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I blame the parents (Streeck-Fischer & Kolk (2000) (Chronic childhood…
I blame the parents
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Belsky (1984)
Parenting can be influenced by characteristics of the individual that play into their personal developmental history. This is attuned to a childs capabilities and developmental tasks they face
Internal locus of control, high levels of interpersonal trust and active coping style from parents have been associated with warmth, acceptance and helpfulness when interacting with children.
Disturbance in parental psychological functioning has been related to depression (Fabian & Donahue 1956; Pollitt 1965)
The model of parental functioning states that parent psychological well-being and functioning can be traced back to experiences they had growing up. It ccan be assumed that bad experiences may be omitted onto children and vice versa for good experiences
Putnam (2006)``
Research has linked childhood abuse/trauma with life-long problems including: depression, suicide, alcohol and drug abuse, heart disease, cancer and diabetes
Neurodevelopment is often impaired and can cause the brain to reduce in size, lower the IQ and result in poorer performance in school
Psychosocial development is damaged in terms of regulating emotions, controlling impulsiveness and the ability to create and maintain healthy relationships.
Perry et al (1995)
Childhood trauma has a profound impact on emotional, behavioural, cognitive, social and physical functioning in children
Adults often misinterpret expressions of children and can therefore disregard the impact and importance of traumatic experiences. Even though childhood is the period of time where an individual is most susceptible to the effects of trauma,
Schore (2001)
Maltreatment by parental figures is said to damage cognitive development (O'Haggan, 1995; Trickett & McBride-Chang, 1995)
Abuse/trauma in early childhood negatively impacts the development of the brain, extensive evidence indicates that traumatic events impairs development in terms of interpersonal relationships, coping in stressful situations and controlling emotion.
Patterson, DeBaryshe & Ramsey (1989)
Evidence suggested family variables are consistent covariates for early antisocial behaviour and later delinquency.
Families of antisocial children have been characterised by harsh or inconsistent discipline, little to no positive parental involvement and poor monitoring or supervision of activities (Loeber & Dishion, 1983; McCord, McCord & Howard, 1963)
Jeynes (2005)
Meta-analysis of 41 studies examining the relationship between parental involvement and academic achievement. Results showed a significant relationship between academic achievement and overall parent involvement. Expectations and parental style could be suggested to create an 'education-friendly' atmosphere, encouraging children to engage more.