Custom essays on Narrative Analysis

In the introduction part, the presentation should focus on the importance of the problem, subjects of the conflict, stakeholders, and possible directions to reach the resolution of the problem. The problem of the domestic violence in Hispanic families is a serious challenge to educators. At the same time, overcoming the problem of the domestic violence in Hispanic families needs mutual efforts from the part of educators and parents. Therefore, educators, especially non-Hispanic educators should work with the local, predominantly Hispanic community, to understand the local culture and specificities of raising-up children in Hispanic families, whereas parents should grow conscious of the importance of protection of children’s rights and to protect children from violent behavior.
Consultations
Before creating the presentation, it is important to conduct consultations to define key issues to be discussed in the presentation and to find possible solutions to the problem of the domestic violence in Hispanic families. Basically, it is necessary to consult with all stakeholders to understand the essence of the problem, its causes and possible ways of solution. First, it is important to talk to children to understand how frequently they are vulnerable to cases of the domestic violence; causes of the violent behavior from the part of parents; and the attitude of children to such violent acts. After that, it is necessary to consult with parents of the children to get their viewpoint on the problem, including frequency of the violent behavior, its causes and attitude of parents to the domestic violence in relation to their children. In addition, it is necessary to consult with educators, both Hispanic and non-Hispanic to obtain their view on the problem.
Resources to support and educate the population
Major resources that can be used to support and educate population are cultural events when people can share their cultural traditions and learn traditions of other ethnic groups. For instance, Hispanic parents can learn the experience of Caucasian families, while celebrating together the Mothers’ Day. In addition, community members can celebrate together Christmas and other significant events, which make community members closer to each other and help them to understand traditions of each other. At this point, the most important thing that community members and educators with different cultural background work together and share their cultural experience and traditions that helps them to understand each other better.
Learning expectations
In the course of cultural events, the target population, i.e. parents and educators both Hispanic and non-Hispanic are supposed to learn new social and cultural traditions and different models of behavior. In this respect, non-Hispanic educators should help Hispanic community members to learn non-violent models of behavior and conflict management parents can use in relation to their children.
Cultural factors to be taken into consideration while working with Hispanic families
While working with Hispanic families, it is necessary to take into consideration the traditions of relationships between parents and children in Hispanic families, the hierarchy within Hispanic families, and relation of Hispanic population to domestic violence. At the same time, it is necessary to take into consideration the impact of non-Hispanic community on Hispanic children and to convey to Hispanic parents the idea that their children grow up in a culturally different environment and this difference should be taken into consideration.
Recommendations
As for recommendations, it is possible to focus on mutual activities of Hispanic and non-Hispanic community members, organization of cultural events and so on. In addition, it is possible to start special training courses where parents of Hispanic and non-Hispanic origin can share their experience in uprising children and conflict management.

 
References
Malinosky-Rummell, R. & Hansen, D.J. (1993). “Long term consequences of childhood physical abuse,” Psychological Bulletin, 114, 68-69.
Murphy, S.C. (Spring 2009). “Half-Real: Video Games Between Real Rules and Fictional Worlds.” Cinema Journal, 48(3), pp. 142-144.