By Taiwo AKINLAMI

The 29th Annual Celebrate Kids Conference of the Ohio CASA/GAL Association commenced on Wednesday, September 25, 2024, and will continue through Friday, September 27, 2024. As a participant, I attended my first workshop, titled ‘Diversity, Culture, and Communication: Tools to Help the CASA/GAL’, facilitated by Dr. Eileen P. Anderson, EdD, MD—Professor of Bioethics and Director of Educational Programs at Case Western Reserve University School of Medicine.

The workshop explored cultural models in child-rearing, addressing the question: When is a behavior simply different, and when is it a problem? The aim was to help participants better understand cultural diversity in caregiving, particularly in cases where the child’s best interest is at stake. As part of the learning, Dr. Anderson introduced tools to help CASA/GAL advocates communicate more effectively, make appropriate recommendations, and resolve conflicts. She emphasized the importance of understanding implicit cultural assumptions about child well-being, drawing from neuroscience and developmental psychology.

For someone like me—whose work began in Africa and has expanded to the U.S., now serving as a Court Appointed Special Advocate—this workshop was crucial for equipping me with tools to serve the precious children I represent. These tools are needed both in the courtroom and beyond.

To say the workshop was an eye-opener would be an understatement. Here, I will share some of the most insightful highlights from the session.

Dr. Anderson introduced different parenting styles: authoritative, authoritarian, and permissive. She discussed how the American Psychological Association has long advocated for authoritative parenting, where the child is treated as an equal member of the family. In this style, parents consider the child’s feelings, preferences, and thoughts before making decisions, explaining their rationale and giving the child a voice. However, Dr. Anderson noted that while this is widely promoted in the U.S., it is far from universal. In fact, the majority of cultures around the world do not subscribe to this model and labeling it as the “best” approach ignores the richness of other caregiving styles.

For instance, in cultures where authoritarian parenting is the norm, the philosophy is that “parent knows best,” and there’s less room for negotiation. Here, punishment and direct commands often replace reasoning and explanations. Similarly, permissive parenting, where parents struggle to set boundaries for their children, is also common in certain contexts. As Dr. Anderson highlighted, each parenting style comes with its risks, and none can be universally deemed superior to another.

She went on to discuss fascinating examples from around the world, illustrating how cultural norms in parenting can vary dramatically. In Sweden, for instance, it is illegal to yell at a child. Although no one has been prosecuted under this law, it serves as a cultural message about the importance of treating children with respect and upholding their dignity. Sweden has also outlawed corporal punishment, leading the country to focus on non-violent forms of discipline that emphasize reasoning and dialogue.

In Germany, parenting practices further underscore how different cultural models shape children’s upbringing. It is common for parents to leave infants, as young as three to six months old, alone in their cribs for extended periods to promote independence. While this might be considered neglectful in some countries, in Germany, it is seen as a way of nurturing self-reliant and resilient children. This practice speaks to how cultural values about independence and child-rearing can vary.

Dr. Anderson also explored how cultural differences can create challenges for children moving between environments with contrasting parenting styles. She emphasized the importance of code-switching—a term referring to how children (and adults) adapt to multiple cultural norms, changing their behavior based on the setting. For example, a child may behave differently at home, where they are expected to remain silent in the presence of elders, compared to school, where they are encouraged to speak up and ask questions. This ability to navigate different social expectations is a remarkable skill that children can develop when exposed to multiple cultural environments.

In one striking example, Dr. Anderson discussed the Amish community in Ohio and Pennsylvania. In this culture, formal education often ends after the eighth grade, as higher education is viewed as unnecessary for the simple, agrarian lifestyle they lead. The Amish community values self-sufficiency and strong family bonds over academic achievement, which stands in contrast to the emphasis on college education in mainstream American society. Yet, when children from Amish families are placed in foster homes that prioritize higher education, cultural conflict arises, highlighting the tension between different models of child-rearing and education.

Another key takeaway from the workshop was the capacity of children to absorb and adapt to multiple languages from birth. Dr. Anderson explained how newborns already show preferences for their mother’s language at birth, with their neurons primed for language learning. This sets the foundation for multilingualism, and children are remarkably adept at learning and switching between languages, especially when raised in culturally diverse environments. This concept was discussed alongside the importance of cultural models in shaping a child’s cognitive and social development from the earliest stages of life.

Dr. Anderson’s insights into these diverse parenting models reinforced the need for cultural sensitivity in child advocacy. She urged us to consider how cultural contexts impact a child’s well-being and how understanding these differences can prevent misjudgments. For instance, a child raised in a permissive environment may struggle to adjust to a more structured foster home, or vice versa. By being aware of these potential challenges, CASA/GAL advocates can better support the children in their care.

Another illuminating example was how modern technology, like cell phones and iPads, has become a new battleground in parenting. Dr. Anderson recounted how some families view these devices as detrimental, while others—like a single working mother juggling multiple jobs—may rely on them to keep their children safe and entertained. The tools themselves are not inherently harmful; rather, it’s how and why they are used that matters. These nuanced discussions emphasized that there is no one-size-fits-all solution in parenting and child advocacy.

Dr. Anderson concluded with a call for self-assessment among CASA/GAL advocates, encouraging us to question our own assumptions about parenting. Just because a practice looks different doesn’t mean it is wrong. The key, she said, is to focus on the well-being of the child in the specific context they are in. Understanding cultural differences, asking the right questions, and maintaining empathy are critical to fulfilling our role as child advocates.

This workshop has significantly expanded my understanding of the complexities of parenting across cultures. It reinforced the idea that cultural sensitivity, coupled with practical tools, can make a real difference in ensuring the best outcomes for the children we serve. As I move forward in my work as a CASA/GAL, these lessons will help me navigate the diverse dynamics of the families and children I advocate for, ensuring that I approach each case with greater insight, empathy, and effectiveness.

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