Page 22 - PSPS: A Training guide

In blended families, which include step-parents and step-siblings, unique challenges
may present in terms of building relationships and managing different parenting
styles. Educators may provide support by promoting open communication and
providing resources for conflict resolution and family counselling, if necessary.

Family dynamics, culture and values
Understanding diverse family dynamics simply means valuing the different roles and
responsibilities that family members may have within a given family structure. In some
cultures, extended family members may play a more prominent role in childcare and
education (such as grandparents, aunts, uncles or cousins), while in others, the
responsibility may fall primarily on the parents themselves. Such a difference has to be
kept in mind when educators are tailoring support to better meet the needs of each
family and child.
Cultural values and beliefs can also play a significant role in family dynamics and
decision-making. In some families, academic success is prioritised above all else, even
at the expense of mental well-being. Other families may place more emphasis on social
and emotional development. Thus, educators have to be quick to identify such
differences, in order to position themselves in the appropriate mediating role.

Communication styles

Communication can vary widely among families and cultures, with some being more
direct and others being more nuanced. Whatever the case, educators should insist on
effective communication as a crucial aspect for supporting families during the
transition process. Educators should be able to recognise direct communication styles,
which tend to be more straightforward and explicit, from indirect communication
styles, which rely more on non-verbal cues and implicit messages. This enables them to
adapt their communication style to ensure effective and meaningful interactions with
families, with as few misunderstandings as possible. For example, some families may
prefer face-to-face communication, while others may prefer written or on-line
communication. You can use these preferences to build strong partnerships with
families. Families from some cultures may prefer the father to communicate with the
school, and in some cultures filling out personal information on forms can be
something that will only happen when good relations and trust has been established.

Additionally, language barriers can also affect communication styles. Families may
speak different languages or have varying levels of proficiency in the national language
spoken in the given country. Educators should be prepared to provide information and
support in multiple languages, and to use language access tools like translation
services or interpreters to ensure effective communication.

It is really important to recognise that communication is a two-way street. If educators
are able to listen actively - paying attention to what the family is trying to convey,
acknowledging their feelings, and responding in a supportive and respectful manner -
the chances are higher that families will feel heard and understood.