overcoming racism and discrimination based on race and ethnicity, across generations (Padilla, 2006). Play therapists must recognize that these challenges are closely connected to immigrant children's cultural identities and address their cultural needs accordingly. This article explores multiple ways play therapy can be tailored to support the development of bicultural identity in immigrant children facing challenges related to migration.
Biculturalism as a Protective Factor Developing an integrated cultural identity through acculturation and enculturation is an ongoing process for immigrant children. Acculturation refers to adopting dominant cultural norms and enculturation refers to retaining cultural values, behaviors, knowledge, and identity of origin (Cheng et al., 2022). Among immigrant youth, Berry and colleagues (2006) proposed a framework that distinguishes four types of cultural adaptation: assimilation (adopting the host culture and abandoning the heritage culture), integration (integrating both host and heritage cultures). Integration involves bicultural identity formation among immigrant youth. Researchers have found that biculturalism is associated with positive psychosocial outcomes among immigrants of different backgrounds, with culture-related stress, and positive communication between parents and children (Hong et al., 2016; Nguyen & Benet-Martínez, 2013).
Bicultural Identity Developmental Processes Most research on bicultural identity has primarily focused on adolescents and young adults; research on young children is scarce. Meca and colleagues (2019) posited that cultural identity development is a dynamic process involving the construction of relational model, encompass four forms of intentional self-regulation among bicultural individuals as strategies for navigating two cultural contexts. These strategies are exploration, alternating, integration, and hybridizing (Meca et al., 2019). Meca et al.’s framework aligns with humanistic play therapy approaches that assist children in (a) exploring their internal experiences to make decisions about their goals, roles, and perceptions of the world, and (b) creating a supportive environment that validates the child's choices, thereby shape their identity. We will discuss how play therapists can facilitate each of the self-regulation strategies in play therapy.
Supporting Children’s Bicultural Identity Development in Play Therapy
Play Therapy Processes Through their play, immigrant children can navigate their bicultural
CLINICAL EDITOR’S COMMENTS: Development and integration of bicultural identity
protects and supports immigrant play therapy clients and their families.
identity verbally or symbolically. By recognizing these self-regulation strategies and tailoring therapeutic responses, play therapists operating from various theoretical orientations can facilitate immigrant children's self-awareness and self-understanding.
Exploration In this strategy, one seeks out and engages in cultural experiences and discussions to gain a deeper understanding of one's cultural group. To explore their cultural identity, children may role-play or discuss their experiences with adults or peers from different backgrounds. Therefore, the play therapist must provide toys and materials that represent diverse cultures in the play therapy room such as diverse religious symbols, dolls with a variety of skin tones, and food from various cultures. The play therapist may attune to the child’s curiosity, excitement, apprehension, or confusion, in their play, “you are not sure how others see you”, “you noticed we have different skin colors”, “you want to choose the doll that looks like you”, “your religion can feel confusing.”
Alternating In this strategy, one switches between aspects of the bicultural identity based on the immediate social environment. Children may practice alternating by role-playing a home versus school scenario or switching between speaking in their native language and English. For instance, an Indian child might wear a Kurta or ethnic accessories at family gatherings but change into a T-shirt at school. The therapist your family, not when going to school.” Similarly, the therapist might respond to a child’s switch of languages or desire for peer acceptance language spoken at home) when you’re outside,” or “You feel more accepted at school when eating the same lunch as your friends.”
Integration cultural identities by minimizing or accentuating differences. In play therapy, the child actively reconciles the differences between their them. It may also entail the child’s appreciation of the similarities of both cultures. A child might create a collage that integrates symbols from both their heritage and dominant cultures, highlighting similarities and/or differences. The play therapist can facilitate the child’s direction by validating the child, “you like how similar (or different) your two cultures are”, “it’s frustrating how you're expected to behave differently at home and when you're with friends.”
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