
Confianza: ttust.
Consejos: nmtming advice; this ten11 extends the notion of the English language
translation for the purpose of solving a problem. Consejos imply a cultural dimension
of communication with emotional empathy and compassion as well as familial
expectation and inspiration (Delgado-Gaitan, 1994).
Cultural wealth: six fon11s of capital that exists within Communities of Color:
aspirational capital, linguistic capital, familial capital, social capital, navigational
capital, resistant capital (Yosso, 2005).
Dichos: insightful Latino sayings. Dichos reveal beliefs and values shared by most
Latino individuals based on past experiences and social history (Espinoza-Herold).
Deficit thinking: viewing minmity communities as places full of cultural poverty and
disadvantages (Yosso, 2005).
Funds of knowledge: this refers to culturally based resources of education and
knowledge such as practices and traditions found in Latino families (Espinoza-Herold,
2007)
8
Latino: Spanish-speaking immigrants from Latin Ame1ica and their descendents.
Politically conect-minded groups prefer the tenn "Latino" because it reaffim1s their
native, pre-Hispanic identity (Falicov, 1998, 34).
Respeto: respect.
9
CHAPTER II
REVIEW OF LITERATURE
Introduction
Histmically, research has utilized a deficit model when looking at
minmity communities and has placed judgment on communities that do not
have access to White middle or upper class resources (Y osso, 2005). The deficit
model comes from deficit thinking; the act of viewing communities of color as
places full of cultural povetiy and disadvantages. This is pmiicularly evident in
the research on minority families and education which blames parents for their
children's poor academic achievement (Yosso, 2005). Researchers have
rationalized minority students' poor educational outcomes by assuming that
minority parents do not prepare their children with adequate skills for school
and do not support or value education (Yosso, 2005). This is just one example
of a deficit view of minmity communities.
It is cmcial that researchers and mental health professionals realize that
communities of color are places full of multiple strengths. Instead of viewing
communities of color as deficient, it is imperative that mental health clinicians
begin to identify strengths and build on these strengths (Smith, 2006a). All
minority communities have their own cultural wealth (i.e., strengths).
According to Y osso (2005), Latino communities nmiure cultural wealth
through: 1) aspirational capital which is the ability to have dreams for the future
despite current obstacles, 2) linguistic capital which includes social skills
learned through story telling, dichos and speaking more than one language, 3)
familial capital which is the cultural knowledge that parents and other family
10
members teach children, 4) social capital which refers to the networks of
people and resources in the community that provide support, 5) navigational
capital which refers to the ability to make it through social institutions not
created with people of color in mind, and 6) resistant capital which refers to
skills gained to challenge the inequality.
Mental health clinicians need to be aware and trained in community
cultural wealth. The current cultural competence trainings available for mental
health professionals need to integrate community cultural wealth in order for
mental health providers to be aware of the strengths of Latinos and other
Communities of Color. It is imperative that mental health professionals who
teach and conduct research at the graduate level begin to incorporate the
cultural wealth of Latino communities and other Communities of Color in their
program cuniculum.
Given that there is a need for mental health clinicians to focus on the strengths
of the Latino community, this review ofliterature will look at: the strength based
counseling model, the need for training clinicians to be culturally competent,
community cultural wealth, the parent-child communication of Latinos, and what
therapists need to keep in mind when creating a parent-child communication
curriculum for Latino parents.
Strength-based counseling method
According to Smith (2006a) strength may be defined as something that "helps a
person to cope with life or that which makes life more fulfilling for oneself and others"
(25). Culture strongly influences and determines what qualifies as strength (Smith,
11
2006a). Strength based counseling represents an integrative approach that is made up
of different theories and movements such as positive psychology, prevention, resilience
theory, hope theory, and other teclmiques that build client strengths within a
multicultural structure (Smith, 2006a).
The strength based counseling model is different from other models because it
recognizes client's strengths as a basic therapeutic intervention (Smith, 2006b). The
strength-based model expects the therapist to realize that regardless of how the client is
struggling they have been able to survive under the worst circumstances. In strength
based counseling the therapist searches for what people have instead of what they do
not have and what people can do instead oflook:ing at what they cannot do; how they
have been successful instead of how they have failed. Strength based counseling helps
clients identify resiliencies in themselves and their families. Recognizing clients'
capabilities creates confidence, motivation and feelings of power (Smith, 2006b ).
When utilizing the strength-based counseling model the therapist might explore
the client's personal strengths and cultural strengths because cultural identity
contributes to pride, belonging and a positive sense of self. Identifying client's
strengths enhances the therapeutic alliance and increases the client's motivations to
invest in counseling (Smith, 2006b ). Although strength-based individual counseling is
slightly different from strength-based group counseling there are many similarities.
According to Smith (2006a), groups provide acceptance, a feeling that one is not alone
and a place for testing new values and judgment. A group also allows people to help
each other and encourages them to develop a positive suppmi network. Strength based
group work stresses the identification of members' resiliencies while acknowledging
12
the issues. Smith states that having group members become aware of the strengths that
other people have minimized or ignored, helps them gain more insight on their own
strengths. All cultures have strengths and some cultures value cetiain strengths more
than others. Smith states that ethnicity and culture are impmiant factors to consider
when utilizing strength based counseling because people tend to feel strong when they
have a clear sense of who they are and how they fit in the world.
Training of mental health professional
It is predicted that by the year 2060, Latinos will make up 27% ofthe U.S.
population (Guzman, 2000); yet research on the Latino community has not kept pace
with the rapid growth of this specific population. The little research that has been
conducted on Latinos tends to use a deficit model (Yosso, 2005); this research is biased
and therefore provides inadequate infmmation about Latinos. In order to produce
competent mental health providers more research needs to be conducted on
Communities of Color and counseling programs need to begin to teach tme cultural
competency (Iijima Hall, 1997).
Need for training
According to Iijima Hall (1997) a number of students and professionals do not
understand the expetiences of oppressed cmmnunities. Iijima Hall (1997) also points
out that people of color may not necessarily be knowledgeable about the issues of other
cultural groups or of their own groups. Mental health professionals who are not
familiar with diverse populations may make incorrect assumptions that lead to
misdiagnosis and mistreatment (Iijima Hall, 1997). Also, not understanding or knowing
about a client's culture can lead to blaming the client rather than taking societal,
13
political, economic forces (Iijima Hall, 1997) and other factors into consideration. For
these reasons, there is a need for counseling programs to incorporate cross-cultural
research in their curriculum as well as cultural competence. Mental health professionals
who teach and conduct research in graduate counseling pro grams need to create
cmTiculum that educates and trains future mental health professionals about the
stmggles, obstacles and community cultural wealth ofLatinos and other Communities
of Color.
Mental health clinicians should be aware of the stmggles and obstacles of
Communities of Color. It is impmiant that clinicians be cognizant ofhistmical factors
such as racism, stmctural segregation, language baniers, low rates ofhealth insurance
and distmst toward institutions has negatively affected and continues to affect
recmitment and retention of minorities in therapy (Parra Cardona et al. 2009). It is
essential that therapists are aware of these stmggles and that we address it with our
clients of color when necessary. Also, mental health providers need to be infonned
that Latino immigrants who have experienced disc1imination by service providers are
less likely to request services due to fear of harsher discrimination (Blanchard & Lurie,
2004). As a result mental health clinicians need to come up with ideas to be more
welcoming of Latino clients.
It is critical that clinicians be aware of community cultural wealth: aspirational,
linguistic, familial, social, navigational and resistant capital. These forms of capital are
taught by Latino parents to their children and community and strongly impact the lives
of children. Through community cultural wealth children learn to become resilient
adults (Yosso, 2005). It is c1itical that therapists and other professionals begin to ask
14
themselves how cultural knowledge and Latino child rearing practices conttibute to the
success of Latino children. It is fundamental that mental health providers realize that
culture highly influences the way in which people communicate with their children. In
order for therapists to better serve Latino clients it is key that mental health
professionals come across as understanding and respectful of Latino clients' family and
cultural values (Bhui, Warfa, Edonya, McKenzie & Bhugra, 2007).
Given that more than half of Latinos who utilize mental health services
tenninate after the first session (Gloria & Peregoy, 1996) it is imperative that mental
health clinicians focus on the strengths of Latino parents. Latino parents have
numerous strengths that clinicians need to be aware of. For example, the research
indicates that Latino parents have a unique method of communicating with their
children through the use of dichos and consejos. Latino parents utilize linguistic capital
(dichos and consejos) to teach resilience, critical thinking, perseverance, cultural
beliefs and values, to motivate and to praise and suppmt their children (DelgadoGaitan, 1994; Espinoza-Herold, 2007). Given that through linguistic capital Latino
parents teach resilience, c1itical thinking, perseverance, cultural beliefs and values, to
praise and support their children (Delgado-Gaitan, 1994; Espinoza-Herold, 2007),
Latino parents need to be informed that these child reming practices are beneficial to
their children. It is crucial that Latino parents' be informed of what they are doing
correctly with their children and that their culture and child rearing practices are
validated. By validating Latino parents' strengths mental health providers send the
message that the parents are the expe1ts, at the same time, building on parents'
strengths gives parents a sense of competency and a feeling of power (Smith, 2006).
15
If the field of psychology does not make changes in cuniculum, training,
research, and practice, the field will jeopardize professional and ethical problems
because psychology will not be considered a specialized resource for Communities of
Color which are becoming the majmity of the U.S. population (Iijima Hall, 1997). It
is essential that mental health professionals put aside their biases when working with
Latinos and other clients of color. In order to effectively serve Latino and other clients
of color, it is imperative that therapists stay away from studies that view communities
of color as places full of poverty and begin to look at studies that focus on the multiple
strengths of Latino communities. Mental health providers need to keep in mind that
"psychology is the study of human behavior--all humans" (Iijima Hall, 1997).
What is community cultural wealth?
After years of utilizing a deficit model when looking at Communities of Color,
Y osso (2005) realized that Communities of Color have multiple strengths and
developed the concept of community cultural wealth. Community cultural wealth refers
to a number of skills and abilities that have been used by people of color for years as a
way of survival, and to resist oppression (Y osso, 2005). These skills are strengths of
people of color, which consist of aspirational, linguistic, familial social, navigational,
and resistant capital (Y osso, 2005). In order to avoid viewing Communities of Color as
deficient it is imperative that mental health professionals be aware of community
cultural wealth.
Aspirational Capital
Latino parents suppmi their children by utilizing aspirational capital.
Aspirational capital refers to the ability to have hopes and dreams for the future despite
16
cunent obstacles. An example of this fonn of capital is a family who has hopes and
goals that exceed their cunent circumstances; this is resilience (Y osso, 2005). For
example, Ojeda, Navano and Morales (2010) found thatfamilismo and parental
encouragement promotes Mexican Ame1ican men's college persistence. The men in the
study stated that their families were a source of suppmi that made it easier for them to
stay in college.
In a similar study Perez Huber (2009) utilized a community cultural wealth
fi·amework and identified participants who were undocumented, female, Mexican and
were from low income families. Perez Huber (2009) found that although the students
were not sure about continuing their education due to their financial situation or to the
fact that they might not use their degrees after graduation, students demonstrated
resilience in wanting to become college graduates. This aspirational capital was related
to the students' families, specifically their family migration stories.
Likewise, Ceja (2004) conducted a study with Latina high school students and
found that the most influential factor that contlibuted to college aspirations and their
academic resilience was their awareness of the hardships their parents experienced on a
daily basis. These students understood that their parents' lack of education placed their
parents in a difficult situation; these life experiences represented a source of strength
and motivation for a college education (Ceja, 2004). These students did not want to
stmggle like their parents; this motivated them to succeed and gave them resilience.
Lastly, Rivera and Gallimore (2006) interviewed thi1iy-eight female Latina
students. The students repmied their family as a resource, this included: being
17
emotionally suppmiive, providing encouragement to pursue their goals and providing
infonnation.
In summary, these studies indicate that Latino parents utilize their life
expetiences as a parenting practice to motivate their children to seek higher education.
The research also indicates that Latinos encourage their children to have dreams for a
better future through education even when they are faced with major obstacles, this
teaches children to be resilient. In these studies one can see how the parents' stories of
migration were communicated to their children and how this motivated their children
to be resilient and aspire to be professionals. When working with Latino clients it is
essential that therapists have some awareness of Latinos' migration experiences and
how they influence Latino clients and their children. More impmiantly, therapists need
to consider how they will use this strength to assist clients in the therapeutic process or
intervention.
Linguistic Capital
Another major strength for Latino parents is linguistic capital; Latino parents
utilize linguistic capital to teach resilience, ctitical thinking, perseverance, cultural
beliefs and values, to motivate and to praise and suppmi their children. Linguistic
capital consists of the intellectual and social skills achieved by communication in more
than one language or style and refers to the ability to communicate through visual mi,
music or poetry. For example, children who are raised in Latino families pmiicipate
and are exposed to storytelling; this includes listening and retelling oral histories, and
dichos (insightful sayings). This repetition of storytelling skills includes
memmization, attention, facial affect, vocal tone, and rhyme (Y osso, 2005).
18
Through dichos, which is an example oflinguistic capital, Latino parents teach
their children motivation and coping strategies. For example, Espinoza-Herold (2007)
found that discussion, dichos and folktales impact academic motivation and
achievement; oral traditions within Mexican families create academic motivation and
can have a major influence on life choices. In this study the family created coping
strategies through dichos to overcome academic difficulties, dropping out of school,
early pregnancy and truancy. Espinoza-Herold states that dichos served to encourage
ctitical thinking, self reliance strategies and create stronger ties to the family. EspinozaHerold found that the student's perseverance was stimulated by the pride she had in her
culture, family bonding, and her family values that were taught through oral traditions
which encourage children to be self-sufficient.
In a similar study Delgado-Gaitan (1994) focused on a Mexican immigrant
family. The focus of this study was the use of consejos; the direct translation of this
tennis "advice," however, consejos are a method of communication for Latinos.
Consejos solve problems, are full of emotional empathy, compassion and family
expectations (Delgado-Gaitan, 1994). Delgado-Gaitan found that the parents in the
study utilized consejos to encourage their children to be self-sufficient. Consejos were
found to be a way of supporting children and are used to hold the children accountable
for their misbehavior. Both parents gave consejos to praise and recognize good work,
and positive behavior; consejos were also used to correct inappropriate behavior.
Through consejos the parents reinforced cooperative and respectful behavior. In this
study the children credited their parents' consejos for their perseverance. Delgado-
19
Gaitan, found that consejos teach children ctitical thinking and the ability to think for
themselves; consejos also bond parents and their children.
Through these studies it becomes apparent how Latino parents utilize linguistic
capital to teach resilience, ctitical thinking, perseverance, cultural beliefs and values to
motivate, to praise and suppmi their children. These studies provide much needed
information on Latinos and their parent-child communication as well as the impmiance
of dichos and consejos.
Familial Capital
Latino parents teach their children cultural knowledge; this is referred to as
familial capital. Not only does the nuclear family teach children cultural knowledge,
but the extended family is involved in socializing children as well. The itrunediate and
extended family teaches children the importance of maintaining a connection to the
community, eating, coping skills and educaci6n (mmmers). For example, in their
miicle Halgunseth, Ispa, and Rudy (2006) found a link between Latino parents' child
reming control and three culturally based goals:familismo, respeto and educaci6n.
Halgunseth, Ispa, and Rudy found that Latino parents nmiure children to be bien
educados, to display good manners, proper behavior, and respect for adults. Latino
parents teach their children to obey the authmity of parents and keep in mind best
interest of the family; these are just some of the socialization goals for Latino parents
that are highly influenced by culture. Halgunseth, Ispa, and Rudy found that the goals
of Latino parents emphasize the importance of interdependence, place more value on
interpersonal skills, and helping others rather than on the ability to perform
independently. In another study, Galindo and Escarnila (1995) found that in Latino
20
families, parental socialization fosters high motivation and respect for schooling.
Galindo and Escamilia also found that Latino parents play a major role in encouraging
their children to succeed academically.
These studies indicate that culture highly influences what parents teach their
children. The parents in these studies taught their children what their culture valued
such asfamilismo (importance of family), respeto (respect), the impmiance of
education, how to be bien educados (well-mam1ered), and appropriate coping skills.
These are all necessary skills that children need to have in order to become productive
adults; for example, a person who is respectful, has manners and has appropriate
coping skills can get along with others in the workforce and have healthy relationships.
When working with Latinos it is crucial that mental health clinicians incorporate and
validate Latino parents' child rearing practices such asfamilismo, respeto, and the
importance ofbeing bien educado. By integrating these values in session Latino clients
will feel that their culture is being respected, which is important when building rapport.
Social Capital
Latino parents teach their children to look for resources and utilize the
resources in their communities in order to succeed. Latino families depend on networks
of people and community resources which provide emotional support to people in the
cmmnunity; this is known as social capital (Yosso, 2005). Latino families seek
community agencies to attain education, legal services, employment and healthcare.
For example, in her study with a Mexican immigrant family Delgado-Gaitan (1994)
found that the parents encouraged their children to seek help from school counselors.
Delgado-Gaitan also found that the parents found help and support from their social
21
networks with parents and school staff. Both parents were involved in actively
accessing resources to help support their children. The parents involvement with the
Carpentmia Latino parent group, Comite de Padres Latinos (COPLA) influenced them
to communicate with their children's schools.
In another study Delgado-Gaitan (1992) found that the parents' social networks
served to facilitate an exchange of infmmation about children's academic difficulties.
By exchanging infonnation about their children, parents learned how others dealt with
similar childhood-learning problems. Delgado-Gaitan states a key factor was the role of
social networks outside of the home for some parents, enabling them to become more
knowledgeable about resources and school requirements.
Being aware of the resources in their cmmnunity and building social networks
influenced the Latino parents in these studies to communicate with teachers and other
school staff. By networking with other families in the community the pm·ents became
more knowledgeable about resources to help and suppmi their children. These studies
challenge the negative stereotypes that many educators and other professionals have
that Latino parents do not care about their children's education. More important, these
studies provide evidence that Latinos are capable and willing to advocate for their
children and encourage their children to use the resources available to them in the
community.
Navigational Capital
When Latino parents utilize their social capital they serve as models for their
children. They teach their children to utilize their resources to navigate through school
and succeed. Navigational capital refers to the abilities of managing and guiding
22
oneself through social institutions not created with minorities in mind. For example,
Omelas (2002) found that Latino students who attended community college found
ways to make it through the transfer requirements. Although these students did not
have the infmmation to transfer to a four year university they relied on infmmation
from :fr-iends and famj}y members or socialized with the representatives from
universities they were interested in attending. Also, Ceja (2006) found that older
brothers and sisters served as role models when it came to higher education. This
helped younger siblings make it thTough high school, college applications and higher
education.
These studies show how Latino families communicate and use their resources
to navigate through school. When Latino parents use their social network they are
modeling and teaching their children to follow in their footsteps. When Latino parents
teach their children how to use community resources and social networks their children
become college students' who leam how to navigate through education.
Resistant Capital
In addition, Latino parents teach their children to resist marginalization as a
way of survival. Resistant capital refers to "skills fostered through oppositional
behavior that challenges inequality" (Yosso, 2005, p. 80). This fmm of capital is seen
in minm-ity parents who consciously instruct their children to engage in behaviors that
oppose the status quo (Yosso, 2005). For instance, Espinoza-Herold (2007) found that
Mexican mothers rely on their funds of knowledge to teach their children strategies to
resist marginalization. For example, through the dicho, "No te preocupes ... ocupate"
(Do not fret..get busy) a mother teaches her daughter that instead of taking the time to
23
worry about a pmiicular problem she needs to take an active role in resolving her issue.
Another example is the dicho "Dime con quien andas y te dire quien eres" (Tell me
who you keep company with, and I will tell you who you are), a parent utilizes this
dicho to make a child think about the friends she/he chooses, and to make her/him
realize that these f1iends reflect the person she/he is. Through dichos such as these
Mexican mothers teach their children resistant strategies. Similarly, in their study
Villenas and Moreno (2001) found that mothers teach their daughters to valerse par si
misma (be self-reliant) as a way to survive by resisting and living in a world of racism
and patliarchy.
Moreover, Latino parents' resistance capital can be seen histmically through
protests. For example, according to Acuna (2004) in 1928 a man by the name of Felipe
Vega filed a lawsuit; Vega stated that his daughter was not admitted to the White
school because she was Mexican. It was found that the fact that the young girl was
Mexican was irrelevant since the distlict did not have the right to segregate Mexican
children because they were Caucasian. Fmihennore, the Alvarez v Lemon Grove
(1931) was another case in which the parents of Lemon Grove, California sued the
school board after they built a separate school for Mexican students (Acuna, 2004).
The parents reacted by starting a committee and getting lawyers; the Superior Court of
San Diego ruled in the parents favor and stated that the school board did not have the
right to segregate Mexican children :fi-om White children because they too were racially
White.
Also, in 1968 Serrano sued the California State Treasurer because he believed
his son received a substandard education in East Los Angeles; Senano argued that poor
24
districts did not receive adequate funding compared to 1ich distticts and as a result their
children did not receive an equal education (Acuna, 2004). The courts ruled in favor of
Serrano and found that unequal education is the result of unequal funding. In the late
1960s thousands of students from the Los Angeles area walked out ofhigh schools to
protest poor quality education, high dropout rates and racism. Parents and other Latino
college students joined in (Acuna, 2004).
These are just some of many examples of how Mexican parents have
historically advocated for their children's' education and well being. The walkouts of
the 1960s are a perfect example ofhow Latino parents supported their children to be
resistant by walking with them. These studies demonstrate that Mexican parents
actively teach their children to resist as a way of survival and as a way of demanding
equal rights.
These studies are perfect examples of why mental health clinicians should focus
on what Latino parents are doing well instead of focusing on what they are doing
poorly. It is crucial that Latino parents' culture and child reming practices be
validated. It is essential that clinicians begin to read these narratives of Latinos to gain
insight on the experiences of Latinos as well as read other studies that look at
Communities of Color and their cultural wealth. Mental health providers working with
Latinos have to be aware ofjamilismo (importance of family), respeto (respect), and
educaci6n (manners). It is fundamental that therapists realize that culture highly
influences the way in which people parent their children. It is important that mental
health professionals be aware of the impmiance of community cultural wealth; it is
evident that aspirational, linguistic, familial social, navigational, and resistant capital
25
are not only utilized as a way of survival, but as a method to teach children to become
resilient adults who know how to think c1itically and persevere (Delgado-Gaitan, 1994;
Espinoza-Herold, 2007). For this reason it is essential that mental health practitioners
view community cultural wealth as strong points and utilize strength-based therapy to
enhance Latinos' skills. An intervention of strength based therapy is identifying and
assessing strengths. Being aware of community cultural wealth will help the mental
health provider better recognize, assess and identify Latino parents' strengths.
Latino parent-child communication
Given that adolescence is a time of exploration, it is essential that Latino
parents keep an open communication with their children into adolescence. Although it
is difficult to talk to children about sexuality, substance use and grief and loss, it is
necessary for the well being of the children. The following studies will look at Latino
parents and their parent-child communication in regards to sexuality, substance use
prevention and the way in which Latinos effectively cope with giief and loss.
Sexuality
What is sexuality? Sexuality includes: 1) our bodies and how they function 2)
our gender, how we feel about being a man or women 3) our sexual orientation 4) our
values regarding life, love, and people (BmTeda, n.d.). According to Barreda (n.d.) it is
necessary the children know about sexuality because understanding sexuality helps
children manage their emotions and the pressures of their friends and classmates; with
the correct infonnation children can take control of their sexual lives. Latino parents
can help their children feel comfmiable with their sexuality by beginning to address
sexuality from childhood; this allows children to have confianza (trust) and helps them
26
feel comfmiable enough to ask questions (Barreda). It is best to stmi discussing
sexuality when Latino children begin to receive messages about sexuality (Barreda).
The literature suggests that Latino parents are uncomfortable discussing sexual
topics with their children. For example, Mckee and Karasz (2006) conducted in-depth
qualitative interviews with Puerto Rican and Dominican mothers and their daughters.
The interview results indicate that a number of the mothers were embarrassed or
reluctant to discuss sexual health. In a similar study, O'Sullivan, Meyer-Bahlburg and
Watkins (2001) conducted focus group interviews with 72 Afiican American and
Latina mothers and their daughters. O'Sullivan et al. found that most mothers and
daughters reported discussing sexual topics; however, some of the mothers expressed
reluctance in talking to their daughters about sex due to discomfort or believing that
they would unintentionally encourage their daughters to have premarital sex. In another
study, Guilamo-Ramos, Dittus, Jaccard, Goldberg, Casillas and Bouris (2006)
conducted eighteen focus group interviews with sixty-three Dominican and Puerto
Rican adolescent-mother pairs. Guilamo-Ramos et al. found that these Latina mothers
and adolescents repmied unease and awkwardness as an obstacle in discussing
sexuality. Likewise, Jennan and Constantine (201 0) conducted a study with 907
parents, 40% identified as Latino, 40% identified as non-Hispanic White, the
remaining identified as Asian American, Afiican American or other. Jetman and
Constantine conducted their survey on parental beliefs, preferences, and practices
regarding sexuality education and adolescent sexual health services in Califomia.
Survey results found that more than two-thirds of the parents reported experiencing
27
difficulty, embanassment and developmental concems when discussing topics about
sexuality with their children.
However, the literature does indicate that Latino parents are comfortable
discussing sexual values and relationships with their children. For instance, Raffaelli
and Green (2003) surveyed 97 Latina and 69 Latino college students and found that
parents discussed relationships and values with their children. In a similar study,
Romo, Lefkowitz, Sigman and Au (2002) observed fifty-five Latina mothers and their
adolescent sons and daughters talk about dating and sexuality. Romo et al. found that
these mothers focused their conversations on their beliefs and values about dating and
sexuality; that is, abstinence or delaying sex. Romo et al. also found that self-disclosure
about dating and sexual expe1iences on behalf of the mothers were associated with the
adolescents reporting a better relationship with their mother and being more
conservative about premarital sex.
Furthe1more, in Latino families mothers discuss sex with their children more
often than fathers. For example, Raffaelli and Green (2003) surveyed 97 Latina and 69
Latino college students and found that mothers were more likely to communicate than
fathers with their children about sexuality. In another study, Miller, Kotchick, Dorsey,
Forehand and Ham (1998) examined parent-adolescent communication regarding ten
sex related topics with 907 Latino and Black teenagers. Miller et al. found that mothers
were more likely than their fathers to talk to their children about sexual topics.
The reviewed studies suggest several trends with respect to Latino parents and
sexual communication. While the literature indicates that Latino parents are talking to
their children about sex, these discussions primarily revolve around abstinence with
28
few parents actually discussing other impmiant sexual topics. Aspirational capital
could be a key component that assists in improving upon the communication between
Latino parents and their children. In particular, aspirational capital (i.e., hopes and
dreams for a better future) can be used to motivate Latino parents to have the courage
to talk about sexual intercourse with their children, and increase the likelihood that
their children will either delay sexual intercourse (Guzman, Schlehofer-Sutton,
Villanueva, Stritto, Casad, & Feria, 2003) and/or decrease the likelihood of a teen
pregnancy (Adolph, Ramos, Linton, & G1imes, 1995). Furthermore, aspirational capital
motivates Latino children to listen to the advice parents give; studies have indicated
that Latino students want to strive for a better life and not struggle like their parents
due to a lack of education (Ceja, 2004). Obviously an unplmmed pregnancy would
make this more difficult to achieve.
Research also suggests that Latina mothers are the p1imary parent involved in
sexual communication with their children. This is a c1itical piece of information that
can be utilized by mental health workers when developing programming or
intervention effmis to reduce STis or teen pregnancy in the Latino community; that is,
Latina mothers are a target audience for this type of programming. Moreover, research
on community cultural wealth has found that family values, discussion, dichos and
folktales (i.e., linguistic capital) have a major influence on life choices and even
prevent teenage pregnancy (Espinoza-Herold, 2007).
Lastly, the literature indicates Latino parents are not discussing specific topics
that come with sexual relationships such as commitment, love, and desire, which are all
necessary to making healthy sexual/relationship choices. Also, specific sex topics such
29
as birth control and sexually transmitted diseases are not the focus of most parent-child
discussions for Latinos perhaps because these topics require specific and accurate
knowledge (Raffaelli & Green, 2003). The literature suggests Latino parents would
benefit from advice on how to discuss pmiicular sexual topics with their children.
According to these studies there is a need for educational programs designed to
facilitate cmmnunication between Latino parents and adolescents; one way to facilitate
this communication is by enhancing parental openness and receptiveness to discussions
(Miller, Kotchick, Dorsey, Forehand & Hmn, 1998).
Substance use
Adolescence is a time when individuals expe1iment; this experimentation may
involve behaviors that put adolescents at risk, such as experimenting with illegal
substances. Drug use rates vary by ethnic group. For example, among Native Ame1ican
adolescents, the rates for drug use are higher than among Asian, white, Latino and
black adolescents (Department of Health and Human Services, 2002). According to
Marsiglia et al. (2002) Latino adolescents have repmied higher rates of alcohol and
substance use compared to Whites. Alcohol is a strong mind-altering drug with major
effects on physical, emotional and social well-being (Papalia, Wendlocks Olds &
Feldman, 2009). Legal and illegal substances are more dangerous for teenagers because
they stimulate parts of the brain that are developing in adolescence (Chambers et al.,
2003). Adolescents are more vulnerable than adults to the short and long te1m negative
effects of alcohol on learning and memory (White, 2001). Marijuana use can also
impede memory, thinking, speed, learning and academic perfonnance; it can also
lessen perception alertness and the motor skills necessary to drive a vehicle causing car
30
accidents (Messinis, Krypianidou, Maletaki, & Papathanaopoulos, 2006). Given that
children who stmi dtinking before age fifteen are more than five times more likely to
become alcohol dependent or alcohol abusers than those who stmi dtinking at age
twenty-one (Substance Abuse and Mental Health Services Administration, 2004), it is
essential that a communication cuniculum for Latino parents look at substance use
prevention.
Parental monitming is a factor that reduces the likelihood of drug use amongst
Latino adolescents. In their study Parsai, Marsiglia, and Kulis (20 10) examine parental
monitoring practices, religious involvement and substance use among Hispanic and
Non-Hispanic adolescents. Parsai, Marsiglia, and Kulis surveyed 1,087 adolescents;
71% of the pmiicipants were Latino and 29% were non-Latina. Parsai, Marsiglia, and
Kulis found that parental monitoring was a predictor of adolescent "strong anti-drug
personalnom1s." The results indicate that adolescents were less likely to use alcohol,
cigarettes and marijuana when they believed that their parents would get angry if they
found out that they used any hannful substances.
Parent-child communication also reduces drug use amongst Latino adolescents.
For example, Tobler and Komro (201 0) surveyed sixth, seventh, and eighth grade
students; 38% were African American and 32% were Latino. Tobler and Komro found
four different types of parental monitoring and communication: high (76.4%), medium
(9.1 %), decreasing (6.0%), and inconsistent (8.5%). Survey findings indicate that
85.5% of the adolescents experienced high or medium monitoring and communication
throughout their middle school years. Adolescents in the decreasing and inconsistent
categories were at significantly greater risk for alcohol and mmijuana use in the past
31
year, having used cigarettes, alcohol, and mmijuana compared to high or medium
monitored students. The findings indicate that consistent, high levels of parental
monitoring and communication during early adolescence are vital in preventing drug
use.
Parental modeling also plays a major role in substance use amongst
adolescents. For example, Ennett, Bauman, Foshee, and Pembe1ion (2001) conducted a
national study with 537 adolescent-parent pairs. The participants were interviewed by
telephone twice, a year apmi. The participants identified as White, Black and Latino.
Ennett et al. found that parents who smoked talked more often about substance use
rules than non-smoking parents. However, Ennett et al. also found that parental
smoking predicted the initiation of tobacco and alcohol use of children and that
parental d1inking escalated tobacco use. In another study, Chassin and Pitts (1999)
conducted a longitudinal study with 246 Latino and non Latino adolescents with at
least one biological alcoholic parent and 208 adolescents with no alcoholic parents.
Results indicate that children of alcoholic parents were more likely than children of
non alcoholic parents to have a lifetime diagnosis of alcohol abuse or dependence.
The research findings indicate that parental monitoring and parental
communication are key in preventing substance use. The review of literature also
reveals that when adolescents believe that their parents are specifically prohibiting drug
use, and that there is some kind of consequence to their behavior, such as parental
anger or disappointment, adolescents are less likely to use substances. Most
importantly the research suggests that parental modeling of smoking and drinking is
important and very influential to adolescents; parents communicate non-verbally by
32
what they do, which is more important than the rules they communicate to their
children. These studies prove that parents play a major role in adolescent substance use
prevention. It is essential that parental monitoring, communication and modeling as it
relates to substance abuse be discussed in a communication curriculum for Latino
parents.
Research on community cultural wealth has demonstrated that discussions and
dichos have a major influence on life choices (Espinoza-Herold, 2007). In this case
parents can utilize linguistic capital (e.g., discussion, dichos, and consejos) to prevent
their children fi·om deciding to use substances. Moreover, given that parental substance
use highly influences adolescent substance use (Ennett, Bauman, Foshee, and
Pemberton, 2001; Chassin and Pitts, 1999) it is essential that dichos be incorporated in
a curriculum for Latino parents as it relates to parental modeling. For example, a dicho
that will be included on substance abuse, to explain the importance of role modeling is:
"Cual es el padre, asi es el hijo." (Like father, like son). It is necessary that mental
health professionals who work with Latinos be aware of the impmiance oflinguistic
capital such as dichos and consejos.
Furthermore, resistant capital and aspirational capital can help parents discuss
substance use. Resistant capital is seen in minmity parents who consciously instruct
their children to engage in behaviors that oppose the status quo (Yosso, 2005).
Research indicates that Latino parents teach their children to resist marginalization as a
way of survival. Resistant capital can be tied to aspirational capital in that Latino
parents can instruct their children to resist substance use which may lead to addiction
and would only hinder the possibility of attaining a better life. For example, even when
33
the substance use appears to be the norm amongst adolescents, Latino parents can teach
their chndren ways of resisting the nonn in order to achieve their dreams, and goals.
Given that alcohol related problems are a critical public health issue in the
United States (Epstein, Botvin, Baker, Diaz, 1999) it is no surprise that Latino
adolescents have parents who are alcoholics. The research indicates that children of
alcoholic parents are more likely to become alcoholics themselves compared to
children of non-alcoholics (Chassin & Pitts, 1999). For this reason it is important that
Latino parents who abuse substances are infonned of these findings; this may motivate
them to seek help and assist them in stopping their substance abuse problem. In this
case the mental health clinician is to encourage the alcoholic parent to utilize his/her
social capital to seek help and support from their family and friends. Also, in order for
the parent to be successful in being sober, the clinician is to refer the parent to
individual counseling and a twelve step program. It is essential that the mental health
practitioner remind the alcoholic parent of aspirational capital, which will motivate the
parent to stop with their substance abuse and seek help for the good of his/her children.
Latinos and Grief and Loss
Grief is described as the emotional suffering one feels when something or
someone we love is taken away (Smith, M., Jaffe-Gill, E. & Segal, 2010). There exist
different types oflosses such as the breakup of a romantic relationship, loss of health,
loss of a job, loss of a friendship, a miscarriage, and many others. According to Smith,
J affe-Gill, and Segal (201 0) the way an individual grieves depends on: personality,
coping style, life experience, faith, and the nature of the loss. The grieving process
takes time; for some people it takes weeks or months, for others it takes years (Smith,
34
M., Jaffe-Gill, & Segal, 201 0).
It is essential that people expe1iencing a loss be aware of the stages of gtief:
denial, anger, bargaining, depression and acceptance (Kubler-Ross, 1969). In the stage
of denial the gtieving person denies the loss has occuned, and may withdraw from
family and friends. In the stage of anger, the grieving person may be furious at the
person who caused the pain and suffering, for allowing the loss to take place; the
gtieving person may even be angry with self for allowing the loss to take place. During
the bargaining stage the gt·ieving person may make bargains with God and might ask
questions like, "If I do this, will you take away the loss?" During the depression stage
the grieving person feels numb. Finally, acceptance is when the person has overcome
anger, sadness and depression, in this stage the person accepts the reality of the loss.
Culture highly influences the way in which Latinos express gtief and loss. For
Latinos there are vmious beliefs and 1ituals that play a major role in how the loss of a
loved one is addressed. For example, spirituality highly influences the way Latinos
cope with gtief and loss. Diaz-Cabello (2004) explores spirituality as it relates to grief
and loss in the Latino culture. She states that a majority of Latinos are Catholics; this is
a religion which includes experiences of devotion and the belief in an afterlife. As a
result, one of the greatest beliefs in Catholicism is the idea of reunification with a lost
loved one in the afterlife (Diaz-Cabello, 2004). For this reason, there are 1ituals
performed by Latino family members after the death of a loved one such as praying the
rosary. A popular ritual of Latino Catholics is the novena after the death of a family
member; a novena is a nine day 1itual in which the family of the deceased gathers as
35
community to pray the rosary with the intention to help their loved one enter heaven
(Goizueta, 2004). These rituals help Latinos effectively cope with a loss.
Fmihennore, cultural traditions highly impact the way in which Latinos cope
with gtief and loss. In their study Doran and Downing Hansen (2006) interviewed
Mexican American families and focused on family bereavement experiences after the
death of a child. Doran and Downing Hansen found that the families differed in the use
of social suppmis, the intensity of the gtief, the meanings associated with the death,
and the feelings of guilt and responsibility. The results show that all the participants
kept a relationship with their deceased child through a combination of dreams, story
telling, sense of presence and rituals as well as symbolic memmies. Doran and
Downing Hansen state that being "connected" seemed to ease the family's ability to
cope with the loss and provided comfmi. The present study depicts the strong cultural
influence on the grief process. For example, the families talked about the preparation of
the deceased child's favorite food as pari of Dia de los Muertos (Day of the Dead
celebration), the use of flowers to attract the spirit, and the dressing of dolls in the
clothes of the children who passed away. All of the families repmied emotional and
financial support from family members especially after the death of their child.
Interestingly, all the mothers were receiving professional counseling services; however,
they did not bring this up when discussing the helpful gtieving process.
Research that looks at grief and loss for Latinos is scarce. Although this
literature may not be generalized to other Mexican families or other Latino families,
the research provides some information on the helpful grieving process for Latino
families. For example, Dia de los Muertos, prayers and the emotional and financial
36
support of extended family members help Latinos effectively cope with their loss.
These studies demonstrate how the expression of gtief is heavily influenced by social,
cultural and histmical background (Doran & Downing Hansen, 2006). The studies
presented demonstrate that Latino parents have their own funds of knowledge; this
refers to ideas, practices, traditions and skills (Espinoza-Herold, 2007) that are
important to the parents themselves and their family.
Currently, research examining Latino parents and they help their children cope
with a loss is lacking. Grief and loss is a difficult topic to discuss for most people
regardless of age; it is even more difficult to discuss gt·ief and loss with children
(Howard, 2005), for this reason Latino parents would benefit from a communication
curriculum that assists in explaining gtief and loss to their children.
Rosenblatt (2008) states that in order to understand culture-specific grief and
effectively suppmi people through their gtief and loss, it is essential to understand the
relationship between culture and the grieving process. For this reason, it is essential
that mental health professionals be familiar with the 1ituals of Latino cultures when
working with Latino clients. Furthennore, it is imperative that mental health
practitioners recogt1ize the impmiance of the social networks of Latino clients, after all
these social networks serve as a support system, which are always necessary when
conducting therapy with all clients. It is important that mental health care professionals
encourage Latino parents to continue to build their social networks and encourage
parents to continue teaching their children the importance of social networks to cope
and succeed. When working with Latino clients it is essential that therapists leam from
the resources of Latinos. It is also impmiant that mental health providers add to Latino
37
clients' social networks by referring them to agencies and organizations when
necessary. In order to better service Latino clients and other clients of color, mental
health professionals need to be aware of the services in the community. It is cmcial that
therapists keep in mind community cultural wealth when working with Latinos or
creating a curriculum for Latinos.
When it comes to grief and loss a major strength of Latino families is social
capital, which refers to networks of people and community resources which provide
emotional support (Yosso, 2005). For example, the emotional and financial suppmi
from family members after the death of a loved one (Doran & Hansen, 2006) is a
strength of the Latino community. It is cmcial that social capital be integrated in a
communication curriculum for Latino parents; this is a strength that can be built upon.
In particular, immigrant Latinos can be provided with information on burial procedures
followed in the United States.
In addition, navigational capital is a strength that may be included in a
cun·iculum for Latino parents. Navigational capital refers to the abilities of managing
and guiding oneself through social institutions. When Latino parents fundraise and
seek resources to plan and finance a funeral, they utilize their navigational capital to
seek resources. It is essential that mental health clinicians be aware of the importance
of navigational capital in Latino communities and other communities of color.
Moreover, by applying this strength in areas that a client may need assistance with (e.g.
finding a job or resources for a child with a disability) the existing navigational capital
Latinos have can be built upon.
38
Considerations for Latino Parental Interventions
When creating, teaching or facilitating a communication cuniculum for Latino
parents one has to take into consideration cultural values, traditions and life
experiences in order for Latino parents to feel that the mate1ial being presented is
culturally relevant. For example, Kumpfer et al. (2002) found that culturally adapted
version of the parenting intervention known as Strengthening Families Program led to
an increased completion rate for Latinos. The high rate of completion may have been
influenced by the way in wlrich respect for family traditions, was delivered in order to
reduce child and adolescent problem behavior. Likewise, Martinez and Eddy (2005)
adapted a parenting intervention, which aimed at preventing adolescent substance
abuse, by adding culture specific sessions. The intervention resulted in high rates of
participant engagement and satisfaction; this was achieved by adding cultural
components into the interventions. Additionally, in their interviews Pana Cardona et
al. (2009) found that Latino immigrant parents want to pmiicipate in a culturally
adapted parenting intervention as long as it is culturally relevant, respectful and
responsive to their life experiences. The parents identified respeto (respect) as a
cultural value they believe should be promoted in parenting interventions for Latinos.
The parents also described the impmiance of promoting a sense of community with
other group participants; parents stated that interventions should promote group unity
and suppmiive relationships among participants instead of just limiting group
interventions to educational sessions focused on teaching parenting skills. One parent
stated that parenting groups should help participants find community resources.
39
These studies indicate that when creating a curriculum/program for Latino
parents the following should be incorporated: respect for family traditions, culturally
relevant information, respect for participants' life experiences, promoting a sense of
community in group, and providing community resources. It is critical that
interventions for Latino immigrants increase individual's motivation to participate by
building bonds with participants, developing tmst, and effectively communicating the
benefits of mental health interventions (Santisteban, Suarez-Morales, Robins &
Szapocznik, 2006). Therapists working with Latinos need to be culturally aware and
culturally sensitive to Latinos experiences, wants and needs.
Conclusion
Instead of looking at "what's wrong" with Latino parents, community cultural
wealth and a strengths-based approach identifies the positive resources and abilities
that Latino parents have to offer. Looking at what is wrong does not allow us to help
parents build on their strengths. Mental health clinicians need to begin to keep in mind
strengths of minority communities when creating a cuniculum for Latinos and other
people of color. It is crucial that research on Latinos look at the factors associated with
positive parent-child communication practices. Researchers and other professionals
need to stay away from the deficit model which has only yielded negative results.
Accordingly, mental health providers should consider different strategies and
messages that incorporate community cultural wealth in the intervention. For example,
mental health practitioners can start by recognizing, assessing and identifying strengths
of Latino clients and families. Also, integrating aspirational capital may help Latino
parents initiate a communication with their children about sexuality which would be
40
beneficial for both children and parents; aspirational capital will encourage both
children and parents to have a discussion about how a teenage pregnancy can hinder
the ability to achieve goals. Fmihennore, acknowledging the importance of family and
respect for family and self would be useful to help parents talk to their children about
substance use. Also, recognizing that Latino parents have an effective way of coping
with gtief and loss is a way of coming across as a culturally competent mental health
professional. Validating the use of dichos and consejos as an effective communication
method as well as utilizing dichos in gt·oup or individual sessions with Latino clients is
a way of building rapport with Latino clients. These are just some strategies that would
demonstrate to Latino parents that their culture is valued; validating Latino parents'
strengths provides a sense respect, which is highly valued in Latino culture.
41
CHAPTER III
PROJECT AUDIENCE AND IMPLEMENTATION FACTORS
Introduction
The research on Latino parent-child communication is scarce. The vast majmity
of studies that look at the parent -child communication of Latinos tend to focus on
mother-daughter communication of sexuality (Raffaelli & Green, 2003; Miller,
Kotchick, Dorsey, Forehand & Ham, 1998; Mckee & Karasz, 2006; O'Sullivan,
Meyer-Bahlburg & Watkins, 2001; Guilamo-Ramos, Dittus, Jaccard, Goldberg,
Casillas & Bom·is, 2006). The review ofliterature indicates that although Latino
parents are talking to their children about sexuality some parents feel discomfmi
(Mckee & Karasz, 2006; O'Sullivan, Meyer-Bah1burg & Watkins, 2001; GuilamoRamos, Dittus, Jaccard, Goldberg, Casillas & Bouris, 2006) and thus need assistance in
talking to their children about specific sexual topics. Latino parents may not focus on
the specifics of sexuality possibly because these topics require specific and accurate
knowledge (Raffaelli & Green, 2003).
Furthennore, adolescence is a time when individuals expe1iment; this
experimentation may involve behaviors that put adolescents at risk, such as
expe1imenting with legal and illegal substances. Given that adolescents are more
vulnerable than adults to the shmi te1m and long tenn negative effects of alcohol
(White, 2001) and other substances, it is necessary that a communication cuniculum
for Latino parents incorporates substance use prevention.
Moreover, the review of literature indicates that Latinos have a number of
rituals that help them effectively cope with grief and loss; however, there is no research
that looks at how Latinos explain or discuss grief and loss with their children. Since
42
gtief and loss is a difficult topic to discuss with children (Howard, 2005) Latino parents
would benefit from a communication cuniculum that assists them in communicating to
their children about the death of a loved one.
Lastly, the review of literature reveals that there are a number of cultural
strengths in the Latino community; these strengths, known as community cultural
wealth, are not being utilized by mental health professionals who work with Latinos.
The theoretical framework for this project is a strength-based counseling model and
community cultural wealth. This gt·aduate project presents a five session parent-child
cmmnunication cuniculum for Latinos that according to the research is much needed.
Development ofProject
When developing this communication curriculum both the strength-based
counseling model and community cultural wealth were utilized. Strength based
counseling represents an integrative approach that is made up of different theories and
movements such as positive psychology, prevention, resilience theory, and hope theory
and other techniques that build client strengths within a multicultural structure (Smith,
2006a). The strength based counseling model is different from other models because it
recogtlizes client's strengths as a basic therapeutic intervention (Smith 2006b ). The
strength-based model expects the therapist to realize that regardless of how the client is
struggling they have been able to survive under the worst circumstances (Smith,
2006a). In strength based counseling the therapist searches for what people have
instead of what they do not have and what people can do instead of looking at what
they cannot do; how they have been successful instead of how they have failed (Smith,
2006a). Recognizing clients' capabilities creates confidence, motivation, and feelings
43
of power (Smith 2006b). For the purpose of this project the focus will be strengthbased group counseling. According to Smith (2006a) groups allow people to help each
other and encourage them to develop a positive suppmi network. All cultures have
strengths and some cultures value certain strengths more than others. Smith (2006b)
states that etlmicity and culture are impmiant factors to consider when utilizing
strength based counseling because people tend to feel strong when they have a clear
sense of who they are and how they fit in the world.
Yosso's (2005) six fonns of cultural capital were used as the framework for this
project. These six fonns of cultural capital are aspirational, navigational, social,
linguistic, familial and resistant capital (Y osso, 2005). Aspirational capital refers to the
ability to have hopes and dreams for the future despite apparent obstacles (i.e.,
resilience). An example is a family who has hopes and goals that exceed their current
circumstances. Linguistic capital consists ofthe intellectual and social skills achieved
by communication in more than one language or style and refers to the ability to
communicate through visual mi, music or poetry. For example, children who are
raised in Latino families participate and are exposed to storytelling; this includes
listening and retelling oral histories, and dichos (insightful sayings). Furthermore,
familial capital refers to the cultural knowledge that is learned fl"om the nuclear and the
extended family. The immediate and extended family teaches children the importance
of maintaining a connection to the community, ofbeing cming and teaches coping
skills. Additionally, social capital refers to networks of people and community
resources which provide emotional suppmi to people in the community, this helps
individuals make it through institutions; for example, to attain education, legal
44
services, employment and healthcare. In addition, navigational capital refers to the
abilities of managing and guiding oneself through social institutions not created with
minorities in mind. For instance, this form of capital can be seen in a student who
leams strategies to make it through a "racially hostile" university campus; this student
creates the ability to achieve in spite of stressful conditions that place him/her at risk of
doing poorly or even dropping out of college. Lastly, resistant capital refers to "skills
fostered through oppositional behavior that challenges inequality" (p. 80). This form of
capital is seen in minmity parents who consciously instruct their children to engage in
behaviors that oppose the status quo (Y osso, 2005).
The information presented in this cuniculum was gathered from research
discussing the strengths and needs of Latino parents. The topics selected were based on
the author's experience teaching and facilitating parenting classes as well as
conducting individual sessions with Latino parents.
Intended Audience
This project is a strength based communication curriculum intended for Latino
parents. The cuniculum consists of five two hour sessions that aim at enhancing the
parent-child communication; this cuniculum will assist parents in talking to their
children about sensitive topics, such as sexuality, substance use and grief and loss. This
communication curriculum has been designed for bilingual Latino parents who are
interested in leaming how to discuss sensitive topics with their children, by utilizing
methods and techniques they already use with their children, such as the use of dichos
and consejos. Parents may voluntarily participate in this program and parents who are
court mandated are welcome to participate as well.
45
Personal Quahfications
The facilitator must be in the field of counseling and be aware of the six forms
of cultural capital; the facilitator must also be culturally competent. This
communication cuniculum can be used by school counselors working in a public or
private school setting. The program can also be utilized by therapists working in
community mental health agencies and other public or p1ivate organizations that
service Latinos. The counselor/therapist facilitating the sessions must demonstrate
genuine cultural sensitivity and build a positive rappmi with parents. The facilitator is
to be flexible in order to meet the parents' needs. The counselor/therapist must be
familiar with the curriculum and plan adequately for each session. The facilitator is to
encourage group members to share their expe1iences and challenges as parents; this
will be done in an effmi to help parents build their social networks and have the group
serve as a suppmi group. Instead of being seen as an expe1i in parenting, the
facilitator instructor should assume the role of entrenedora (coach) (Zayas, Bonego, &
Domenech Rodriguez, 2009). Before facilitating the first class it is crucial that
facilitator read "What Mental Health Professionals Need to be Aware ofWhen
Working with Latino Clients" (see appendix A).
Environment and Equipment
The classes should take place in a quiet room where the members can feel
comfmiable. In an effmi to make the members feel welcome and comfortable it is
highly encouraged that the group setting be decorated with symbols of diverse Latino
cultures. The setting should be equipped with:
•
Limits of Confidentiality Form (at first session)
46
•
Sign-in sheets (at every class)
•
W1iting tools ( pens, pencils)
•
Pre-typed handouts
Project Outline
This cuniculum will consist of five two hour sessions that help Latino parents
talk to their children about: sexuality, substance use, and gtief and loss.
The sessions will be broken down into five pmis:
•
Opening time: welcome, check in and review of previous session (1 0 minutes)
•
Working time: Introduce sensitive topic for the week: interactive lecture (60
minutes)
•
Processing time: discussion!shming (40 minutes)
•
Closing time: summarize class and briefly state next week's sensitive topic (1 0
minutes)
The following is an outline of the group sessions and topics:
Session 1: Introduction to program and cmmnunity cultural wealth
•
Goals:
1.) Introduce parents to program, facilitator and each other.
2.) Infonn parents of rules and expectations of program.
3.) Infonn parents that research indicates that the Latino community has multiple
strengths known as community cultural wealth.
4.) Assist participants in identifying their own strengths.
47
•
Matetials:
1.) Sign-in sheet
2.) Group Rules and Expectations
3.) Pens
4.) Children Learn What They Live
•
Activity
1.) Dicho: Arbol que crece torcido nunca se endereza. (The tree that grows twisted
branches never straightens).
2.) Consejo: Share dichos and your history with your children; this transmits
values, beliefs and the importance of culture to your children.
Share your cultural wealth with your children.
3.) Children Learn What They Live
Session 2: Sexuality
•
Goals:
1.) To infonn parents about the impmiance of speaking to their children about
sexual intercourse, STis, and bitih control.
2.) To help parents understand that it is normal to feel uncomfortable when talking
to their children about sexuality.
3.) To help parents talk to their children about difficult sexual topics, how to
initiate a conversation and take advantage of teachable moments.
4.) Provide parents with a list ofbooks for children and adolescents on sexuality.
48
•
Mate1ials
1.) Activity 1: Sexual Images
2.) Scissors
3.) Magazines
4.) Pens
5.) Take a Moment
6.) List ofbooks for children and adolescents
•
Activity
1.) Sexual Images
2.) Dicho: Mas vale prevenir que lamentar. (Prevention is better than cure).
3.) Consejos: Do not leave for tomorrow what can be done today.
It is better late than never.
4.) Take a Moment
Session3: Substance Use
•
Goals:
1.) To help participants talk to their children about drugs and keep open
communication.
2.) Provide parents with steps to help their children stay away from substances.
•
Materials
1.) Listen poem
2.) Fact sheet
3.) Scenmio
49
•
Activity
1.) Listen
2.) Role play
3.) Dicho: Cual es el padre, asi es el hijo. Like father like son.
4.) Consejos: Stmi educating your children about the dangers of drugs at an early
age.
Share your views and values, be clear.
Be a positive role model: there is a big difference between saying and
doing.
5.) Listen
Class 4: G1ief and Loss
•
Goals:
1.) To educate pmiicipants about the grief and loss process.
2.) To help participants talk to their child/children about the different types of grief
and loss.
3.) To teach pmiicipants how to help their children cope with a loss.
4.) To remind parents of their strengths.
•
Mate1ials
1.) Mansion in Heaven poem
2.) Grief and loss process
•
Activity
1.) Dicho: El tiempo es el mejor remedio para sanar un dolor. Time is the best
remedy to heal pain.
50
2.) Consejos: Share your own approp1iate feelings with your child and encourage
them to share their feelings; remember you are a role model for expressing
grief
Prepare your child for the rituals/events that will come during the days
following the death of a loved one.
3.) Mansion in Heaven
Class 5: Review
•
Goals:
1.) To review previous sessions.
2.) To feel accomplished and proud of personal growth.
3.) To celebrate group unity and program completion.
•
Mate1ials
1.) List of community resources
2.) Cetiificates
•
Activity
1.) What was your most memorable moment in group?
2.) Celebrate and socialize.
51
CHAPTER IV
Product
Session 1- Introduction to program and community cultural wealth: identi{ving our
strengths
You will need:
> Sign-in sheet (Appendix B)
> Group Rules and Expectations (Appendix C)
> Children Learn What They Live (Appendix D)
Goals:
"~
Introduce parents to program, facilitator and each other.
Infonn parents of rules and expectations of program.
'~ Inform parents that research indicates that the Latino community has multiple
strengths known as community cultural wealth.
;;..k- Assist parents in identifying their strengths.
,~
Facilitator introduces self. Welcome pmiicipants and congratulate them for
making the decision to enhance their parent-child communication. Explain the
purpose of this program: how to initiate a discussion about sensitive topics with
children and how to maintain an open communication with children.
1. Have pmiicipants go around the room and state: name, how many children they
have and their children's ages.
2. Explain rules and expectations. Inform parents that this is a five session
program. Have pmiicipants sign Rules and Expectations fi·mn.
3. Ask pmiicipants, "What does it mean to be a parent?" Give enough time for
discussion.
4. Infonn pmiicipants that dming group it is impmiant that everyone share their
expe1iences and opinions, this way parents can leam from each other.
5. Read dicho of the day: Arbol que crece torcido nunca se endereza. (The tree
that grows twisted branches never straightens). Ask pmiicipants if they agree
with this dicho and if they believe people and children can change their bad
habits. Explain that throughout these sessions pmiicipants will be provided with
infonnation to help them communicate with their children. For example,
session two focuses on the impmiance of discussing sexuality with children,
and although this makes parents uncomfmiable, it is up to every parent to
decide if they are going to talk with their child about sexuality. Give enough
time to discuss dicho.
6. Emphasize that these sessions will focus on parents' strengths. State, "All
people have strengths, as Latino parents you have unique and specific
strengths." Introduce community cultural wealth.
•!• Latino communities have numerous strengths some of these strengths
are: aspirational, familial, linguistic, social, navigational and resistant
capital.
52
•!• You as Latino parents support your children by utilizing aspirational
capital. Aspirational capital refers to the ability to have hopes and
dreams for the future despite cunent obstacles. For example, studies
with Latina/a students have found that migration stmies and other
stories of parental struggles or obstacles were the most influential factor
that contributed to college aspirations and academic resilience. These
discussions help Latino adolescents understand that a person's lack of
education places them in a difficult situation. Awareness of hardships
makes Latino adolescents not want to struggle. For this reason it is
important for you as parents to keep an open communication with your
children about your life experiences and hardships. Would someone like
to share a recent discussion they had with their child that helped
motivate them?
•!• Another major strength for Latino parents is linguistic capital; you as
Latino parents utilize linguistic capital to teach resilience, critical
thinking, perseverance, cultural beliefs and values, to motivate and to
praise and support your children. Linguistic capital consists of the
intellectual and social skills achieved by communication in more than
one language or style. For example studies have found that discussion,
dichos and folktales impact academic motivation and achievement
(Espinoza-Herold, 2007). Also, the use of consejos have been found to
encourage children to be self-sufficient, teach cultural beliefs and values
to motivate Latino children. Latino children have repmied that their
parents' consejos have taught them perseverance (Delgado-Gaitan,
1994). What are some of the most cmmnon dichos and consejos you use
with your children?
•!• Familial capital is also a strength of the Latino community. When you
teach your children cultural knowledge; you are using your familial
capital. As you all know the immediate and extended family teaches
children the impmiance of maintaining a connection to the cmmnunity,
the importance ofbeing cming, having appropriate coping skills and
educacion (manners). Studies have found that Latino parents teach their
children to be bien educados, to display good manners, proper behavior,
and respect for adults, place more value on interpersonal skills, and
helping others rather than on the ability to perfmm independently
(Halgunseth, Ispa, & Rudy, 2006; Galindo & Escamila, 1995). These
are all necessary skills that you are teaching your children. Children
need all these skills in order to become productive adults; for example, a
person who is respectful, has manners and has appropriate coping skills
can get along with others and have healthy relationships. How do you
teach your children to be bien educados in your family?
•!• Moreover, you as Latino parents also teach your children to look for
resources and utilize cmmnunity resources in order to succeed, this is
known as social capital (Yosso, 2005). Latino families seek community
agencies to attain education, legal services, employment and healthcare.
For example, studies have found that Latino parents communicate with
53
other parents, school staff, are involved with school programs in order
to help their children succeed (Delgado-Gaitan, 1994; Delgado-Gaitan,
1992). Who makes up your social network? Are any of you pmi of a
cmmnittee or program at your child's school or in your community?
How have you found this to be beneficial? Do any of you know of any
helpful programs in the community?
•!• Another strength of Latino communities is navigation capital, which
refers to the abilities of managing and guiding oneself through social
institutions not created with minmities in mind. Studies have found that
Latino students find ways to make it through college even when they do
not have the infonnation; students find people or resources to help them
seek a higher education (Ornelas, 2002; Ceja, 2006). How have you or
your children utilized navigational capital?
•!• Also, you as Latino parents teach your children to resist marginalization
as a way of survival. Resistant capital refers to "skills fostered through
oppositional behavior that challenges inequality" (Y osso, 2005, p. 80).
For instance, a study found that Mexican mothers rely on their funds of
knowledge to teach their children strategies to resist marginalization.
Some examples are; "No te preocupes ... ocupate" (Do not fret.. get busy)
and "Dime con quien andas y te dire quien eres" (Tell me who you
keep company with, and I will tell you who you are). Studies have
found that mothers teach their daughters to valerse por si misma (be
self-reliant) as a way to survive by resisting and living in a world of
racism and patriarchy. Have any of you ever used these dichos with
your children? What were you trying to teach your children? Moreover,
historically Latino parents in the United States have resisted and fought
for their children's education through protests and law suits. For
example, the Alvarez v Lemon Grove (1931) was a case in which the
parents of Lemon Grove, Califomia sued the school board after they
built a separate school for Mexican students (Acufia, 2004). The parents
reacted by stmiing a committee and getting lawyers; the Superior Court
of San Diego ruled in the parents favor and stated that the school board
did not have the right to segregate Mexican children from White
children. Also, in 1968 Serrano sued the California State Treasurer
because he believed his son received a substandard education in East
Los Angeles; Se1Tano argued that poor districts did not receive adequate
funding compared to rich districts and as a result their children did not
receive an equal education (Acufia, 2004). The comis ruled in favor of
Serrano and found that unequal education is the result of unequal
funding. These are just two of the many law suits that Latino parents
have successfully fought. You as parents are powerful in your children's
school. You have the right to observe your child's teacher during class
and request that your child be tested if you believe he/she needs special
services. Has anyone ever felt that their child was receiving inadequate
education? Have any of you ever been involved in a comi case due to an
educational inequality? Give sufficient time to share.
54
7. What were some of the strengths that you each identified with? What are some
of your strengths as parents? Give enough time to disclose.
8. Consejos of the day:
• Continue to share dichos and your history with your children; this transmits
values, beliefs and the impmiance of culture to your children.
• Share your cultural wealth with your children.
9. Distribute a hard copy of Children Learn What They Live. Give enough time to
discuss poem.
10. Ask participants, "How did you each feel about your first session?"
11. Thank parents for pmiicipating and shming in session. Briefly introduce next
session, sexuality.
55
Session 2- Sexuality
You will need:
~ Sign-in sheet (Appendix B)
~ Activity 1: Sexuality in Media (Appendix E)
~ Scissors
~ Magazines
~ Pens
~ Glue
~ Sexuality: Books for Children and Adolescents (Appendix F)
~ Take a Moment (Appendix G)
Goals:
,,. To infonn parents about the impmiance of speaking to their children about
sexuality.
~.1.- To help parents understand that it is nonnal to feel uncomfmiable when talking
to their children about sexuality.
"*- To help parents talk to their children about sexuality, how to initiate a
conversation and take advantage of teachable moments.
,,._ Provide parents with a list ofbooks for children and adolescents on sexuality.
Welcome parents back. Check in, "How is everyone doing?" Briefly review last
week's session. Introduce this week's topic.
1. Explain how children are exposed to sexual images all day, everyday through:
magazine ads, commercials on television, television shows, movies and music.
For this reason it is crucial that parents begin to talk to their children about
sexuality at an early age.
2. Introduce Activity 1. Give enough time to share.
3. Read dicho of the day: Mas vale prevenir que lamentar. (Prevention is better
than regret). Give enough time for discussion.
4. What does the research say about Latino parents discussing sexuality with their
children? Discuss the following with participants:
•!• Studies indicate that in Latino families mothers discuss sex with their
children more often than fathers (Raffaelli & Green, 2003; Miller,
Kotchick, Dorsey, Forehand & Ham, 1998). Is this true for the parents
in the class? If so, why do you think this is true?
•!• Studies also indicate that Latino parents are talking to their children
about sex values; however, Latino parents, like other parents,
experience discomfmi when talking about sex to their children (Mckee
& Karasz, 2006; O'Sullivan, Meyer-Bahlburg & Watkins, 2001;
Guilamo-Ramos, Dittus, Jaccard, Goldberg, Casillas & Bouris, 2006;
Je1man & Constantine, 201 0). Do participants agree with this? Why do
you think most parents of all cultures feel uncomfortable discussing
sexuality with their children? Nonnalize feelings of discomfmi and
facilitate an open discussion.
56
•!• However, the research also indicates that Latino parents are
comfortable discussing sexual values and relationships with their
children (Raffaelli & Green, 2003; Romo, Lefkowitz, Sigman & Ku,
2002). Research studies have indicated that conversations on parental
beliefs and values about dating and sexuality were related to abstinence
or delaying sex (Romo, Lefkowitz, Sigman & Ku, 2002). In fact, selfdisclosure about dating on behalf of the mothers has been associated
with adolescents' repmiing a better relationship with their mother and
being more conservative about premmital sex (Romo, Lefkowitz,
Sigman & Ku, 2002). Do pmiicipants agree? Why? What are some of
the values and beliefs you share and discuss with your children in
regards to sexuality and dating/relationships?
o Thank pmiicipants for shming, communicate an
understanding of the difficulty of discussing sexuality with
children. Praise participants for their ability to communicate
effectively with their children through discussion, dichos and
consejos.
5. Let's explore: What is sexuality? (NOTE TO FCILITATOR: emphasize
parents' strengths by communicating an understanding of their difficulties and
focus on the pmiicipants' ability to communicate effectively in the past and
present. The facilitator is to provide encouragement, suppmi and appreciation
to parents for willing to try new methods that will enhance their communication
skills.)
57
"What is sexuality?" Cover the following:
We are all sexual beings. Our sexuality includes:
•our bodies and how they function
•our gender- how we feel about being a man or women
•our sexual mientation
•our values regarding life, love, and people
"Why do children need to know about sexuality?"
Understanding sexuality helps children manage their emotions and the pressures of
their friends and classmates. With the conect infonnation children can take control of
their sexuality. Parents can help their children comfmiable with their sexuality
beginning from their childhood; this way they will have confianza (trust) and feel
comfmiable enough to ask questions.
"What if I feel uncomfortable talldng about sex?"
•In some cases we have leamed that sex is di1iy and that we do not discuss sex.
•For some of us it is difficult to admit that our children are sexual beings.
•You can stmi by saying "It is difficult to talk about sex. My parents and I never talked
about sex. But I want you to have someone to talk to about sexuality."
Do not try to avoid discussing sexuality.
"When is the best time to start talking to children about sexuality?"
It is best to stmi discussing sexuality when children begin to receive messages about
sexuality; at an early age. It is never too late; most impmiantly have an open mind and
be available when your children want to talk.
"What do children want to know?
Children want to know if they are normal. We can help them understand that it is
normal to be different.
Baneda, P. (n.d.). Como hablar con sus nifios acerca de la sexualidad: Una guia para
padres de familia. Retrieved from http://www.pediatraldia.cl/sex ensenar.htm
6. Inform parents of the following:
•!• As a parent it is import to build cm1fianza (trust), to be patient and to
talk about reproductive health at an early age with your child (Mckee &
Karasz, 2006). It is also critical that you discuss sex related topics such
as the consequences that come with sexual activity (Guilamo-Ramos,
Dittus, Jaccard, Goldberg, Casillas & BoUiis, 2006). How do you build
confianza with your child? How do you talk to your child about
reproductive health? What are some of the consequences of sexual
activity at an early age?
•!• It is necessary that you as parents talk to your children about your
beliefs and values about dating and sexuality which is related to
abstinence or delaying sex (Romo, Lefkowitz, Sigman & Ku,2002).
•!• Parents that communicating with adolescents about sex reduces their
daughter's chances ofbecoming pregnant (Adolph, Ramos, Linton &
G1imes, 1995). For this reason it is important that even if we feel
embanassed to discuss sexuality with our children that we make the
effmi to talk about sex. Since we all want the best for our children we
58
need to initiate a conversation about sexuality in order to prevent a
teenage pregnancy, which would only make our adolescents struggle.
•!• Family values, discussion, dichos and folktales have a major influence
on life choices and even prevent early pregnancy (Espinoza-Herold,
2007). This is why it is impmiant to have an open communication with
our children and share our values with children at a young age.
•!• What are some of the discussions you have with your children about
sexuality? What are some of the consejos you give your children
regarding sexuality? What are some of the dichos you use with your
children when talking about sexuality? Give sufficient time to share.
7. It is important that parents take advantage of teachable moments. For example,
if you are watching a television show with your child or listening to the radio
and you hear or see a sexual scene use that situation to discuss sexuality. For
instance, ask, "What do you know about
?"
8. If you have a difficult time discussing sexuality with your young child, there
exist numerous children's books that can help. Your community library is a
great resource. Here is a list of several books on sexuality for children and
adolescents. Distribute, "Sexuality: Books for children and adolescents"
(Appendix F).
9. Consejos of the day:
• Do not leave for tomorrow what can de done today, talk to your child
about sexuality.
• Even if you have not yet spoke to your child about sexuality and he/she
is now an adolescent, it is better late than never.
• Before you begin a discussion with your children it is impmiant that you
are well informed and provide accurate infonnation.
• Do not wait until your child is an adolescent to talk to them about
sexuality, remember that your child is exposed to sexual images on a
daily basis.
• Your cmmnunity library is a great resource where you can find books
that explain sexuality to your children.
10. Practice: How can you respond to your eight year old daughter who asks,
"Where do babies come from?" Give enough time for discussion.
11. Dishibute a hard copy of Take a Moment and read aloud as a group. Give
enough time for discussion.
12. Facilitator will thank parents for sharing and briefly state next week's topic,
substance abuse.
59
Session 3- Substance Use
You will need:
> Sign-in (Appendix B)
> Drug Fact Sheet (Appendix H)
> Listen (Appendix I)
Goals:
c~
To help participants talk to their children about drugs and keep and open
communication.
,;,b Provide parents with ways to help their children stay away from substances.
Welcome parents back and check in. B1iefly review last week's session. Introduce this
week's topic.
1. Distribute Drug Fact Sheet and have pmiicipants go over it as a group. Ask,
"What do you think about this information?"
2. Inform parents of the following:
•!• Studies indicate that adolescents are less likely to use alcohol, cigarettes
and marijuana when they believe their parents will get angry if they find
out that they used any substances (Parsai, Mm·siglia, & Kulis, 201 0), for
this reason parents have to have set clear expectations for their children;
through the use of consejos parents can set clear family expectations
(Delgado-Gaitan, 1994). What have you told your children about
drugs? What are some of the expectations you have cmmnunicated to
your children about substance use? Are these expectations clear?
•!• Also, consistent, high levels of parental monitming and communication
dming early adolescence are key in preventing drug use amongst
adolescents (Tobler & Komro, 2009). How do you monitor your child?
•!• The research indicates that parental smoking predicts the initiation of
tobacco and alcohol use, while parental drinking escalates tobacco use
(Ennett, Bauman, Foshee, & Pemberton, 2001). What do you think
about this? Do you agree? Why?
3. Read dicho of the day and ask participants what it means to them. Cual es el
padre, asi es el hijo. (Like father like son).
4. Emphasize how parents play a major role in adolescent substance prevention.
We have allleamed from our parents. We serve as role models for our children.
When a parent abuses substances, what message is he/she sending his/her
children?
5. As parents you can utilize your familial capital to prevent substance use.
Remember, it takes a village to raise a child and your family and f1iends can
help. For example, when parents work, other family members or family friends
in the community can monitor children. Also, we must remember that the
Latino family teaches children coping skills (Y ossa, 2005), for this reason it is
crucial that the Latino family teach children healthy and appropliate coping
skills to prevent adolescents from using substance to self sooth or self-
60
medicate. Instead of using substances when mad or sad it is impmiant to
provide children with other options to cope.
6. Ask, "What are some of the coping skills you as parents teach your children
when they are angry and/or depressed?"
7. Lead an open discussion about the importance of giving consejos to children.
Remember that discussion and dichos have a major influence on life choices,
(Espinoza-Herold, 2007) such as deciding to use substances. What are some of
the dichos and consejos you give your children to prevent them fi"om using
substance?
8. Consejos of the day:
• Stmi educating your children about the dangers of drugs at an early age.
• Share your views m1d values, be clear.
• Spend time together regularly.
• Listen and talk with your children. Try to understand the pressures
placed on them and don't criticize their beliefs; learn to disagree.
• Keep track of where your children are, what they are doing, and who
their friends are.
• Get children involved in after-school activities so they do not have to
much free time with friends. This is when children are most likely to
expe1iment.
• Praise children often. When children feel good about themselves, they
will be more confident and better able to resist peer pressure.
• Be a positive role model for your children. Do not abuse substances. If
you have a substance abuse problem use your community resources to
seek help.
9. Distlibute hard copies of Listen poem and have participants go over it as a
group. Give enough time for discussion.
10. Thank parents for participating and shming. Briefly state next week's topic,
g1ief and loss. Infonn participants that in two weeks they will complete the
prog1·am.
61
Session 4- Grief and Loss
You will need:
~ Sign-in (Appendix B)
~ Mansion in Heaven (Appendix J)
Goals:
~
To educate pmiicipants about the grief and loss process.
,,J._ To help participants talk to their child/children about gtief and loss.
4 To teach pmiicipants how to help their children cope with a loss.
~ To remind parents of their strengths.
Welcome parents. Check in. Briefly review last week's session. Introduce this week's
topic.
1. Lecture on the process of grief and loss
•!• The stages of gt·ief are the following: denial, anger, bargaining,
depression and acceptance (Kubler-Ross, 1969). These stages do not
occur in order; a person may even experience more than one stage at the
same time.
•!• In the stage of denial the gtieving person denies the loss has occuned,
and may withdraw from family and friends.
•!• In the stage of anger, the gtieving person may be furious at the person
who caused the pain and suffering, for allowing the loss to take place;
the gt·ieving person may even be angt·y with self for allowing the loss to
take place.
•!• Dming the bargaining stage the gtieving person may make bargains
with God and might ask questions like, "If I do this, will you take away
the loss?" Dming the depression stage the grieving person feels numb.
•!• Finally, acceptance is when the person has overcome anger, sadness and
depression, in this stage the person accepts the reality of the loss.
2. Anyone who has expetienced the loss of a loved one knows how difficult this
may be. Now just imagine how difficult a loss can be for children. There exist
different types oflosses such as the breakup of a romantic relationship, loss of
health, loss of a job, loss of a fiiendship, a miscaniage, divorce and many
others. The way an individual grieves depends on: personality, coping style, life
experience, faith, and the nature ofthe loss. The grieving process takes time; for
some people it takes weeks or months, for others it takes years.
3. Read dicho of the day: El tiempo es el mejor remedio para sanar un dolor.
(Time is the best remedy that heals pain). Give enough time to discuss dicho.
4. Inquire about the various beliefs and rituals that play a major role in how the
loss of a loved one is addressed.
5. Ask, "Does anyone celebrate Dia de los Muertos? How does this help you deal
with grief and loss?" Creating an annual alter for the lost loved one during Dia
de los Muertos may help children cope with the loss of a loved one.
62
6. When it comes to a death in the family the research indicates that Latino
families utilize their social capital, which refers to networks of people and
community resources which provide emotional support (Yosso, 2005). For
example, the emotional and financial suppmi from family members after the
death of a loved one (Doran & Hansen, 2006) is a strength of the Latino
community.
7. Infonn participants that as Latino parents they all have funds ofknowledge, this
refers to ideas, practices, traditions and skills (Espinoza-Herold, 2007) that are
impmiant to parents and their family. It is impmiant that parents share and
teach their ideas, practices, traditions and skills with their children.
8. Suggestions and steps to take to help children cope with a loss.
Suggestions for parents
•!• Parents can invite children to attend the funeral of the deceased; however, this
should not be forced.
•!• Visiting the cemetery or saying a special prayer for the loved one are other
ways a child can cope with the loss.
•!• It is impmiant to speak honestly and in simple tenns about death when talking
to children.
•!• Parents can provide simple facts about the death of a loved one, they can
explain that death is nonnal and state that it is emotionally difficult to lose a
loved one.
•!• It is essential that parents dedicate time to their children and be available to
talk.
•!• Children may express anger through shouting or aggressive behavior, in this
case, parents can talk to their children about how they feel and acknowledge
their grief. It may be beneficial for kids to hear that their parents are sad as well.
Parents can let their children know that it is normal to weep and that it takes
time to feel better after the loss of a loved one.
•!• If a child begins to demonstrate behavioral problems, he/she should be given
altemative ways to express their feelings, such as playing ball, molding clay or
hitting a pillow. They could be encouraged to express their emotions by
drawing pictures and talking or creating a scrap book of the lost loved one.
•!• Parents can also read storybooks about the death of a loved one, this teaches
children about death.
•!• Children, like adults, need time to grieve; if necessary parents may seek
professional help for their child.
Children's Hospital of Pittsburgh. (2008). Helping children cope with death.
http://www.chp.edu/CHP/Helping+Children+Cope+with+Death
9. Remind participants that through dichos Latino parents teach their children
coping strategies (Espinoza-Herold, 2007), it is the responsibility of parents to
teach children how to cope with giief and loss.
10. Ask, "How have you discussed grief and loss with your children? How would
you teach your child to cope with grief and loss?"
11. Consejos of the day:
63
•
Share your own appropriate feelings with your child and encourage them to
share their feelings; remember you are a role model for expressing grief.
• Prepare your child for the rituals/events that will come during the days
following the death of a loved one.
12. Dist1ibute a copy of Mansion in Heaven and have pmiicipants go over it as a
group. Give enough time to share
13. Review topics covered. Infonn participants that next week will be the final
sessiOn.
64
Session 5- Review
You will need:
);> Sign-in
);> Community Resources (Appendix K)
);> Certificates (Appendix L)
Goals:
~
To review previous sessions.
4 To feel accomplished and proud of personal growth.
~ To celebrate group unity and program completion.
I Welcome parents. Check in.
1. Go over a brief review of previous sessions: strengths, sexuality, substance use,
and gtief and loss.
2. What was your most memorable moment in group? Give enough time for
discussion.
3. What was the most impmiant thing you learned?
4. What has been the most helpful for you?
5. Congt·atulate participants for their achievement.
6. Thank pmiicipants for participating in progt·am.
7. Distribute Community Resources.
8. Distribute certificates of completion.
9. Give time to celebrate and socialize.
65
CHAPTERV
CONCLUSION
Summary
This communication curriculum was created to assist bilingual Latino parents
enhance their parent-child communication by building on their strengths. The
cuniculum provides infonnation on sexuality, substance use, gtief and loss. The
program is culturally sensitive and focuses on the strengths of the Latino Community.
Given that Latinos have a rich and unique fom1 of communicating, throughout the
cuniculum there are a number of dichos (Latino insightful sayings) and consejos
(empathic and nmtming advice). Group sharing and discussions will be encouraged
throughout the sessions in order to create a sense of cmmnunity with group
participants, which is very important in Latino culture. Given that the cuniculum is
strength based and is desigt1ed for a specific population the mental health provider
facilitating this gt·oup is required to be culturally competent and is expected to go over,
"What Mental Health Professionals Need to Know When working with Latino Clients"
(see appendix A).
The first chapter is an introduction to the project and states the need for a
parent-child communication curriculum for Latinos. Chapter one also, introduces
community cultural wealth which includes the strengths of Latino parents. A review of
literature that focuses on the strength-based counseling model, training of mental
health professionals, community cultural wealth and Latino parent-child
communication is included in chapter two. Chapter three consists of a brief explanation
ofhow the cuniculum was developed. The curriculum was created with a focus on
66
community cultural wealth and the strength based counseling model in an attempt to
help Latino parents enhance their parent-child communication. Chapter three also
covers who the curriculum is intended for and what the personal qualifications should
be for the mental health clinician facilitating the program. Chapter four is the
cuniculum itself, a five session strength based co1m1mnication curriculum for bilingual
Labno parents.
Evaluation
A recommendation for this cuniculum would be to incorporate more topics that
Latino parents might be interested in. Also, it is highly recommended that this
cuniculum be translated into Spanish for monolingual Spanish speaking parents.
Moreover, depending on acculturation this curriculum may not apply to Latinos who
have been in the United States for a number of generations and do not speak Spanish.
Given that the Latino community is a very diverse community, it is important to note
that ce1iain Spanish words that are incorporated in this curriculum may have a different
meaning for Central American Latinos and other non-Mexican Latinos. It is c1itical
that the facilitator adjust the cuniculum to meet the needs of the pmiicipants. It would
be beneficial to have the pmiicipants evaluate the cuniculum for its effectiveness. Also,
a questionnaire may be included during the last session to critique the program and
facilitator.
Conclusion
It is impmiant that mental health professionals begin to keep in mind the
strengths of minority communities when creating a cuniculum for Latinos and other
people of color. It is crucial that research on Latinos look at the factors associated with
67
positive parent-child communication practices. Researchers and other professionals
need to stay away from the deficit model which has only yielded negative results.
Accordingly, mental health providers should consider different strategies and
messages that incorporate community cultural wealth in the intervention. For example,
validating the use of dichos and consejos as an effective communication method as
well as utilizing dichos in group or individual sessions with Latino clients is a way of
building rappmi with Latino clients. These are just some strategies that would
demonstrate to Latino parents that their culture is valued; validating Latino parents'
strengths provides a sense of respect, which is highly valued in Latino culture.
Future Research
While conducting the research for this cuniculum I found that research on the
parent-child communication of Latinos is limited. It is predicted that by the year 2060,
Latinos will make up 27% of the U.S. population (Guzman, 2000); yet research on the
Latino community has not kept pace with the rapid growth of this specific population.
The little research that has been conducted on Latinos tends to use a deficit model
(Y osso, 2005); this research is biased and therefore provides inadequate infonnation
about Latinos. In order to produce competent mental health providers more research
needs to be conducted on Communities of Color and counseling programs need to
begin to teach true cultural competency (Iijima Hall, 1997). More research needs to be
conducted on Latinos parents, both mothers and fathers, and their way of
communicating with their children. Researchers must keep in mind that the Latino
community is a very diverse cmrununity and for this reason acculturation, education
68
and socio-economic status must always be taken into consideration with Latinos; all
these factors will provide different results.
If the field of psychology does not make changes in cuniculum, training,
research, and practice, the field will create professional and ethical problems because
psychology will not be considered a specialized resource for Communities of Color
which are becoming the majmity of the U.S. population (Iijima Hall, 1997). It is
essential that mental health professionals put aside their biases when working with
Latinos and other clients of color. In order to effectively serve Latino and other clients
of color, it is imperative that therapists stay away from studies that view communities
of color as places full of poveriy and begin to look at studies that focus on the multiple
strengths of Latino communities. Mental health providers need to keep in mind that
"psychology is the study of human behavior--all humans" (Iijima Hall, 1997).
69
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Smith, E. J. (2006b ). The strength-based counseling model: A paradigm shift in
psychology. The Counseling Psychologist, 34(1), 134-144.
Smith, M., J affe-Gill, E. & Segal, J. (201 0). Coping with Grief and Loss: Support for
Grieving and Bereavement. Help Guide.org. Retrieved from
http:/!helpguide.org/mental/grief 1oss.htm#authors
Substance Abuse and Mental Health Services Administration (2004). Alcohol
dependence or abuse and age at first use. The NSD UH Report. Retrieved
76
Febmary 17, 2004 from
http://oas.samhsa.gov/2k4/ageDependence/ageDependence.htm
Suarez-Orozco, C., Gaytan, F. X., Bang, H. J., Pakes, J, O'Conner, E., & Rhodes, J.
(201 0). Academic trajectories of newcomer immigrant youth. Developmental
Psychology, 46,602-618.
Tobler, A. L., & Komro, K. A. (2010). Trajectories or parental monitoring and
communication and effects on dmg use among urban young adolescents.
Journal ofAdolescent Health, 46(6), 560-568.
Villenas, S., & Moreno, M. (2001). To valerse par si misma between race, capitalism,
and patliarchy: Latina mother-daughter pedagogies in North Carolina.
Qualitative Studies in Education, 14(5), 671-687.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of
conununity cultural wealth. Race, Ethnicity and Education, 8(1 ), 69-91.
White, A. (2001 ). Alcohol and adolescent brain development. Retrieved from
www.duke.edu/~amwhite/alc
adik pf.html
77
APPENDIX A
What Mental Health Professional
Need to Know When Working with
Latino Clients
According to Iijima Hall (1997) a number of students and professionals
do not understand the experiences of oppressed communities. Iijima Hall
(1997) points out that people of color may not necessarily be knowledgeable
about the issues of other cultural groups or of their own groups. Mental health
professionals who are not familiar \vith diverse populations may make incorrect
assumptions that lead to misdiagnosis and mistreatment (Iijima Hall, 1997).
Also, not understanding or knowing about a client's culture can lead to
blaming the client rather than taking societal, political, economic forces (Iijima
Hall, 1997) and other factors into consideration.
Mental health clinicians should be avvare of the struggles and obstacles
ofCommunities of Color. It is important that clinicians be cognizant of
historical factors such as racism, structural segregation, language barriers, low
rates ofhealth insurance and distrust tmvarcl institutions has negatively
affected and continues to affect recruitment and retention of minorities in
therapy (Parra Cardona et al. 2009 ). It is essential that therapists are aware of
these struggles and that we address it v.rith our clients of color when necessary.
Also, mental health providers need to be informed that Latino immigrants who
have experienced discrimination by service providers are less likely to request
services clue to fear of harsher discrimination (Blanchard & Lurie, 2004). As a
result mental health clinicians need to come up with ideas to be more
''velcoming ofLatino clients.
It is critical that clinicians be aware of community cultural wealth:
aspirational, linguistic, familial, social, navigational and resistant capital. These
forms of capital are taught by Latino parents to their children and community
and strongly impact the lives of children. Through community cultural wealth
children learn to become resilient adults (Y osso, 2005). It is critical that
therapists and other professionals begin to ask themselves how cultural
knowledge and Latino child rearing practices contribute to the success of
Latino children. It is fundamental that mental health providers realize that
culture highly influences the \'vay in which people communicate with their
children. In order for therapists to better serve Latino clients it is key that
mental health professionals come across as understanding and respectful of
Latino clients' family and cultural values (Bhui, Warfa, Eclonya, Mcl\.enzie &
Bhugra, 2007).
78
What is community cultural wealth?
After years of utilizing a deficit model when looking at Communities of
Color, Y osso (2005) realized that Communities of Color have multiple
strengths and developed the concept of community cultural \Vealth.
Community cultural wealth refers to a number of skills and abilities that have
been used by people of color for years as a way of survival, and to resist
oppression (Yosso, 2005). These skills are strengths of people of color, v,rhich
consist of aspirational, linguistic, familial social, navigational, and resistant
capital (Y osso, 2005). In order to avoid viewing Communities of Color as
deficient it is imperative that mental health professionals be a\vare of
community cultural wealth.
Aspirational Capital
Latino parents support their chj}dren by utilizing aspirational capital.
Aspirational capital refers to the ability to have hopes and dreams for the future
despite current obstacles. An example of this form of capital is a family V•l ho has
hopes and goals that exceed their current circumstances; this is resilience
(Yosso, 2005). For example, Ojeda, Navarro and Morales (2010) found that
familismo and parental encouragement promotes Mexican American men's
college persistence. The men in the study stated that their families v,rere a
source of support that made it easier for them to stay in college.
In a similar study Perez Huber (2009) utilized a community cultural
wealth frame\vork and identified participants who were undocumented, female,
Mexican and \Vere fi'om low income families. Perez Huber (2009) found that
although the students \;vere not sure about continuing their education clue to
their financial situation or to the fact that they might not use their degrees
after graduation, students demonstrated resilience in wanting to become
college graduates. This aspirational capital \;vas related to the students'
families, specifically their family migration stories.
Likewise, Ceja (2004·) conducted a study with Latina high school
students and found that the most influential factor that contributed to college
aspirations and their academic resilience was their awareness of the hardships
their parents experienced on a daily basis. These students understood that their
parents' lack of education placed their parents in a difficult situation; these life
experiences represented a source of strength and motivation for a college
education (Ceja, 2004'). These students did not want to struggle like their
parents; this motivated them to succeed and gave them resilience.
Lastly, Rivera and Gallimore (2006) interviewed thirty-eight female
Latina students. The students reported their family as a resource, this included:
being emotionally supportive, providing encouragement to pursue their goals
and providing information.
79
In summary, these studies indicate that Latino parents utilize their life
experiences as a parenting practice to motivate their children to seek higher
education. The research also indicates that Latinos encourage their children to
have dreams for a better future through education even when they are faced
with major obstacles, this teaches children to be resilient. In these studies one
can see ho>v the parents' stories of migration ~were communicated to their
children and hovv this motivated their children to be resilient and aspire to be
professionals. When working v,rith Latino clients it is essential that therapists
have some av>'areness ofLatinos' migration experiences and hov,r they influence
Latino clients and their children. More importantly, therapists need to consider
how they v,rill use this strength to assist clients in the therapeutic process or
intervention.
Linguistic Capital
Another major strength for Latino parents is hnguistic capital; Latino
parents utilize linguistic capital to teach resilience, critical thinking,
perseverance, cultural beliefs and values, to motivate and to praise and support
their children. Linguistic capital consists of the intellectual and social skills
achieved by communication in more than one language or style and refers to
the ability to communicate through visual art, music or poetry. For example,
children who are raised in Latino families participate and are exposed to
storytelling; this includes listening and retelling oral histories, and dichos
(insightful sayings). This repetition of storytelling skills includes
memorization, attention, facial affect, vocal tone, and rhyme (Y osso, 2005).
Through dichos, which is an example oflinguistic capital, Latino
parents teach their children motivation and coping strategies. For example,
Espinoza-Herold (2007) found that discussion, dichos and folktales impact
academic motivation and achievement; oral traditions within Mexican families
create academic motivation and can have a major influence on life choices. In
this study the family created coping strategies through dichos to overcome
academic difficulties, dropping out of school, early pregnancy and truancy.
Espinoza-Herold states that dichos served to encourage critical thinking, self
reliance strategies and create stronger ties to the family. Espinoza-Herold
found that the student's perseverance was stimulated by the pride she had in
her culture, family bonding, and her family values that were taught through
oral traditions which encourage children to be self-sufficient.
In a similar study Delgado-Gaitan (1994) focused on a Mexican
immigrant family. The focus of this study was the use of consf{jos; the direct
translation of this term is "advice," however, consf:jos are a method of
communication for Latinos. Consr:jos solve problems, are full of emotional
empathy, compassion and family expectations (Delgado-Gaitan, 1994<).
Delgado-Gaitan found that the parents in the study utilized consf!Jos to
encourage their children to be self-sufficient. Consr:jos were found to be a way of
supporting children and are used to hold the children accountable for their
misbehavior. Both parents gave consr:jos to praise and recognize good work, and
80
positive behavior; consr;jos were also used to correct inappropriate behavior.
Through consr;jos the parents reinforced cooperative and respectful behavior. In
this study the children credited their parents' consr;jos for their perseverance.
Delgado-Gaitan, found that consr;jos teach children critical thinking and the
ability to think for themselves; consr;jos also bond parents and their children.
Through these studies it becomes apparent hO\v Latino parents utilize
linguistic capital to teach resilience, critical thinking, perseverance, cultural
beliefs and values to motivate, to praise and support their children. These
studies provide much needed information on Latinos and their parent-child
communication as well as the importance of dichos and consr;jos.
Familial Capital
Latino parents teach their children cultural knowledge; this is referred
to as familial capital. Not only does the nuclear family teach children cultural
knowledge, but the extended family is involved in socializing children as ';vell.
The immediate and extended family teaches children the importance of
maintaining a connection to the community, caring, coping skills and educaci6n
(manners). For example, in their article Halgunseth, I spa, and Rudy (2006)
found a link between Latino parents' child rearing control and three culturally
based goals:jamilismo, respeto and educaci6n. Halgunseth, Ispa, and Rudy found
that Latino parents nurture children to be bien educados, to display good
manners, proper behavior, and respect for adults. Latino parents teach their
children to obey the authority of parents and keep in mind best interest of the
family; these are just some of the socialization goals for Latino parents that are
highly influenced by culture. Halgunseth, Ispa, and Rudy found that the goals
ofLatino parents emphasize the importance ofinterdependence, place more
value on interpersonal skills, and helping others rather than on the ability to
perform independently. In another study, Galindo and Escamila (1995) found
that in Latino families, parental socialization fosters high motivation and
respect for schooling. Galindo and Escamilia also found that Latino parents
play a major role in encouraging their children to succeed academically.
These studies indicate that culture highly influences what parents teach
their children. The parents in these studies taught their children what their
culture valued such asfamilismo (importance of family), respeto (respect), the
importance of education, how to be bien educados (well-mannered), and
appropriate coping skills. These are all necessary skills that children need to
have in order to become productive adults; for example, a person who is
respectful, has manners and has appropriate coping skills can get along with
others in the workforce and have healthy relationships. When working with
Latinos it is crucial that mental health clinicians incorporate and validate
Latino parents' child rearing practices such asfamilismo, respeto, and the
importance ofbeing bien educado. By integrating these values in session Latino
clients will feel that their culture is being respected, which is important when
building rapport.
81
Social Capital
Latino parents teach their children to look for resources and utilize the
resources in their communities in order to succeed. Latino families depend on
networh.s ofpeople and community resources \vhich provide emotional support
to people in the community; this is known as soci<~l capital (Yosso, 2005).
Latino families seek community agencies to attain education, legal services,
employment and healthcare. For example, in her study with a Mexican
immigrant family Delgado-Gaitan (1994') found that the parents encouraged
their children to seek help fi·om school counselors. Delgado-Gaitan also found
that the parents found help and support fi·om their social networks with
parents and school staff Both parents were involved in actively accessing
resources to help support their children. The parents involvement with the
Carpentaria Latino parent group, Comite de Padres Latinos (COPLA) influenced
them to communicate with their children's schools.
In another study Delgado-Gaitan (1992) found that the parents' social
networks served to facilitate an exchange of information about children's
academic difficulties. By exchanging information about their children, parents
learned how others dealt v,rith similar childhood-learning problems. DelgadoGaitan states a key factor \'Vas the role of social networks outside of the home
for some parents, enabling them to become more knov,rledgeable about
resources and school requirements.
Being a\'Vare of the resources in their community and building social
networks influenced the Latino parents in these studies to communicate with
teachers and other school staff By networking with other families in the
community the parents became more knowledgeable about resources to help
and support their children. These studies challenge the negative stereotypes
that many educators and other professionals have that Latino parents do not
care about their children's education. More important, these studies provide
evidence that Latinos are capable and willing to advocate for their children and
encourage their children to use the resources available to them in the
community.
Navigational Capital
When Latino parents utilize their social capital they serve as models for
their children. They teach their children to utilize their resources to navigate
through school and succeed. Navigational capital refers to the abilities of
managing and guiding oneselfthrough social institutions not created with
minorities in mind. For example, Ornelas (2002) found that Latino students
who attended community college found ways to make it through the transfer
requirements. Although these students did not have the information to transfer
to a four year university they relied on information fi·om fi·iends and family
members or socialized with the representatives hom universities they were
interested in attending. Also, Ceja (2006) found that older brothers and sisters
served as role models when it came to higher education. This helped younger
82
siblings make it through high school, college applications and higher
education.
These studies sho'"' how Latino families communicate and use their
resources to navigate through school. When Latino parents use their social
network they are modeling and teaching their children to follow in their
footsteps. When Latino parents teach their children how to use community
resources and social networks their children become college students' who
learn how to navigate through education.
Resistant Capital
In addition, Latino parents teach their children to resist marginalization
as a way of survival. Resistant capital refers to "skills fostered through
oppositional behavior that challenges inequality" (Yosso, 2005, p. 80). This
form of capital is seen in minority parents who consciously instruct their
children to engage in behaviors that oppose the status quo (Yosso, 2005). For
instance, Espinoza-Herold (2007) found that Mexican mothers rely on their
funds of know ledge to teach their children strategies to resist marginalization.
For example, through the dzdw, "Note preocupes ... oc1ipate" (Do not fret .. get
busy) a mother teaches her daughter that instead of taking the time to worry
about a particular problem she needs to take an active role in resolving her
issue. Another example is the dicho "Dime con quien andas y te dire quien eres"
(Tell me who you keep company with, and I will tell you who you are), a parent
utilizes this dicho to make a child think about the friends she/he chooses, and to
make her/him realize that these friends reflect the person she/he is. Through
dzdws such as these Mexican mothers teach their children resistant strategies.
Similarly, in their study Villenas and l\!Ioreno (2001) found that mothers teach
their daughters to valerse por si misma (be self-reliant) as a way to survive by
resisting and living in a world of racism and patriarchy.
Moreover, Latino parents' resistance capital can be seen historically
through protests. For example, according to Acuna (200Ll·) in 1928 a man by
the name ofFelipe Vega filed a lawsuit; Vega stated that his daughter was not
admitted to the White school because she was Mexican. It was found that the
fact that the young girl vvas Mexican was irrelevant since the district did not
have the right to segregate Mexican children because they were Caucasian ..
Furthermore, the Alvarez v Lemon Grove (1931) was another case in which
the parents ofLemon Grove, California sued the school board after they built a
separate school for Mexican students (Acuna, 2004). The parents reacted by
starting a committee and getting lawyers; the Superior Court of San Diego
ruled in the parents favor and stated that the school board did not have the
right to segregate Mexican children from V/hite children because they too
were racially White.
Also, in 1968 Serrano sued the California State Treasurer because he
believed his son received a substandard education in East Los Angeles; Serrano
argued that poor districts did not receive adequate funding compared to rich
districts and as a result their children did not receive an equal education
83
(Acufia, 2004 ). The courts ruled in favor of Serrano and found that unequal
education is the result of unequal funding. In the late 1960s thousands of
students fi·om the Los Angeles area walked out of high schools to protest poor
quality education, high dropout rates and racism. Parents and other Latino
college students joined in (Acufia, 2004').
These are just some of many examples ofhow Mexican parents have
historically advocated for their children's' education and well being. The
walkouts of the 1960s are a perfect example ofhow Latino parents supported
their children to be resistant by \valking with them. These studies demonstrate
that Mexican parents actively teach their children to resist as a way of survival
and as a vvay of demanding equal rights.
These studies are perfect examples of why mental health clinicians
should focus on what Latino parents are doing well instead of focusing on what
they are doing poorly. It is crucial that Latino parents' culture and child
rearing practices be validated. It is essential that clinicians begin to read these
narratives ofLatinos to gain insight on the experiences ofLatinos as well as
read other studies that look at Communities of Color and their cultural wealth.
Mental health providers working with Latinos have to be aware ofjamilisnw
(importance of family), respeto (respect), and educaci6n (manners). It is
fundamental that therapists realize that culture highly influences the way in
which people parent their children. It is important that mental health
professionals be aware of the importance of community cultural \;vealth; it is
evident that aspirational, linguistic, familial social, navigational, and resistant
capital are not only utilized as a way of survival, but as a method to teach
children to become resilient adults who know how to think critically and
persevere (Delgado-Gaitan, 199Ll·; Espinoza-Herold, 2007). For this reason it is
essential that mental health practitioners view community cultural wealth as
strong points and utilize strength-based therapy to enhance Latinos' skills. An
intervention of strength based therapy is identifying and assessing strengths.
Being aware of community cultural wealth \;vill help the mental health provider
better recognize, assess and identify Latino parents' strengths.
Strength-Based Counseling
Given that more than half of Latinos who utilize mental health services
terminate after the first session (Gloria & Peregoy, 1996) it is imperative that
mental health clinicians focus on the strengths ofLatino parents. As you have
read, Latino parents have numerous strengths that clinicians need to be aware
of When working with Latino clients, the strength based counseling model is
treatment of choice. As a matter of fact, strength based therapy is popular with
clients, insurance companies, and county mental health agencies because it is
efficient and respectful of clients (Gehart, 2010). According to Smith (2006a) a
strength may be defined as something that "helps a person to cope v,rith life or
84
that \vhich makes life more fulfilling for oneself and others" (25). Culture
strongly influences and determines what qualifies as strength (Smith, 2006a).
The strength based counseling model is different fi·om other models
because it recognizes client's strengths as a basic therapeutic intervention
(Smith, 2006b ), in this case aspiration, linguistic, familial, social, navigational
and resistant capital would be identified as strengths. The strength-based
model expects the therapist to realize that regardless ofhovv the client is
struggling they have been able to survive under the worst circumstances. In
strength based counseling the therapist searches for \vhat people have instead
of what they do not have and what people can do instead oflooking at what
they cannot do; how they have been successful instead of hmv they have failed.
Strength based counseling helps clients identify resiliencies in themselves and
their families. Recognizing clients' capabilities creates confidence, motivation
and feelings of power (Smith, 2006b ).
When utilizing the strength-based counseling model the therapist might
explore the client's personal strengths and cultural strengths because cultural
identity contributes to pride, belonging and a positive sense of self Identifying
client's strengths enhances the therapeutic alliance and increases the client's
motivations to invest in counseling (Smith, 2006b ). Although strength-based
individual counseling is slightly different hom strength-based group
counseling there are many similarities. According to Smith (2006a), groups
provide acceptance, a feeling that one is not alone and a place for testing new
values and judgment. A group also allmvs people to help each other and
encourages them to develop a positive support network Smith states that
having group members become aware of the strengths that other people have
minimized or ignored, helps them gain more insight on their ovm strengths.
All cultures have strengths and some cultures value certain strengths more
than others. Smith states that ethnicity and culture are important factors to
consider when utilizing strength based counseling because people tend to feel
strong when they have a clear sense of who they are and hmv they fit in the
world.
Tips for Mental Health Professionals
It is imperative that when mental health professionals lack knowledge,
that they research, consult, or refer (Iijima Hall, 1997). It is crucial that mental
health professionals be responsible and ethical professionals by:
1.) Recognizing cultural diversity.
2.) Understanding the role that culture and ethnicity /race play with
individuals and groups.
3.) Having an understanding of the socioeconomic and political factors
that impact Communities ofColor (Iijima Hall, 1997).
85
References
Acufia, R. (2004). Occupied America: A Histmy of Chicanos (5th ed.). New York:
Pearson Longman.
Atdjian, S., & Vega, W. A. (2005). Dispmities in mental health treatment in U.S. racial
and ethnic minority groups: Implications for psychiatlists. Psychiatric Services,
56, 1600-1602.
Bhui, K., Warfa1, N., Edonya1, P., McKenzie, K., & Bhugra, K. (2007). Cultural
competence in mental health care: a review of model evaluations. BioMed
Central Health Services Research,l5(7), 1-10. doi:1 0.1186/1472-6963-7-15
Blanchard, J., & Lurie, N. (2004). R-E-S-P-E-C-T: Patient repmis of disrespect in the
health care setting and its impact on care. The Journal ofFamily Practice, 53,
721-730.
Ceja, M. (2004). Chicana college aspirations and the role of parents: Developing
educational resiliency. Journal ofHispanic Higher Education, 3(4), 338-362.
Ceja, M. (2006). Understanding the role of parents and siblings as information sources
in the college choice process of Chicana students. Journal of College Students
Development, 47(1), 87-104.
Delgado-Bemal, D. (2002). C1itical race theory, Latino c1itical theory, and critical
raced-gendered epistemologies: Recognizing students of color as holders and
creators of knowledge. Qualitative lnqui1y, 8, 105-126.
Delgado-Gaitan, C. (1992). School matters in the Mexican-American home:
Socializing children to education. American Educational Research Journal,
29(3), 495-513.
Delgado-Gaitan, C. (1994). "Consejos": The power of cultural narratives.
Anthropology & Education Quarterly, 25(3), 298-316.
Espinoza-Herold, M. (2007). Stepping beyond si se puede: Dichos as a cultural
resource in mother-daughter interaction in a Latino family. Anthropology &
Education Quarterly,38(3), 260-277.
Galindo, R. & Escamilla, K. (1995). A biographical perspective on Chicano
educational success. The Urban Review, 2 7( 1), 1-29.
Gehart, D. (2010). Solution based therapies. Mastering competencies in family therapy:
A practical approach to themy and clinical case documentation (pp. 363-401 ).
Pacific Grove, CA: Brooks-Cole/Cengage.
Gloria, A.M., & Peregoy, J. J. (1996). Counseling Latino alcohol and other substance
users/abusers: Cultural considerations for counselors. Journal of Substance
Abuse Treatment, 13, 119-126.
Guzman, B. (2000). The Hispanic Population. U.S. Census 2000 B1ief. Retrieved
March 23,2009, from http://www.census.gov/prod/2001pubs/c2kbr01-3.pdf
Halgunseth, L. C., Ispa, J. M., & Rudy, D. (2006). Parental control in Latino families:
An integrated review of the literature. Child Development, 77( 5), 1282-1297.
Iijima Hall, C. C. (1997). Cultural malpractice: The growing obsolescence of
psychology with the changing U.S. population. American Psychologist, 52( 6),
642-651.
Kumpfer, K.L., Alvarado, R., Smith, P., & Bellamy, N. (2002). Cultural sensitivity in
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Ojeda, L., Navano, R. L., & Morales, A. (201 0). The role ofla familia on Mexican
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L., Villanuel, F.A., Villalobos, G., Dates, B., Anthony, J.C., Fitzgerald, H.E.
(2009). "Queremos Apprender": Latino immigrants' call to integrate cultural
adaptation with best practice knowledge in a parenting intervention. Family
Process, 48, 211- 231.
Perez Huber, L. (2009). Challenging racist nativist framing: Acknowledging the
community cultural wealth of undocumented Chicana college students to
reframe the immigration debate. Harvard Educational Review, 79(4), 704-729.
Rivera, W., & Gallimore, R. (2006). Latina adolescents' career goals: Resources for
overcoming obstacles. In J. Denner & B. L. Guzman (Eds.), Latina Girls (pp.
109-122). New Y ark: New York University Press.
Santisteban, D.A., Suarez-Morles, L., Robitms, M.S., & Szapocznik, J., (2006). Btief
strategic family therapy: Lessons learned in efficacy research and challenges to
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Smith, E. J. (2006a). The strength-based counseling model. The Counseling
Psychologist, 34(1), 13-79.
Smith, E. J. (2006b ). The strength-based counseling model: A paradigm shift in
psychology. The Counseling Psychologist, 34(1), 134-144.
Suarez-Orozco, C., Gaytan, F. X., Bang, H. J., Pakes, J, O'Conner, E., & Rhodes, J.
(2010). Academic trajectmies of newcomer immigrant youth. Developmental
Psychology, 46, 602-618.
Villenas, S., & Moreno, M. (2001). To valerse par si misma between race, capitalism,
and patliarchy: Latina mother-daughter pedagogies in Nmih Carolina.
Qualitative Studies in Education, 14(5), 671-687.
Yosso, T. J. (2005). Whose culture has capital? A c1itical race theory discussion of
community cultural wealth. Race, Ethnicity and Education, 8(1), 69-91.
White, A. (2001). Alcohol and adolescent brain development. Retlieved from
www.duke.edu/~amwhite/alc adik___pf.html
87
APPENDIXB
Sign-In
Session:
Date:
Topic:
Participants:
1. Print Name:
Signature : X
2. Print Name:
Signature : X
3. P1intName:
Signature : X
4. Print Name:
Signature : X
5. P1int Name:
Signature : X
6. P1intName:
Signature : X
7. P1int Name:
Signature : X
8. Print Name:
Signature : X
9. Print Name:
Signature : X
10. Print Name:
Signature : X
11. Print Name:
Signature: X
12. Print Name:
Signature : X
13. P1int Name:
Signature : X
14. Print Name:
Signature : X
15. P1intName:
Signature : X
Facilitator:- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 88
APPENDIXC
GROUP RULES AND EXPECTATIONS
1. ALL information disclosed by other participants during group is
personal and must be kept confidential.
2. ALL will be respectful of one another at all times, such as respecting
pmiicipant' s comn1ents and opinions.
3. Expectations:
a.
b.
c.
d.
Show interest in learning during sessions
Be on time
Be consistent
Pmiicipate
4. Pmiicipants who do not abide with the guidelines will be asked to
leave the session and will lose credit for their attendance.
I understand and agree to adhere to all of the above.
Pmiicipant's Signature
Date
Facilitator's Signature
Date
89
APPENDIXD
Children Learn What They Live
If children live with criticism, they learn to condemn.
If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
J.f children live with pity, they learn to feel sony for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel enry.
If children live with shame, they learn to feel guilty.
If children live with encourage1nent, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live vvith acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfitlness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves
and in those about them.
If children live with friendliness,
they learn the world is a nice place
in which to live.
By Dorothy Law Nolte, Ph.D.
90
APPENDIXE
Name: - - - - - - - - - - - - - - - - - - - - - - - - - -
Date:
-----------
Sexuality in Media
Our children receive messages of sexuality everyday through various types
of media. Sexuality is used to sell perfume, clothes and automobiles.
l. You will go through magazines and look for advertisements that use
sexuality to sell a service or product.
2. Chose one advertisement, cut the picture and paste it below.
3. What is this advertisement trying to sell?
4. What message is this advertisement sending?
91
APPENDIXF
Sexuality: Books for Children and Adolescents
•
Books for children:
o
How You Were Born By: Joanna Cole
o
Our New Baby By: Wendy Cheyette Lewison
o
What's the Big Secret? By: Lamie KTasny Brown
o
•
Where did I Come From? By: Peter Mayle
Books for pre-teens and teenagers
o
Changing bodies, changing lives By: Ruth Bell
o
The teen body book: A guide to your changing body By: Judie
Lewellen
o
•
What's happening to me?
By: Peter Mayle
Books for children in Spanish:
TiteL~[
Autor: Zep
o
La guia sexual de
o
Educacion sexual para niiios y niiias de 0 a 6 aiios Autora: Yvette
Lodge
o
i Y de donde sale este bebe? Autora: Sara Lopez Moreno
92
APPENDIXG
Take a Moment
Take a moment to listen today
to what your children are t1ying to say,
Listen to them, whatever you do
or they won't be there to listen to you.
Listen to their problems, listen to their needs
Praise their smallest triumphs, praise their littlest deeds;
Tolerate their chatter, amplifY their laughter,
Find out what's the matter, find out what they're after.
If we tell our children all the bad in them we see,
They'll grow up exactly how we hoped they'd never be;
But if we tell our children we're so proud to wear their name,
They'll grow up believing that they're winners in the game.
So tell them that you love them every single night;
And though you scold them make sure you hold them
and tell them they're all right, "Good night, happy dreams,
Tomorrow's looking bright."
Take a moment to listen today to what
your children are trying to say
Listen to them whatever you do, and
They'll be there to listen to you.
Author unknown
93
APPENDIXH
Drug Fact Sheet
•
Marijuana is the most widely used illegal drug among America's
adolescents; 42 percent of 12th graders have tried it at least once.
•
Every day 2,500 teenagers abuse a painkiller for the first time. And more
teens abuse prescription drugs than any illicit drug (except marijuana).
•
Each year approximately 5,000 young people under the age of21 die as a
result of underage drinking; about 1,900 deaths from motor vehicle
accidents; 1,600 homicides; 300 suicides; and hundreds from injuries such as
falls, burns and drowning.
•
People who reported stmiing to drink before the age of 15 were four times
more likely to also repmi meeting the criteria for alcohol dependence.
•
More than 67 percent of young people who stmi drinking before the age of
15 will try an illicit drug.
•
Alcohol use by teens is a strong predictor ofboth sexual activity and
unprotected sex. A survey of high school students found that 18 percent of
females and 39 percent of males say it is acceptable for a boy to force sex if
the girl is high or drunk.
•
Children who start drinking before age 15 are 12 times more likely to be
injured while under the influence of alcohol and 10 times more likely to be in
a fight after drinking, compared with those who wait until they are 21 to
drink.
•
Student substance use is a 1isk factor for, academic problems, such as lower
grades, absenteeism and high dropout rates.
•
Alcohol interferes with a student's ability to think, making learning and
concentration more difficult and ultimately impeding academic performance.
http://www.theantidrug.com/drug-infonnation
94
APPENDIX I
Listen
When I ask you to listen to me
and you start giving advice, you have not done what I asked.
When I asked you to listen to me
and you begin to tell me why I shouldn't feel that way, you are trampling
on my feelings.
When I asked you to listen to me
and you feel you have to do something to solve my problems, you have
failed me, strange as that may seem.
Listen!
All I asked was that you listen, not talk or do, just hear me.
Advice is cheap:
25¢ will get to you both dear Abby and Billy Grahm in the same
newspaper.
I can do for myself:
I'm not helpless. May be discouraged and faltering, but not helpless.
When you do something for me that I can in need to do for myself,
you contribute to my fear and wealmess.
But when you except as a simple fact that I do feel what I feel,
no matter how irrational, then I quit trying to convince you in can get
about the business of understanding what's behind this irrational feeling.
When that's clear, the answers are obvious and I don 't need advice.
Irrational feelings make sense when we understand what's behind them.
So, please listen and just hear me, and,
ifyou want to talk, wait a minute
for your turn: and I'll listen to you.
Author Unknown
95
APPENDIXJ
Mansion in Heaven
This world, however heautifitl,
was never meant to be
The place that we would call
our home for all eternity.
And though we ~would not choose to leave,
a loving God !mows best,
And in His time He lifis us
to a place ofpeace and rest.
For He has built a mansion where
His children will abide,
Free fi·om pain and sorrow,
forever at His side.
He said He'd never leave us
to face our trials alone,
And though sometimes ~we fail Him,
He never fails His own.
And even when our choices
are less than He would ask,
He !mows when human courage
is unequal to the task.
We cannotjudge what happens,
though tears and questions start
We only see what's visible
God sees into the heart
And though there mczy he many
things that ~we cannot explain,
We can he sure it breaks His heart
to see His children's pain.
In loving arms He bears us
to a quiet place apart
Where he mends the vvmmded spirit
and heals the broken heart.
And though these ones we love so much
have left our present sight
And passed into a better world
of majesty and light,
Someday we'll be together
in our Father's home above,
Where we'll thank Him for His mercy
and praise Him for His love.
Author Unlmown
96
APPENDIXK
Community Resources
Programs for Youth
Boys and Girls Club
El Nido Family Center
Youth Policy Institute
Jeopardy Program
Contact Information
(818) 896-5261
(818) 896-7776
(818) 899-5550
(818) 756-8866 Foothill
(818) 756-9802 VanNuys
(818) 838- 9869 Mission Hills
(818) 899-2454
(818) 908-2029
Pacoima Beautiful
Keep Youth Doing Something
Programs for Elderly
Alician Broadous Senior Services
Center
Department of Aging
Adult Protective Services
Social Services
MEND
Centro de Amistad
Panorama Baptist Church Food
Pantry
Child Care Resource Center
Valley Family Center
Child Abuse Hotline
Foster Care and Adoption
Assistance
Victims of Crime
Contact Information
(818) 834-6100
(800) 510-2020
(877) 477-3646
Contact Information
(818) 897-2443
(818) 898-0223
(818) 830-9510
(818) 717-1000
(818)365-8588
(800) 540-4000
(800) 697- 4444
(818) 898-2406
97
APPENDIXL
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