Recognizing,
understanding, and appreciating
the effects that
geographic and regional differences can have on children help to develop
agesensitive practices and provide effective services.
When assessing
children, the family’s place of origin should not be minimized. Family
values may reflect differences in urban
versus rural expectations and traditions. Congress and Gonzalez (2013) recommend that practitioners identify
appropriate tools to
conduct culturally sensitive assessments.
Children’s actions are guided by the values and norms established within the family
system. For example, if
a child’s family of origin is not supportive of mental health treatment and holds negative beliefs
surrounding professional assistance, a child may not independently ask for help. If a parent or
the extended family does not support the provider’s assessment or treatment for the child,
gaining family support may be more complicated than simply having an
uninvolved parent (Locke
& Bailey, 2014).
A more accurate assessment may be possible in
the family home and/or through collaboration with other significant people in the community (e.g., clergy). Taking into account religious and
cultural worldviews can
help a practitioner access the family’s extended helping network and
use this information to benefit the family (Suarez & Lewis, 2013).
Diagnostic Assessment with Children
1.
Carefully assess changes in self-esteem
or confidence levels.
2.
Assess dysfunctional behavioral
patterns, taking into account the family system and other support system influences (including
peer pressure).
3.
Be aware that the child is not solely
responsible for many of the difficulties he or she encounters.
4.
Understand the role that cultural
differences and expectations can play in each family system.
References
SOPHIA F.
DZIEGIELEWSK, 2015, DSM-5TM
in Action, by John Wiley & Sons, Inc.
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