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Ch. 4 Ecology of Parenting (Inappropriate Parenting Practices (Parents are…
Ch. 4 Ecology of Parenting
Parenting: the implementation of a series of decisions about the socialization of children
Confusion due to no defintion of what a child should do or be like when the grow up
Bidirectional and dynamic- an adult's behavior toward a child is often a reaction to the child's temperament and behavior
Macrosystems influences on Parenting: Political Ideoology
Political ideology: theories pertaining to government
Traditional societies; aristocratic or govt by the highest-ranking class
Autocracy: a society in which one person has unlimited power over others
modern tend to be for a Democracy: a society in which those ruled have equal power with those who rule
Religious, national, ethnic, and progressive influences
Macrosystem influence on parenting: Socioeconomic status
High and low socioeconomic status, families tend to parent according to their interactional patterns of stress they experience
Exosystem influence on parenting: Parental occupation
social/occupational roles carry over in parenting
Macrosystem influence on parenting: Culture, Ethnicity, and Religion
Values passed down may change when influenced by the mainstream
Universal Parenting Goals: 1 ensure physical health and survival, 2 develop behavioral capacities for economic self-maintenance, 3 instill behavioral capacities for maximizing cultural values, such as morality, prestige, and achievement
Diversity in parenting across different cultures
Collectivistic-oriented or individualistic-oriented
Cooperative/interdependent (Collective) orientation
Authority Role: social roles based on hierarchy, structure is patriarchal, particularism is valued, authority figures have more rights and privileges as well as more responsibilities
Relationships: harmony is valued, family needs above individual, children show obedience,cooperative social network
Communication:indirect more than direct, nonverbal more than verbal
Displays of emotion: inwardly and others outwardly, inward are rarely shown in public, outward expressed through body
Discipline/Guidance: age is equated with knowledge, children obey and imitate, sense of obligation to parents, use of shame and guilt. child learns related social behavior to avoid shame and save face
Skills emphasis: skills for getting along and contributing as adults, modesty and moderation, doing what they are capable of doing
Competitive/Independent (individualistic) orientation
Authority role: achieved authority/hard work, universalism is valued (rules for everyone)
Relationships: compartmentalized, governed by the golden rule, norm is informality, decisions are democratically
Communication: direct and independent, or indirect and dependent
Displays of Emotion: openly express feelings to each other, some close feelings (likely adaptive strategy), selective with feelings
Discipline/Guidance: a rational order, agents of action, problems and solutions are nature of realit, preventive
Skills emphasis: children are encouraged to make decisions, self is in the individual, individual achievement, competition between groups, personal responsibility
Chronosystem influences on parenting
Occupational mobility, the breakdown of neighborhoods, separation of residential from business, consolidated schools districts, child care to outside institutions
Lack of time is perceived as greatest threat to family
Historical Trends
18th century
Humanism: a system of beliefs concerned with the interests and ideals of humans rather than of the natural or spiritual world
Tabula Rasa: the mind is a blank slate before impressions are recorded on it by experience
Father authority figure, children seen not heard, obedient, mother as child's first teacher
19th century
Children are innately good
Infant Care, strict child rearing
Early 20th century
Behaviorism: the theory that observed behavior, rather than what exists in the mind, provides the only valid data for psychology
Fixation: a Freudian term referring to arrested development
Mid 20th century
Encourage parents to have greater understanding and more flexibility with children
Late 20th century: child-centered approach
Family Dynamics and Changes over Time (dynamics refers to what activities are going on, with whom, and how they play out
Children's characteristics
Age and Cognitive Development, basic parenting styles remain stable over time, may change according to situation
Temperament: innate characteristics that determine an individual's sensitivity to various experiences and responsiveness to pattern of social interaction
Easy, difficult, slow to warm up
Goodness-of-fit: accommodation of parenting styles to children's temperaments
Gender
Presence of a Disability
Family Characteristics: Size, configuration, marital quality, parental ability to cope with stress
Parents' Life Stage: image making, nurturing, authority, interpretive, interdependent, departure
Parenting Style: encompasses the emotional climate in which child-rearing behaviors are expressed
Acceptance/responsiveness (warmth/sensitivity)
Demanding/control (permissiveness/restrictiveness)
Indifferent or uninvolved
Figure 4.2 Dimensions of Parenting Styles
Microsystem Influences on Parenting Style: Interactions b/t Parent and Child
Competence: refers to a pattern of effective adaptation to one's environment; it involves behavior that is socially responsible, independent, friendly, cooperative, dominant, and achievement-oriented
Uninvolved: a style of insensitive, indifferent parenting with few demands or rules
Prosocial behavior: behavior that benefits other people, such as altruism, sharing, and cooperation
Authoritative, authoritarian, permissive, overinvolved
Attachment: secure and insecure
HOME (Home Observation for the Measurement of the Environment)
Emotional and verbal responsiveness, avoidance of restriction and punishment, organization of the physical and temporal environment, provision of appropriate play materials, parental interaction with the child, opportunities for variety in daily stimulation
Mesosystem Influences on Parenting Style: Interactions b/t Parents and Others
Family Involvement Partnership for Learning
Formal and Informal support
If the link between family and other is great, the child is more likely to have a positive outcome
Appropriate Parenting Practices: involve knowledge of child development as well as preventative and corrective methods for misbehavior
Appropriate: consider age, reasonable expectations, strengths/limitations/needs, acceptable disciplinary approaches, basic care, model self-control
Developmental Appropriateness: involves knowledge of children's normal growth patterns and individual differences
Inappropriate Parenting Practices
Parents are orientated to their own needs, expectations are impossible for child to meet, ignore child's strength/limitations/needs, harsh disciplinary approaches, do not provide basic care, deliberately take frustrations out on the child and are self-righteous
Maltreatment: intentional harm to or endangerment of a child
Abuse: maltreatment that includes physical abuse, sexual abuse, and psychological or emotional abuse
Neglect: maltreatment involving abandonment, lack of supervision, improper feeding, lack of adequate medical or dental care, inappropriate dress, uncleanliness, and lack of safety
Physical abuse: maltreatment involving deliberate harm to the child's body
Sexual abuse: maltreatment in which a person forces, tricks, or threatens a child in order to have sexual contact with him or her
Incest: sexual relations b/t persons closely related
Psychological or emotional abuse: maltreatment involving a destructive pattern of continual attack by an adult on a child's development of self and social competence, including rejecting, isolating, terrorizing, ignoring, and corrupting
Guidance: involves direction, demonstration, supervision, and influence
Discipline: involves punishment, correction, and training to develop self-control