ParentLink & CASPP College of HES Extension University of Missouri Presentation to Cambio De Colores - 2008

1. Empathy & Acculturation ParentLink & CASPP College of HES Extension University of Missouri Presentation to Cambio De Colores - 2008

2. Acculturative Stress and Connection to Latino Families Well Being Presenters: Alejandra Gudiño Meg Roodhouse Kelsey Cunningham Nadine Abernathy Carol Mertensmeyer-Ryan

3. Purpose of Today's Presentation: Discover how empathy is an important resource that serves as a buffer between family stressors and crisis. Even though all families face stressors, newcomers experience unique challenges. We postulate that empathy is a resource that receiving communities can develop so that newcomers can more successfully acculturate.

4. Purpose of Today's Presentation: Discover how empathy is an important resource that serves as a buffer between family stressors and crisis. Even though all families face stressors, newcomers experience unique challenges. We postulate that empathy is a resource that receiving communities can develop so that newcomers can more successfully acculturate.

5. What Will We Learn Today? • Identify unique challenges that newcomers experience. • Discover how empathy is an important resource that serves as a buffer between family stressors and crisis. • Learn empathy skills to help effectively receive newcomers to our community.

6. Acculturation Occur as immigrant typically: • choose and adopt receiving- culture practices, and • at the same time keep or give up selected practices from their cultures of origin (Berry 1997)

7. Story of Acculturation Ale tells her story about buying flour

8. Acculturative Stress Is the stress associated with having to learn about a new and different culture, language, costumes, laws and values. Is a significant part of the migration experience. And significantly affects the physical and mental health of immigrants.

9. Empathy as a Community Resource Presenters: Carol Mertensmeyer Alejandra Gudiño Roodhouse, Megan Elizabeth, Nadine Abernathy

10. Bronfenbrenner Ecological Model Extended Family Community And Beyond

11. Levels of Support Parent-Child Dyad

12. Levels of Support Partner Support

13. Levels of Support Extended Family Community And Beyond

14. Universal Stressors Examples: Poverty No Child Care Lack of Meaningful Employment Work-Family Conflicts No Transportation No Health Care

15. Newcomers' Stressors

16. Newcomers' Stressors (as Observed in Intro Activity) 1. Language Barriers 2. Work Related Stress (Lack of Employer Understanding & Empathy) 3. Social/CulturalEnvironmental Stress Perceiving oneself as a target or victim of discrimination by members of the dominant group (Jasinskaja-Lathi & et al 2006)

17. Additional Newcomers' Stressors 4. Separation from Supports 5. Migratory Journey Stress (physical environment) (Cuellar 2002) 6. Social/Cultural Environmental Stress Perceiving oneself as a target or victim of discrimination by members of the dominant group

18. Newcomers' Stressors Handout

19. Family Stress Theory Stressor Crisis

20. Family Stress Theory Stressor Crisis Resources

21. Family Stress Theory Stressor Crisis Resources Perception

22. Stressor Spillover WORKPLACE HOME

23. Resources Can Buffer Stressors

24. Stressors Healthy Crisis

25. Resources EMPATHIC COMMUNITY the ability to identify with and understand others’ feelings or difficulties

26. Feedback loops Extended Family Community And Beyond

27. Feedback Loops: Learning from Each Other

28. Boundaries: Closed or Open? Depends on Skills & Trust

29. How do we learn from each other when our boundaries are closed?

30. How Do We Create Empathic Communities? Each of us can take responsibility.

31. How Do We Create Empathic Communities? Each of us can take responsibility. We can begin one by one,

32. How Do We Create Empathic Communities? Each of us can take responsibility. We can begin one by one, Learn to listen --- really listen --- listen to understand

33. How Do We Create Empathic Communities? • Each of us can take responsibility. • We can begin one by one, • Learn to listen --- really listen --- listen to understand • Learn to speak: Speak to be understood

34. Much less work has been done to identify factors that mediate or moderate the relationship between experiences of discrimination and psychological adjustments. Specifically on identifying the specific resources that enable the immigrant to protect themselves from the negative experience related to their ethnicity and minority status

35. Role of social support networks and their positive and buffering effect on immigrants adjustment

36. Learning Empathy Skills Presenters: Kelly Warzinik Kim Allen Christina Crawford

37. Love's Cradle Love’s Cradle is a research-based curriculum designed to teach empathy skills to couples. It is the primary focus of a $5M ACF grant project called Connecting for Children that is a partnership of HDFS Extension (CASPP and ParentLink) and Head Start.

38. Building Skills Listening to Understand; Talking to be Heard

39. Skill Handouts

40. Taking Action Committing to Empathic Action

41. Connecting with You .... Please Address an Envelope

42. What Did We Learn Today? • Identified unique challenges that newcomers experience. • Discovered how empathy is an important resource that serves as a buffer between family stressors and crisis. • Learned empathy skills that will help me and others to more effectively receive newcomers to our community.