All children are members of some identifiable cultural group. These ratings describe possible problems that children or adolescents may experience with the relationship between their cultural membership and the predominant culture in which they live.
For Acculturation, the following categories and action levels are used:
0 | indicates a dimension where there is no evidence of any needs.
1 | indicates a dimension that requires monitoring, watchful waiting, or preventive activities.
2 | indicates a dimension that requires action to ensure that this identified need or risk behavior is addressed.
3 | indicates a dimension that requires immediate or intensive action.
NU Quick Tip
Consider scoring these items for any children currently living in a home outside of the cultural setting they were born in.
44. Language
This item includes both spoken and sign language. This item concerns any language-related needs a family might have that affect their participation in services.
0 | Child and family have no problems communicating in English and do not require the assistance of a translator.
1 | Child and family speak some English but potential communication problems exist due to limits on vocabulary or understanding of the nuances of the language.
2 | Child and/or significant family members do not speak English. Translator or native language speaker is needed for successful intervention but qualified individual can be identified within natural supports.
3 | Child and/or significant family members do not speak English. Translator or native language speaker is needed for successful intervention and no such individual is available from among natural supports. Child and/or significant family members do not speak English. Translator or native language speaker is needed for successful intervention and no such individual is available from among natural supports.
**LOOK OUT**
This item is rating any foreign language-related concerns the family might have that affect their ability to receive services. Does the family need a translator? A child with a speech delay would not be rated here.
45. Identity
Cultural identity refers to the child’s view of him/herself as belonging to a specific cultural group. This cultural group may be defined by a number of factors including race, religion, ethnicity, geography or lifestyle.
0 | Child has clear and consistent cultural identity and is connected to others who share his/her cultural identity.
1 | Child is experiencing some confusion or concern regarding his/her cultural identity.
2 | Child has significant struggles with his/her own cultural identity. Child may have cultural identity but is not connected with others who share this culture.
3 | Child has no connection to his/her cultural identity or is experiencing significant problems due to internal conflict regarding his/her cultural identity.
46. Ritual
Cultural rituals are activities and traditions that are culturally specific including the celebration of holidays such as Kwanza, Cinco de Mayo, etc. Rituals also may include daily activities that are culturally specific (e.g. praying toward Mecca at specific times, eating a specific diet, access to media). Rituals include being able to speak one’s primary language with others.
0 | Child is consistently able to practice rituals consistent with his/her cultural identity.
1 | Child is generally able to practice rituals consistent with his/her cultural identity; however, he/she sometimes experiences some obstacles to the performance of these rituals.
2 | Child experiences significant barriers and is sometimes prevented from practicing rituals consistent with his/her cultural identity.
3 | Child is unable to practice rituals consistent with his/her cultural identity.
47. Culture Stress
Culture stress refers to experiences and feelings of discomfort and/or distress arising from friction (real or perceived) between an individual’s own cultural identity and the predominant culture in which he/she lives.
0 | No evidence of stress between child’s cultural identify and current living situation.
1 | Some evidence of mild or occasional stress resulting from friction between the child’s cultural identity and his/her current living situation.
2 | Child is experiencing cultural stress from friction between the child’s cultural identity and current living situation and that is causing some problems with functioning.
3 | Child is experiencing a high level of cultural stress between his/her cultural identity and current living situation that is making functioning very difficult under the present circumstances.