Cultural Adaptation on Emotional Development.edited

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1 Cultural Adaptation’s Effect on Emotional Development Unit Name: Unit Code: Professor: Student Name: Student ID: Date:

2 Cultural Adaptation’s Effect on Emotional Development Emotion is conditioned by culture in terms of its experience, expression, recognition, and control despite having strong biological as well as evolutionary roots and being generally shared across several cultures and species. The article "Culture and Human Development" by Harvard Graduate School of Education clarifies how cultural-related factors influence emotional steps and further illuminates the interaction between the biological limitations and sociocultural situations that contribute to cultural variance in the developmental results of emotion and its adjustment; it is imperative to comprehend the origin developmental influence culture has on emotion. Furthermore, a wealth of diverse ideas and methodological techniques are embodied in developmental research on emotion, which might provide a distinctive perspective on the universal and ever-changing cultural impacts on emotional processes and functions. Overview and Definitions Values, together with beliefs, are expressed in and through practices in culture, which serves as a system of symbolic mediation that directs and regulates both intrapersonal and interpersonal psychological functions. Because of this, culture is not determined by a community's physical location but rather by the dynamic array of shared lifestyles among its inhabitants. Emotional development is the process by which feelings are experienced, expressed, understood, and controlled from birth, as well as how these abilities develop and alter during childhood, adolescence, and adulthood. Emotions evolve within a certain social and cultural context and coincide with neuronal, cognitive, and behavioral developments. Statistical Information on Cultural Adaptation Drawing from Berry (1997), numerous empirical research studies have produced information about patterns of cultural adaptation. This is elaborated in an instance where 49.2

3 million people who were born outside of the country currently reside in the U.S., making up 14.4% of the overall population (Budiman, 2020). Secondly, learning English was linked to higher life satisfaction and a positive effect in a survey of 5,000 multiethnic adults (Jiang, 2021). Due to acculturative stress, Latino kids in the United States have greater rates of depression than their peers in Latin American nations (Lorenzo-Blanco, 2012). Finally, according to Sirin et al. (2013), in comparison to the first-generation immigrant group, the youth of second-generation immigrants have better levels of self-esteem and lower rates of depression. Linking Emotional Development and Cultural Adaptation Understanding, controlling, and expressing emotions in line with cultural display norms are all part of emotional growth. However, these guidelines differ greatly depending on the cultural setting. Learning to identify, categorize, control, and express emotions in a way that is appropriate for a given cultural setting is all part of emotional development (Markus & Kitayama, 1991). The rules governing acceptable emotional reactions, however, are culturally specific and differ greatly throughout societies. There are developmental ramifications when adjusting to new cultural norms about emotional display since they present adaptive hurdles. The difficulties of adjusting to new standards for emotional display influence developmental trajectories. For example, whereas many East Asian cultures urge emotional moderation, mainstream American society stresses overt expressions of emotion. A cultural collision was shown when Chinese overseas students adjusting to American standards of emotional expression expressed sentiments of social exclusion when they repressed their emotions (Wang, 2019). Furthermore, many immigrant families' collectivistic ideals clash with the individualistic orientation of Western countries. Identity development and emotional functioning are impacted by balancing these conflicting standards during cultural adaptation. If

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4 not handled well, this can result in identity conflicts, acculturative stress, and maladaptive emotional development (Triandis, 1984). However, with time, adaptability enables people to combine elements of both cultural value systems. Outcomes for Emotional Growth According to Psychology Today, in the article “Role of Culture in Human Development," emotional developmental patterns are shaped by numerous factors, such as age at the time of adaptation, time spent in the new culture, preservation of original cultural ties, and society's views toward immigrants, which influence how cultural adaptation affects emotional development. Younger immigrants frequently integrate into the new cultural setting more thoroughly. Older adults might hold on to more deeply established elements of their initial cultural orientation. On the other hand, consistent immersion in both cultures promotes bicultural identity integration and more balanced emotional development (Nguyen, 2014). This shows that early adaptation usually enables the highest level of emotional development in harmony with the new cultural context. Nevertheless, adjusting as one ages presents more difficulties for deeply embedded emotional components, frequently necessitating deliberate effort to modify affective reactions. Policies promoting multicultural integration foster good development, while perceived prejudice impedes emotional adaptability (Jasinskaja-Lahti, 2009). Resilience during difficulties with adaptation can be derived from supportive social relationships within one's cultural context. Bicultural identity integration and more balanced cross-cultural emotional development, as per Hofstede, G. (1980), can be facilitated by preserving ties to one's native culture. Furthermore, hospitable social attitudes facilitate immigrants' seamless assimilation into new emotional norms. Emotional development and adaptation are hampered by social isolation. Over time, the

5 difficulties of adjusting to another culture's emotional norms might, with the right assistance, result in heightened emotional intelligence and psychological development. Research, including cross-cultural comparisons, has demonstrated that compared to parents from non-Western nations, Western parents often utilize aiding reactions frequently and non-aiding reactions less frequently. According to research (Karkhanis & Winsler, 2016), American mothers of, let us say, school-aged children, for instance, said that they employ more reactions that are problem-focused and proper encouragement that are emotion-expressive than Indian mothers. Indian mothers, on the other hand, reported employing more dismissive and punishing responses compared to mothers in America. Parental socialization objectives may be reflected in these cultural variations in how parents approach their children's unpleasant emotions. Real-World Example Asian American youth adjusting to mainstream American cultural norms is a notable example. Emotional control, modesty, and family appreciation are prioritized over individual success in traditional Asian ideals (Kim & Omizo, 2005). American standards, on the other hand, place more value on individuation, self-esteem, and overt emotional display. The process of adjusting to these conflicting norms can lead to identity conflicts and problems with emotional regulation for Asian American youth. Lau (2010) conducted qualitative research using interviews with young Chinese Americans who were of the second generation to examine these acculturative discrepancies. Participants spoke of being "caught between two worlds," having to strike a balance between their traditional upbringing and their social circles that had become more Americanized. Feelings of guilt resulted from suppressing emotions related to family conflict, which suggests a conflict

6 with American ideals that support emotional transparency. However, doing away with customs completely also caused pain and estrangement from relatives. Conflicting rules about acceptable emotional display and communication gave rise to adaptive problems. Thus, this example illustrates how conflicting cultural norms on emotion, individuation, and familial recognition can affect how people undergoing cross-cultural adaptation develop emotionally. It clarifies the potential regulatory problems and identity conflicts that can occur when young people integrate several cultural orientations. Conclusion In conclusion, cultural adaptation has a big impact on how emotions develop and can present both growth opportunities and adaptation problems. Even though it might be difficult, adjusting to new cultural contexts can help people develop their emotional intelligence, provided they get the right kind of social support. To find the best ways to assist various groups going through cultural transitions in developing healthy emotional growth, more study is necessary. Nurturing the well-being of immigrant and ethnocultural minority groups requires a comprehensive grasp of these processes.

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7 References Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5-34. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x Budiman, A. (2020). Key findings about U.S. immigrants. Pew Research Center. https://www.pewresearch.org/fact-tank/2020/08/20/key-findings-about-u-s-immigrants/ Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Sage. https://doi.org/10.5465/amr.1981.4287810 Jiang, X. (2021). Acculturation, ethnicity, and life satisfaction among local residents, Chinese immigrants, and international students during COVID-19 pandemic. Current Psychology, 1-13. https://doi.org/10.1007/s12144-021-02356-9 Lau, A. S. (2010). ‘Sometimes we have to force and push them a little’: Dialectical dilemmas in guiding adolescents towards independence. Journal of Applied Developmental Psychology, 31(5), 355-366. https://doi.org/10.1016/j.appdev.2010.05.004 Karkhanis, D. G., & Winsler, A. (2016). Cultural values and work-related attitudes during emerging adulthood in India and the United States. Journal of Adolescent Research, 31(6), 629-665. https://doi.org/10.1177/0743558415605694 Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253. https://doi.org/10.1037/0033- 295X.98.2.224 Sirin, S. R., Ryce, P., Gupta, T., & Rogers-Sirin, L. (2013). The role of acculturative stress on mental health symptoms for immigrant adolescents: A longitudinal investigation. Developmental psychology, 49(4), 736. https://doi.org/10.1037/a0028398 Triandis, H. C. (1984). Culture and social behavior. McGraw-Hill.

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