Definitions about normality and abnormality vary widely from one culture to another, between age and gender groups, socioeconomic groups, and occupational groups. Notions of normality can also be contextual, for example behaviour that is not generally considered normal can be acceptable during festivities and celebrations, or cultural rituals.
There are norms within cultures, where erratic, disturbed, threatening or self-destructive behaviour is seen as such and the individual may either be regarded as requiring treatment, meriting punishment, or to be avoided.
It is important for clinicians to contextualise the child and young person’s behaviour and mental state to their culture or group norms, not just those of the clinician. A clinician needs to exercise sensitivity and be aware of their own biases in order to achieve this.
The following compares Western individualistic society values with traditional collectivistic society values in regards to child rearing expectations and developmental expectations for children and young people. NB: The information is generalized and is intended to highlight cultural differences and to enhance cultural understanding for health providers.
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Western Individualist cultures
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Traditional Collectivist Cultures
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Child Rearing Expectations
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- Individual oriented.
- Nuclear-blended family.
- Primary relationship marital bond.
- Couple parenting.
- Emphasis on independence, individualism.
- Flattening of hierarchy (re intergenerational relationships).
- Status achieved by individuals efforts; youth self esteem.
- Flexible family member’s roles in regards to child rearing.
- Democratic orientation.
- Opportunities for girls, blurred roles.
- Achievement self-actualisation.
- Esteem – internal, self-reinforced.
- Competitive orientation, assertiveness.
- Prefers spontaneity.
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- Family group oriented.
- Extended family.
- Primary relationship- Parent-child bond
- Filial piety.
- Multiple parenting.
- Emphasis on collective obligations interdependency collectivism.
- Clear unequal status parental relationship (paternalism).
- Behavioural code – modesty, courteous.
- Status and relationships determined by age and role in family (Collective esteem).
- Well defined family member’s roles: power/dominance- matriarchal/patriarchal.
- Authoritarian orientation- compliance.
- Favouritism towards male children.
- Security and stability- conservatism, resistance to change.
- Prioritise tangible things (structure, uncertainty avoidance, rituals and codes).
- Achievement: Academic/pragmatic orientation- collective actualisation.
- Honour/shame-esteem (face) dependent on external reinforcement.
- Cooperative orientation-conformity.
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Developmental Expectations of children and young people
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- Expectation that children will be independent and self-reliant.
- Essential skills are: being highly verbal, independent, emotionally controlled, self-reliant.
- Parents believe that a child has an inborn temperament, a set of personality traits that can be moulded by parenting and society.
- Babies are bundles of potential and a good parent is one who can uncover the latent abilities and talents in their child.
- Western parents are concerned about the self-esteem of their children.
- Parental awareness that children need good people skills.
- Successful children achieve a balance between self-maximisation and consideration of others.
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- For example, Chinese culture is largely influenced by Confucian philosophy. This philosophy emphasizes respect for authority, devotion to parents, emotional restraint, and the importance of education.
- Chinese parenting practices are based on the concepts of chiao shun (to train) and guan (to govern and to love).
- Parents who want to train their children are very involved in their children’s lives; they show high levels of concern for them.
- For Chinese migrants, parenting becomes more difficult in the years following immigration. Physical discipline and other practices typical in China are less accepted in the west.
Expectations for Chinese migrant children are high:
- Adolescents are responsible for many family functions, including caring for siblings and family members, cleaning the home, and cooking meals.
- A child’s duty to the family is an accepted norm in Chinese households.
- Chinese parents are not necessarily driven to control their children; instead, they are expected to teach their children how to maintain harmony with others. For example, emotional expression is considered harmful to one’s health and relationships, and children are encouraged to avoid it.
- Such practices create the context for “saving face.” This value or behaviour is related to shame because it rewards conformity to society’s expectations for propriety and harmony.
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