Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Chapter 32
Social, Cultural, and Religious
Influences on Children
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Culture, Socialization, and
Religion
A pattern of assumptions, beliefs, and
practices that unconsciously frames or
guides the outlook and decisions of a
group of people.
The process by which children acquire the
beliefs, values, and behaviors of a given
society in order to function within a group.
Dictates a code of morality and influences
the family’s attitudes toward education,
male and female role identity, and beliefs
regarding their ultimate destiny.
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Social Roles
Roles are cultural creations
A role allows some behaviors and prohibits
others
A child’s idea of his/her social role is a major
factor in shaping the self-concept
Her idea comes from a collection of several
groups to which she is exposed such as
family, peers, and other authority figures
The child ultimately selects those ideas of role
behavior that are best for him
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Controlling Behavior
Culture uses guilt and shame techniques to
control social behavior
Children internalize norms and expectations
of others to help regulate their behavior
Self-regulated people punish themselves
Those who do not regulate themselves are
punished by the culture
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Subcultural Influences
Children are born into a
certain subcultural group,
but grow and develop in
a blend of groups. The 2
subcultures that have the
greatest influence on
how the family raises
their children is:
Ethnic group*
Social class/occupation*
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Subcultures cont’d
The two subcultures that have the greatest
influence on socialization of the child are:
Schools—pass on expectation of the culture:
attendance, authority, reward and punishment
based on achievement teaches child how to make
it in the world
Peer groups—become more and more important
after the child enters school and as the child
grows. Child learns to conform, compromise, and
follow rules of the peer group in an effort to
belong.
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Family life in
North America
More mobile; busier; more
fragmented
Less reliance on tradition and
more reliance on professed
“experts”, peers, and mass
media to shape behavior
Minorities are increasing—
cultural blending is occurring
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Cultural and Religious
Influences on Health Care
Susceptibility to health problems—
genetic factors
Socioeconomic factors—biggest
influence on health. Preventive
health care, access, and good
nutrition is severely lacking in poor
families and families without health
insurance.
Customs and folkways
Food customs
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Customs and Folkways
Some cultures feel like illness affects whole
body and all aspects of child’s life
Signs and sx may be interpreted differently
than the nurse sees them
Some cultures value male over female child
Time may be viewed differently
Decision maker in family may vary
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Customs and Folkways cont’d
Be mindful of your approach to the child
Involvement of family in child’s care may
differ
Prejudice can go both ways
Child may have complicated name based on
family custom
Food choices may be based on availability,
religion, or hot and cold theory
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Communication Needs
Those with LEP must have language
assistance
Do not use medical jargon or slang
Remember nonverbal communication
may differ
Eye contact
Personal space
Gestures
Silence
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Health Beliefs
Natural forces—self in harmony with
universe; natural forces like weather
can cause illness
Supernatural forces—evil spirits or sin
cause illness—meds won’t work
Imbalance of forces—yin and yang;
hot and cold. Illness is an imbalance
of forces. Get in balance to be well
Biomedical theory—pathogens cause
illness
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Health Practices
Similarities among cultures regarding
prevention and treatment of illness
Most seek other remedies or sources before
seeking medical attention
Practices may be harmful (lead ingestion) or
harmless (amulets) or may be perceived as
being abusive (Box 32-1; p.835)
Best not to criticize or suggest that
biomedical approach is the only right one; try
to compromise
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Religious Beliefs
Religious
articles or
rituals
Dietary
restrictions
Rituals r/t
baptism or
death
Clergy
needs
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Increase Your Own Cultural
Competence
Be aware of your own cultural values and
religious beliefs
Reject racism
Be aware of and knowledgeable about the
predominant groups in your own
community
Become familiar with cultural issues related
to health and illness
Realize that certain behaviors may be
cultural in nature and not “abnormal”
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Chapter 32: Social, Cultural, and Religious Influences on Child Health Promotion
Cultural Competence cont’d
On admission, ask if the child and family have
any cultural or religious concerns that may
affect health care
Make efforts to learn about each client’s
unique hx and develop a trusting, accepting
relationship
Work with other nurses in developing
acceptable interventions for the predominant
culture groups.
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