• A belief and sense of commitment toward promoting the well-being and growth of individual family members, as well as the family unit

• Appreciation for the small and large things that individual family members do well and encouragement to do better

• Concentrated effort to spend time and do things together, no matter how formal or informal the activity or event

• A sense of purpose that permeates the reasons and basis for “going on” in both bad and good times

• A sense of congruence among family members regarding the value and importance of assigning time and energy to meet needs

• The ability to communicate with one another in a way that emphasizes positive interactions

• A clear set of family rules, values, and beliefs that establishes expectations about acceptable and desired behavior

• A varied repertoire of coping strategies that promote positive functioning in dealing with both normative and nonnormative life events

• The ability to engage in problem-solving activities designed to evaluate options for meeting needs and procuring resources

• The ability to be positive and see the positive in almost all aspects of their lives, including the ability to see crisis and problems as an opportunity to learn and grow

• Flexibility and adaptability in the roles necessary to procure resources to meet needs

• A balance between the use of internal and external family resources for coping and adapting to life events and planning for the future

• More emphasis on the individual development of the children
• Intensive rather that extensive; constant pressure to measure up to family expectations
• Childs development and achievements are measured against other kids in the neighborhood
• More democratic participation that larger families
• Adolescents identify more strongly with parents and rely on them more for advice
• Well-developed autonomous inner controls as contrast with adolescents from larger families, who rely more on adult authority

• More emphasis on the group and less on the individual
• Greater degree of organization, administration, and authoritarian control is needed
• Less one-on-one contact between parents and an individual child
• Children turn to each other for what they cannot get from their parents
• Individual children adopt specialized roles to gain recognition in the family
• Older siblings often administer discipline and is frequently a more meaningful disciplinary measure that parental interventions.
• Larger families generate a sense of security in the children that is fostered by sibling support and cooperation.
• Adolescents from a large family are more peer-oriented than family oriented.

• Health care services that are open on evenings and weekends

• High-quality child care

• Respite child care to relieve parental exhaustion and prevent burnout

• Parent enhancement centers for advancing education and job skills, providing recreational activities, and offering parenting education

a. Cultural awareness—A cognitive process through which the nurse appreciates and is sensitive to the cultural values of the patient and family

b. Cultural knowledge—The foundation the nurse builds through formal and informal education that includes world views of different cultures, values, beliefs, and perceptions about health and illness

c. Cultural skill—The ability to include cultural data in the nursing assessment through the collection of cultural data in the health interview and observations

d. Cultural encounter—The process through which the nurse seeks opportunities to engage in cross-cultural interactions directly or indirectly

e. Cultural desire—The genuine and sincere motivation to work effectively with minority patients; can only be achieved if the individual wants to engage in the process of acquiring cultural competence

• What do you think caused your child’s health problem?

• Why do you think it started when it did?

• How severe is your child’s sickness? Will it have a short or long course?

• How do you think your child’s sickness affects your family?

• What are the chief problems your child’s sickness has caused?

• What kind of treatment do you think your child should receive?

• What are the most important results you hope to receive from your child’s treatment?

• What do you fear most about your child’s sickness?

A primary group has intimate, continued, face-to-face contact; mutual support of members; and the ability to order or constrain a considerable proportion of individual members behavior. 

Examples: Family and the Peer froup

Secondary groups are groups that have limited, intermittent contact and generally less concern for members behavior. These groups offer little in terms of support or pressure toward conformity except in rigidly limited areas.

Examples: professional associations and social organizations

1. Support—Young people need to feel support, care, and love from their families, neighbors, and others. They also need organizations and institutions that offer positive, supportive environments.

2. Empowerment—Young people need to feel valued by their community and be able to contribute to others. They need to feel safe and secure.

3. Boundaries and expectations—Young people need to know what is expected of them and what activities and behaviors are within the community boundaries and what are outside of them.

4. Constructive use of time—Young people need opportunities for growth through constructive, enriching opportunities and through quality time at home.

1. Commitment to learning—Young people need to develop a commitment to education and lifelong learning.

2. Positive values—Youth need to have a strong sense of values that direct their choices.

3. Social competencies—Young people need competencies that help them make positive choices and build relationships.

4. Positive identity—Young people need a sense of their own power, purpose, worth, and promise.

An Old World practice (also practiced by the Vietnamese) of

placing a container (e.g., tumbler, bottle, jar) containing steam against the skin surface to “draw out the poison” or other evil element. When the heated air within the container cools, a vacuum is created that produces a bruiselike blemish on the skin directly beneath the mouth of the container.

Health belief common among people from Latin American, Mediterranean, some Asian, and some African societies.

Strength and power are associated with the evil eye; therefore, as long as an individual's strength and weakness remain in balance, he or she is unlikely to become a victim of the evil eye.

Excess of emotions such as envy causes weakness.

Evil eye symptoms include restlessness, crying, diarrhea, vomiting, and fever.

Yin (cold) and Yang (hot)

Chinese health belief.

Cold weather, rain, or wind is responsible for "cold" conditions.

Cold conditions- respiratory disease

Hot condition- menstruation

Combat cold conditions with hot remedies and vice versa

Yang foods- sea salt, meat, eggs, poultry, fish and cooked vegetables.  Plants that grow beneath the ground are more yang, while those that grow up in the air such as most fruit, are more yin.

Yin foods- raw vegetables, and even more so fruits, juices, sugars, alcohol and drugs are more yin (watery and expansive).  Also, anything made with water is much more yin such as soups, smoothies, and watery foods such as eggplant and all fruits.  Dried fruits are less watery, but are still extremely yin due to their sugar content.  Most raw plants and herbs are also very yin.  Also, chopping a food into tiny parts, grinding it up, blending it, pureeing it, or juicing it also causes the substance to become much more yin in nature.