Read this essay on Parent–Child Relationships
We have seen that parents vary in their rearing styles, in the directions in whichthey socialize their youth, and in the types of relationships they have with, and behaviorsand emotions they show to, their offspring. A good deal of this diversity is not only quitehealthy but is, in fact, necessary to maintain the richness of culture and experience thatenhances human life. On the other hand, other instances of this variation--involving forinstance, indulgent, neglectful, or authoritarian rearing styles, hostile interactions markedby negative emotions, and the display of problem behaviors--can result in significantproblems for youth.
Relationships Between Parents And Children ..
One way of illustrating this contextual variation and, as well, of judging whetherparents and society at large have been successful in shaping youth to accept social values,is to ask youth what it means to be a good or a bad child. In one study that took thisapproach American, Japanese, and Chinese adolescents were asked "What is a bad kid?". In America, youth answered that a lack of self control andsubstance abuse were the marks of being bad. In China, a youth who engaged in actsagainst society was judged as bad. In Japan, a youth who created disruptions ofinterpersonal harmony was regarded as bad.
At a time of shrinking budgets and increasing demand, it seems particularly important to use the evidence to ensure scarce resources are directed towards interventions with the greatest chance of success. While evidence of impact is not the only consideration in deciding what to deliver, on balance, families and children who receive interventions shown through robust methods to improve outcomes are more likely to benefit and to a greater degree than those who receive other services.
Hamlet Big Ideas: Parent-Child Relationships by T …
While this is a broad set of types, they do have a general focus. Epstein notes that strong programs of partnership include all aspects of these types and they are not presented hierarchically. But the model is set out in terms of what parents can do to support the efforts of their children through agendas directed by the school. While basic obligations are set out for parents, none are noted for schools--either related to settings for learning or for finding out about home settings. "[E]ach type of involvement leads to different outcomes for students, families, and schools" (p. 50) but the nature of these differences is not noted beyond parental appreciation of school efforts, changes in teacher attitudes about parents, and increases in student achievement in highly connected school-home partnerships. The model is silent regarding issues of power and status beyond suggestions that school people invite all parents into relationships and that they vary their schedules to accomodate the needs of diverse families. The meanings that reside within each of the partnership types are not examined nor are the power relations within the roles that these types inscribe. Partnerships frame answerability in terms of school people who develop programs that set up conditions that allow parents into school curriculum. Partnerships provide opportunities for individuals to play the market--they fail or thrive by their ability to take advantage of the investments made by relevant parties.
Parent-Child Relationships in Shakespeare’s Works
Connecting parents to schooling is not seen as a resource for schools to access; instead the Comer model highlights the results reaped by multiple stakeholders. Parents provide support, children relate to programming, and school people think more inclusively when relationships are framed in terms of partnership. Comer's partnerships are different from the Epstein model in that the program has specific attributes and values, rather than a variety of choices, and these characteristics are framed to leverage maximal participation and power for all concerned. The program has been extensively researched in multiple sites but rather than describing what is it is promoted as what can beto change the relations among educational stakeholders.
Argumentative Essay | Relationships & Parenting | …
While the structure and rules of an authoritarian parent are necessary for healthy child development, all good things can be overdone. It is important to balance out the provided structure with open communication so the child knows exactly why it is important for them to follow the rules placed in front of them. Children of authoritarian parents are prone to having low self-esteem, being fearful or shy, associating obedience with love, having difficulty in social situations, and possibly misbehaving when outside of parental care.A therapist can once again be contacted if adopting open communication proves to be too difficult to achieve by oneself.