Parenting

Woven Fang came from an average family and was studying in one of the top independent girls’ schools in Singapore. She seemed like an average 1 6-year- old girl going through normal teenage girl problems, or so everyone thought. This essay describes the experiences and problems faced by Woven in her final year of secondary school. To understand Hoovers case better, theoretical background and research will be applied to explain her experiences and problems. Finally, some strategies and solutions will be proposed as resolutions to the issues presented.

Background – Woven’s Story Woven’s parents migrated from Taiwan to Singapore and raised their four children in Singapore. Her brother and two sisters were 12, 10 and 7 years Older than her respectively. Her father, Mr.. Fang, was a businessman and traveled for long periods of time due to work. When he was in Singapore, he did not meddle in the affairs of his children, leaving his wife to take care of all their needs. As the youngest of four children and also because of the age gap between Woven and her older siblings, she was given extra care and attention by her mother.

She also turned out to be the brightest, making it onto top primary and secondary schools in Singapore. Compared to Woven, her older siblings were a letdown to Mrs.. Fang, as they did poorly in school. Faced with problems from her other children, Mrs.. Fang placed extremely high hopes on Woven, dictating most of Woven’s life and making most of the decisions. In Sec 4, Woven started drastically. Despite the drastic weight loss, Mrs.. Fang refused to admit that there was anything wrong with her daughter. Finally, Woven was so thin that Mrs.. Fang had to bring her to a doctor for fear that her life was in jeopardy.

She was admitted into the capital and diagnosed with anorexia nervous. Only during the numerous counseling sessions did Woven’s problems surface. Woven admitted that she face problems in school. First, although Woven had been consistently doing well in school, she felt pressurized by the competitive environment she was in, where good grades were emphasized. On top of that was the pressure she felt from her mother to do well in school, especially as her mother often lamented to her about her siblings’ failures and cautioned her not to turn out like them. Second, her schoolmates were all particularly concerned about weight and size.

Although she was of an average height of 1. Mm and an average weight of keg, her classmates teased her about being chubby looking. As a result, Woven began to doubt her intelligence as well as her appearance and eventually, she stopped eating. As her weight started to drop and she became thinner, Woven finally felt in control Of something in her life – her actions actually produced results and this egged her on to lose more weight until she ended up in hospital. With a better understanding of her problems, the doctors treated her for anorexia and sent her for counseling at the same time.

After a couple of months in the hospital, she was allowed to go home when her weight increased slightly. However, this was not the end of her problems. Woven was forced to return to school where she would face her classmates again. She was worried about her appearance, grades and studies. Although the counselor suggested taking the rest of the year off from school and repeating Sec 4 again the next year, Mrs.. Fang refused as she felt it was very embarrassing. At that point in time, Mrs.. Fang still refused to admit that her daughter was going through a very serious problem in terms of mental and physical health.

Back in school, Woven tried to catch up with her peers in her school work. However, she felt as if they were constantly staring at her. Although they did not say anything, she knew that they knew about her hospitalizing and about her eating disorder, making her feel all the more conscious about herself and her appearance. Unable to take the demands of school work and the ogling of her school mates, Woven returned to her old ways of not eating or vomiting what she ate. Although Woven is currently going through counseling her problems are far from being over.

Analysis – Applying Theoretical Background / Empirical Research to Woven’s Case According to Frontbenchers bacteriological theory of development, Woven’s Microsystems would have very powerful environmental influences on her development. In Woven’s case, it can even be said that her mother would perhaps have the greatest influence on Woven’s personal development, as her mother would have spent the most amount of time with her since she was born (Gene and Chukka, 2010). Mr.. Fang’s absence as a father figure in Woven’s life was an uninvolved parenting style, thus making Mrs..

Fang the in Woven’s life. She had an authoritarian parenting Tyler as she often stressed for Woven to do well and often made decisions on her behalf in both school and home domains. As a result, Woven ended up worrying about pleasing her mother and felt like she had a lack of control over her own life (Gene and Chukka, 2010). Naught and Chicest (2002) believe that authoritarian parents are “rigid and unresponsive” and “in extreme cases their children have low self-esteem and use aggressive coping behaviors”. This was true in Woven’s case. Mrs..

Fang’s parenting style also affected Woven’s identity development, as suggested by Banding (1991). Parents are important figures in adolescents’ identity development and poor communication between parents and adolescents lead to less positive identity development (Contracts, 2007). Marcia (1980) postulated a theory of identity formation, in which an individual can take on one of four identity commitments. Applying Marcia’s concept of identity commitment to Woven, it is likely that Woven is a foreclosed individual, who has clear commitments which are internalized by her mother.

Her commitments were not self-chosen and it is believed that no other alternatives were seriously considered (Mishmash, 2005). According to Kroger (1993), it was observed that identity-foreclosed adolescents “evidenced the highest levels of authoritarianism and socially stereotyped thinking, obedience to authority, external locus of control, and dependent relationships with significant others”. In line with this, Cote (2009) believes that adolescents are led to being identity-foreclosed by autocratic parents who control behavior without giving the adolescent a chance to express opinions. Therefore, it is likely that Mrs..

Fangs authoritarian parenting style resulted in her being an identity-foreclosed individual. Erosion’s theory of personality development proposed eight developmental Stages (Erikson, 1968, 1980). In his theory, an adolescent approaches identity formation (the fifth stage) ‘With a sense of self as an autonomous, active and competent agent in a relatively secure world”, only if the earlier four stages have developed well (Mishmash, 2005). Woven may not have developed a sense of self as an autonomous agent as a child and thus was hindered by feelings of shame, self-doubt and inferiority in her adolescent years (Mishmash, 2005).

Identity formation is such a challenging process that any robbers encountered in earlier development are likely to increase the chances of negative outcomes. Woven’s parents are not the only ones to have a huge impact on her development. The people she meets every day in school are also part Of her Microsystems. As her peers and her teachers are involved in Woven’s immediate settings, they have enormous influence over her development as an individual as well (Gene and Chukka, 2010).

The influence of Woven’s peers on her would come in three forms – attitudes and values, social development and emotional support (Ginsberg, Babes, & Spaniard, 2006; Rubin, Bouzoukis, & Parker, 2006). This explains why Woven was especially affected by her peers about both studies and weight issues. The standards maintained by her peers about these issues would become very important to her and thus Woven was likely to conform to her peer standards of achieving good grades and being thin.

Through the influences of her peer group, her self-concept and self-esteem would be affected as well. There are many factors that can influence an adolescent female’s self-esteem. The decline in self-esteem during adolescence may be due to physical hangers due to puberty, an increase in academic expectations and demands, and insufficient support by the school and parents (Contracts, 2009). These were all likely factors that influenced the decline in Woven’s self-esteem over her secondary school years.

A vicious cycle in which declining self-esteem affected her academic performance which then affected her academic self- concept which again influenced her self-esteem is likely to have occurred. As a result of her declining self-esteem, her grades took a downturn and she lost her self-worth as an individual, wanting to conform to norms set by her peers instead. It is probable that Woven’s academic, social and physical self- concept interacted with her sense of identity, which then influenced her self- esteem negatively (Gene and Chukka, 2010).

More support for this is provided by Harder (2006) who found that persistent low self-esteem usually leads to other more serious problems including low academic achievement, depression and eating disorders. It is evident from Woven’s actions and behavior that she was going through a period of emotional turmoil. Some researchers might consider this normal because adolescence is often described as a time of emotional turmoil (Hall, 904). However, at the end Of the day, most adolescents do make it through these difficult and moody times to develop into competent adults.

In spite of this, Woven has exhibited signs of emotional stress, through her anorexic behavior, falling grades, failing self-esteem and consciousness with how her peers view her as a person. As the onset of Woven’s problems occurred in late adolescence, it can be inferred that it was environmental experiences that contributed to her emotional turmoil. Research suggests that emotional fluctuations in early adolescence are related to hormonal changes at that time, whereas in late adolescence, teenagers are more emotionally settled by then, displaying fewer worries and less moodiness (Hooper, 1980).

As such, it is likely that the people around her affected Woven’s emotional development. Emotional stress is usually the result of conflicts that adolescents have with their parents and these conflicts often happen because adolescents want to make independent choices which are usually not in line with what their parents have in mind for them (Child Development Reference). Interventions – Resolutions to Woven’s Case The following strategies and interventions are believed to help Woven irately.

Although there are many factors that contributed and led to Woven’s current problems, the main cause of her problems seems to be her mother. This is because her mother would have had the most influence over Woven’s development from a child and into her adolescent years. Therefore, tackling Mrs.. Fangs parenting style and the mother-daughter relationship is the foremost important issue. A successful intervention on this relationship will also affect Woven’s formation of her own identity and self-esteem positively.

With this as a base to build on, it will be easier to tackle the issues about Woven’s peers and how she views herself as a result of her relationship with them. It is suggested that competent adolescent development is most likely to occur when adolescents have parents who carry out the following actions (Contracts, 2007). For Woven’s case, Mrs.. Fang should avoid the tendency to be too controlling and allow Woven to make her own decisions about school and what she wants to do. Instead of trying to control Woven’s life, Mrs..

Fang should monitor her development and try to understand Woven’s cognitive and constitutional development. She should also show more constructive says of dealing with problems and conflict because studies have shown that reprimanding only serves to increase the parent-child gap. In addition, both parent and child should come together to discuss ways to help Woven (Contracts, 2007). Woven’s parents are also advised to take on a democratic instead of autocratic role. They would encourage Woven to participate in family decision making, thus fostering identity-achievement in her.

This would be the most desirable outcome for Woven’s self-identity as Kroger (1993) observed that “identity-achievement individuals showed the highest levels of go development, moral reasoning, internal locus of control, self-certainty and self-esteem, performance under stress on a concept attainment task, and intimacy in interpersonal relationships” (Mishmash, 2005). In line with the study conducted by Campbell, Adams, & Dobson (1 984), healthy identity formation of an individual is developed by family relationships that are both individuated and connected.

A family atmosphere which promotes individuality and connectedness is lacking in Woven’s life. She needs to have her own individuality, where she can have her own point of IEEE and develop her own communication pattern to express herself. At the same time, her family environment should promote connectedness, where emotional affection among family members is promoted. This suggests that Woven should be allowed to develop her own point of view, while her parents work on building the relationships within the family.

A combination of connectedness and individuality in the parent-adolescent relationship forms the base from which Woven can explore her widening social world (Campbell, Adams, & Dobson, 1984). To further support the reasons why Woven’s parents have to change their renting style, it is believed that the “fit” between “parents’ style Of interaction and the interactive style and needs of the child” forms the foundation to a healthy emotional development of the child (Child Development Reference). Therefore, it is apparent that parents do play a vital role in their children’s emotional development.

To salvage the relationship they have with their daughter and to prevent Woven from sinking further in her own problems, it is highly recommended that both Mr.. And Mrs.. Fang undergo counseling to understand how their actions as parents have a great impact on their daughter. Both parents and Woven should also attend parent and child counseling sessions where the counselor is able to take on a mediator role and help to bridge the gap between them. Although Woven’s parents are accountable for the bulk of her problems, the school environment she was in was very unhealthy as well.

School-wide programmer which focus on self-image and self-esteem ought to be implemented to educate Woven and her peers on such issues. It is also necessary to educate them on the perils of eating disorders which could have damaging and dangerous consequences on their lives, as it affects their hysterical and mental health. In conclusion, Woven went through a difficult and trying period growing up, which led to some impairment in her development as an adolescent, especially in the identity and emotional development aspects.

This was largely caused by the context of her development, which includes her immediate family members, in particular, her mother, as well as her peers and school environment. However, appropriate interventions and strategies could assist Woven in fixing some of these problems. The proposed interventions and strategies would not solve Woven’s problems overnight but it is imperative hat they are implemented to kick-start Woven’s road to recovery. (2495 words) References Banding, D. (1 991 The influence of parenting style on adolescent competence and substance use.

Middle adulthood begins at the age of 40 – 60. This is a time when you can”t believe where the time went. It seems like just yesterday you were graduating from college, got married, and had children. Your children are now approaching young adulthood, pushing you into the next stage of life, middle adulthood. You look in the mirror and all the signs of middle age are starting to set in. You notice wrinkles, gray hair, flabby skin and you”re having trouble reading the menu. You begin to reassess you life. Are you happy with what you have accomplished in life so far? Do you have good family relationships?

Is your career on track? Are you happy with yourself? There are many conflicts with both men and women during this period of life. One conflict very important to both men and women is the bodily issue. Our body weight starts to change. Fat seems to be redistributed to the hips, stomach and trunk; our complexions become drier and wrinkles start to appear. Our skin doesn”t seem to be as resilient as it was in our 20″s and 30″s. In women there is a drop in bone mass, due to the slow depletion of estrogen. Menopause is fast approaching, followed up with all the negative health complications that follow this phase.

This is the beginning of a slowness of our psychomotor performance. Our reaction time to specific situations is not as quick, and our physical stamina is not as strong as it used to be. All these developments affect how men and women feel about themselves. Particularly women, begin to interpret these changes in a negative way. Some view themselves as sexually unattractive. Men, on the other hand, don”t seem to be as concerned about their physical appearance, since society has placed much of the physical importance on the women. This is a time where we need to accept these failings and move towards more important issues.

This is also a time when men and women become more health conscious. We all know of the major diseases that cause premature deaths during middle adulthood, such as cancer and heart disease. When you”re a young adult, you don”t think about these health issues as you would during middle adulthood. There is more of a concern to take better care of our health, such as heathy diets, cardiovascular activity, resistance training, and not smoking. We might be better prepared for later adulthood, if we lead a healthy lifestyle. We start to realize our mortality.

As most people live to be about 85, we realize that at 40, we”re almost half-way there. During this time, there may be turmoil in the family, marital distress, and general dissatisfaction with our lives. Many people during this time go through what we call the “mid-life crisis”. A mid-life crisis may be caused by many different issues. During the early 30″s, the woman”s primary duty is child rearing and may also be pursuing a career. Most men focus on their job careers. Sometimes these two people are heading in the same direction, but may be on two different parallel roads.

Men may realize their mortality and may express their turmoil and self doubts by reverting to adolescent type behavior. Some men may accept new relations with younger women as a way of dealing with their conflicts. Some women may also suffer from self doubt and their inevitable mortality during their 40″s, but various studies have indicated that women can manifest a mid-life crisis during their early 30″s, 40″s and 60″s. This is also a time when men and women assess their careers by questioning whether or not they still enjoy their career choices and their achievement in the chosen field.

If not, maybe it”s time to make improvements, such as furthering your education, improving intellectually, which will make an individual more marketable. When women go through a mid-life crisis, their crisis evolves around interpersonal relationships in the family rather than aging. Men seem to be more involved with the aging factor. Women may go through the ’empty nest” syndrome. Their children are becoming young adults and leaving the ‘nest”. For some women, that have devoted most of their time to child rearing with a small amount devoted to career, this may be a very difficult time. This leaves just you and your husband.

A time for reacquaintance and renewal of your relationship. As we progress into the 40″s. we also see an emergence of more feminine/masculine aspects of self. Women start to take on a more masculine qualities, such as assertiveness and independence; while men tend to move towards a more calm, intimate status. I have touched upon some of the major conflicts of middle adulthood. For most people this can be a smooth transition and for others there may be difficulties. I believe that the 40″s – 60″s is a time to reassess your life, to check and balance, and to go forward to one”s later adulthood.

Case Study 1: Cognitive Development and Psychosocial Development
The first case study shows Ms. Arlington’s as she interacts with Noah who is a child in her kindergarten class. This particular case gives an interesting perspective on how the views of Jean Piaget and Erik Erickson may be understood in respect to situations in the real world. The view of the situation that Piaget would most likely adopt is that Noah struggles to come to terms with the objects and relationships that exist within his environment. He does this through the apprehension and processing of new information. Erickson’s view would most likely be along the lines of placing Noah in a developmental stage in which growth is attained through meeting and overcoming crises (Piaget, 2000, p. 115; Woolfolk, 2007, p. 26, 67).

The Theory of Cognitive Development propounded by Piaget places Noah in developmental stage known as preoperational (Bybee & Sund, 1990, p. 65; Piaget, 2000, p. 44). This preoperational stage of development grants Noah the ability to make directional judgments as a method of facilitating the carrying out of basic processes toward a predetermined result. However, at this stage it is difficult for Noah to conceive the perspective of another human being, since he still retains a certain amount of egocentrism (Woolfolk, 2007, p. 30). An example of this difficulty with transferring points of view is found in his conception of the “bunny around the tree song” that he learns at school. He uses this song as a mnemonic device to help him recall the steps for tying his shoes. In this way he demonstrates his ability to thing linearly as a method of getting from loose to tied laces. Yet, the assimilation and accommodation concepts taught by Piaget also find examples here (Woolfolk, 2007, p. 29). Noah is already familiar with a similar song sung by his mother known as “Bunny foo foo.” This song exists within his schema before the teacher sings him the new bunny song. Once the new song is being sung, it immediately triggers a response in his brain that allows him to make the connection between the two songs and then modify it to accommodate the new ideas found in “Bunny around the tree.” This represents the child’s cognitive ability to adapt lessons from one context to another (Piaget, 2000, 59).

After being given an minor amount of prompting, Noah comes to the realization and understanding of individuals’ ability to fill more than just one role in life. The schema that he uses to understand the multiple rolls of his teacher is the fact that his own father is known to occupy the position of father as well as fireman. Only after this realization is Noah able to grasp the fact that his teacher might also be someone’s mother (Erickson, 1980, p. 39; Piaget, 2000; p. 59, 60). However, the schema to which Noah applies is not automatically stimulated as at this stage Noah finds it difficult at this stage to see things from another person’s perspective (Erickson, 1993, p. 86). For the example in which he sees Ms. Arlington only as his teacher, one finds that he doesn’t think about her having any other role outside of the one she plays in his world. It is she who has to direct him to the idea of his father that lay in his schema. She points out the fact that though his dad plays the role of father, he also becomes a fireman in certain context. Therefore, the lesson is extended to include the fact that his teacher may also occupy the role of someone’s mother. Egocentrism is evident in the manner in which Noah responds at first to the idea of Ms. Arlington’s filling different roles. This stage is also described by Piaget and mention made of the centred nature of the Noah’s ego (2000, p. 13). However, his extension of the concept of dual roles illuminated by his father demonstrates again the ability of the child to take lessons from one context and apply them to another (Piaget, 2000, p. 59).
The place that Erickson would grant Noah at this level would be the psychosocial stage of Initiative versus Guilt (Erickson, 1993, p. 53, 255). The learning, understanding and execution of independence is crucial at this stage, and no must adjust to the need for more assertion without becoming overly aggressive in the process (Woolfolk, 2007, p. 67). Encouragment from Ms. Arlington comes in the form of promoting the proper development and balance of these behaviors. She does this through encouraging him to learn and to become more and more independent through learning. In so doing, he makes use of his ability to query situations in order to avoid or combat over-defensive attitudes. She also reinforces his importance by finding common ground before disagreeing with Noah. Therefore, she accedes that the songs are both about bunnies, but proceeds to point out where they deviate. She also does this through sharing stories about her own knowledge of the song, so that she might reinforce his perspective. This teaches Noah that although there are many things that he has not grasped, he has the chance to learn (Erickson, 1993, p. 219).

Case Study 2: Identity, Parenting Styles, Heath, and Wellness
Ideas can be brought to bear upon the case of Alexa and Mandy. These women and their problems fall into categories based on age and type of problems they face. They may be categorized according to developmental stages and parenting styles. The developmental category into which both ladies fall, according to the ideas propounded by Erickson, is the Identity versus Confusion stage This comes about as a result of the large degrees of pressure that each currently undergoes. They both strive to identify with a certain group or individual (Erickson, 1993, p. 261; Woolfolk, 2007, p. 67). Alexa sense the need to become identified with Quinn, as she desires to find herself worthy of him. Mandy too senses a need, but her need is to be seen and regarded as important within her given social context. These women both attempt to achieve this level of identity through their actions as a method of establishing a platform on which to construct the rest of their lives (Woolfolk, 2007, p.67, 70).
The stressful and convoluted situations that Alexa faces give the impression that should these circumstances persist, Alexa would end up testing its limits until something drastic takes place. She may eventually be discovered lying or committing some other infraction that forces her to a point where she must accept the assistance from her parents. The majority of teenagers are found to behave in ways that are similar to this, and this form of rebellion is usually succeeded by an understanding (in later years) of the intentions of their parents. This particular example of Alexa is reminiscent of the theory of identity posited by James Marcia as it regards moratorium (Woolfolk, 2007, p. 71). Alexa appears to be struggling with her ability to choose morally, as she seeks to become identified with her boyfriend Quinn.  She currently regards the relationship with Quinn more highly than she does the moral principles she has been taught. This reflects a normal stage, as she encounters alternatives and learns to make the proper choices.

            The parenting style that is adopted by Alexa’s parents is authoritative and is adequately defined by Baumrind in the theory on parenting (Baumrind, 1971;Woolfolk, 2007, p. 74). Alexa makes Mandy aware that at one point in the past she had enjoyed an relationship of openness and trust with her parent. She had enjoyed the warmth they showed to each other and the level of communication that they achieved as a family unit. However, her teenage years have brough with them the appearance of a stricter attitude by her parents toward her. Such concerns that they have for her as a teenager have caused them to give her a curfew and check on her while she’s at her friend’s house. Yet, they also seem to be accepting of her growing autonomy and need for individuality. This can be seen through their willingness to speak to Mandy’s parent about arranging a sleepover. The fear that Alexa shows about asking for a curfew extension is not based on her belief in her parents’ irrationality. Rather, she knows that such a request would warrant a very good explanation—one that she does not have. She desires to be with Quinn very much, and lying presents itself as an opportunity that will grant her what she desires. However, maturity will also take care of some of these problems, as she will become more capable of dealing with difficult situations and more deserving of increased trust.

            The parenting style exhibited by Many’s parents is one described by Baumrind as neglectful (Baumrind, 1971; Woolfolk, 2007, p. 76). The statement made by Alexa that “they never seem to be around” is very telling. Mandy is able to engage in any activity she desires without having a meaningful discussion with them about it beforehand. However, this means she must also put up a fight in order to gain their attention—which is elusive. This is important in the identity struggle that Mandy faces, as she too wants to fit in somewhere and most likely feels alienated within her family. The expectations of her parents are not clear to her; therefore, she struggles even to know what they expect of her (1971). It is likely that her tattoos and eating disorder stem from an attempt to get the attention of her parents. Therefore, the theory of identity diffusion best describes the developmental situation Mandy faces, as without parenting she expresses no moral sense of responsibility or subhection to authority (Woolfolk, 2007, p.71). The eating disorder also demonstrates a lack of self control that has been inculcated by her parents’ indulgent and laissez-faire treatment of her.

Case Study 3: Diversity in the Classroom, Teaching Strategies
Both teachers in this case study are apparently unaware of the fact that their lessons were discriminatory as it regards gender. It has been shown through numerous studies that girls demonstrate a higher level of self efficacy when it comes to reading ability than do boys. In a similar way, boys tend to show greater self efficacy in their mathematics and science abilities (Woolfolk, 2007, p. 89). The result of this is that each tends to perform better in the activity with which they are more comfortable. Ms. Jackson’s lesson could be adjusted in light of the tendency that boys have toward greater activity. Therefore, she could plan lessons to make them more interactive (Woolfolk, 2007, p. 181). Such interactive lessons may include the performance of a scene in a play, or the illustration of a book. Role plays may also be done.

Mr. Davidson’s class also suffered from a lesson that proved too focused toward the abilities and learning styles of one particular gender.  Science classes are generally filled with boys who have a natural inclination toward the subject, and teachers generally pay more attention to them. Mr. Davidson needs to be made aware of this and adjust his behavior and lessons to be more inclusive of the girls in his labs (Woolfolk, 2007, p. 180). In service of this, he may consciously time the students’ usage of the equipment in the laboratory so that the girls are accorded equal time using them—as has been suggested to Ms. Jackson by Marcia.

The thinking processes possessed by boys and girls are different, though studies show that this difference does not show itself fully until beyond the years they spend in pre-school. Physical development is the most apparent area in which gender differences can be notices. However, psychological issues regarding physical development are also prevalent. Girls are more likely to be greatly concerned about their appearance and are more likely to develop eating disorders (Woolfolk, 2007, p. 65). However, stereotypes are to be avoided as much as possible within the educational setting. The so-called “gender-appropriate” roles are often learned by children through “gender schema” rather than spontaneously developing based on their gender (Woolfolk, 2007, p. 178). The comment made by the parent that “boys will be boys” (negatively) demonstrates precisely just how such roles can be communicated to children, and such a parent should be counseled about the undesirability of gender discrimination.

References

Baumrind, D. (1971). “Current patterns of parental authority.” Developmental Psychology         Monograph. Part II. 4(1). American Psychology Association.

Bybee, R. W. & R. B. Sund. (1990). Piaget for educators. Prospect Heights: Waveland.

Erickson, E. (1980). Identity and the life cycle. (1959). New York: W. W. Norton and Company.

Erickson, E. (1993). Childhood and society. (1950). New York: W. W. Norton and Company.

Piaget, J. (2000). Psychology of the child. (1969). New York: Basic Books.

Woolfolk, A. (2007). Educational psychology. Boston: Allyn and Bacon in cooperation with     Pearson Custom Publishing.

Today’s companies are people with workers coming from different generations. The fact that the workforce features the fusion of people from different generations have generated interests among those involved not just in psychology but also in business management. It is possible that there are human dynamics-related aspects in this condition that is worth investigating. Several studies have been undertaken in the past to reveal the roles of people coming from different generations and why such was the condition and why it will change.

Example is how Generation Y is believed to have a different perspective entering the workplace in comparison to Generation X or Baby Boomers and why Generation Y is getting more work responsibilities on project teams (Rad, Anantatmula, 2010, p. 92). This and other studies and its results reflect the fact that manpower and workforce entities are changing and is different from one another, when compared on a generation per generation basis. This reflects the presence of generational differences, and it is important that this acts as a positive and not as a negative component of the company.

Generational differences cannot be eliminated. When left mismanaged or ignored, it can be the source of problem as much as it can be an asset to the company. The management of generational differences can be linked to its similarities with parenting which makes the use of Transactional Analysis suitable for this particular approach in understanding generational differences. II. Discussion A. Generational differences One of the clear problems that companies and employee management face every day is generational difference.

“Generational differences have always been with us. But we are moving from an industrial age to an information age, and we have all four cohorts in the workplace – often on the same workforce (Ackerman, 2006, p. 18). ” This is because of the natural system of employment in place and in practice in the society today. Employees who have been in the company for quite some time are witness to the entry of new employees depending on the demand (i. e. vacancy of position, opening of new positions, etc).

While there is a chance that newly hired employees may belong in the same age bracket as the employees that are already working for the company, there is also a bigger chance that newly hired individuals are younger (especially if youth is an essential characteristic for the position). Because of this, the company is split when it comes to generation – those from the Baby Boomer era, the Gen X and the Gen Y to name a few (Ackerman, 2006, p. 18). Unfortunately, the separation in generation is not as simple as that.

The generational separation also brings about generational differences which, if unresolved can be a primary source of misunderstanding, conflict and friction among employee. This will result to inefficiency and poor interpersonal skills of the employees that can adversely affect the production, operation and functioning of the company as a whole. Companies are integrated and one employee and one department is important to the whole. Generational differences are “a source of stifling stress and unrelenting conflict (Zemke, Raines, Filipczak, 1999, p. 17). ” Because of that, it is important that this is addressed by the company.

It is because of this that generational differences are an important focus in the practice of sound human resource monitoring and management. It should be approached properly in the workplace. The manager/human resources department is knowledgeable in how to approach this particular problem, leading to the creation and application of the suitable and most effective solution. i. How and why they differ – Baby Boomers, Generation X, Generation Y – how exactly are the people coming from the different generations vary, besides the name of the generation? They vary in many ways.

How they vary and differ from one another can translate into many different and more complicated situations and conditions for the company. They differ in social background and life experiences in general; what they eat, what they do, what they feel and how, etc. The generations differ from one another because the conditions in the society changes. Those changes affect the lives of the people coming from different generations. When compared to one another, the differences between these different generations can be immense, considering how life, society and culture have changed in a generation’s time (Zemke, Raines, Filipczak, 1999, p.

17). For example, those coming from a generation affected by or directly participative to long and costly war, financial and economic slump and other problems will behave differently compared to those who came from a generation characterized by life of ease and material satisfaction, commercialization and consumerism. Those who came from a generation where life is either manual or mechanical will have difficulty matching up to the skills, knowledge and capability of those who are born and raised in a generation where higher and improved electronic and digital technology is a common characteristic of everyday socio-personal life.

What people know, what people learn, what people believe, how they act and behave are all affected by the social characteristics of the generation they belong to. As these social conditions and characteristics change, so are the people who are affected by it, on a generation-to-generation basis. Intelligence, values and beliefs and disposition are just some of the important indicators of emotional, psychological and intellectual differences found among individuals coming from different generations.

When differences in the workplace triggers or heightens such differences, the result could be very serious not just for the employees but also for the company. Zemke, et. al. (1999) explains that: The three generations that occupy today’s workplace and the fourth generation that is entering it are clearly distinguishable by all these criteria – their demographics, their early life experiences, the headlines that defined their times, their heroes, their music, and sociology, and their early days in the workplace (Zemke, Raines, Filipczak, 1999, p. 17). ii.

The impact of these differences – The differences among generations can impact human relations inside the company. For example, the differences in personal and social values of the different groups (based on generation) can create friction among the employees. One group thinks this is the best option while the other thinks otherwise. It will be complicated by other factors like seniority. Employees will assert moral right to decide based on their seniority. Younger and aggressive employees may not easily yield to such coercion and show of force, especially when seniority does not have any bearing to the problem at hand.

Worse, some employees who are subordinates to a younger boss or superior and immediate officer will have to decide which between rank and seniority shall prevail in the work environment. Eventually, such problem will be resolved but generational differences will continue to impact corporate culture and lifestyle in this manner if this issue is left ignored by those concerned. From disagreements among individuals and groups, generational differences can also lead to worse effects, like resignation of employees and the creation of blocs which maybe political but is nonetheless fueled by differences found in the generational differences level.

These blocs will be created as a result of different threats stemming from generational differences. For example, the high IQ of employees from younger generations when it comes to technology can threaten older employees. Those who can foresee this threat would try to protect their interests at all costs. However, not all kinds of impacts resulting from generational differences are negative. In some cases, generational differences provide flexibility and adaptability to the company and make the corporate culture mimic the structure of the functional home.

There are older people that younger people look up to, and the older employees acting as people that guide younger employees, while younger employees provide the fresh legs and fresh ideas for the corporate team to function in a holistic manner. There is the presence of wisdom of the generations when people from different generations are present inside the work environment. The company uses the generational differences to be able to have the ability to be flexible and have as much range as it possibly can, considering what the diverse manpower can provide the company (Zemke, Raines, Filipczak, 1999, p.

17). “Their source of differences can be a source of creative strength and a source of opportunity (Zemke, Raines, Filipczak, 1999, p. 17). ” iii. Managing generational differences in the workplace – What is important for the company and its managers, leaders and executives to realize is to recognize the importance of addressing generational differences, starting with the detection of possible sources where generational differences may leak out from and the detection of persistent problems that are rooted to generational differences.

This can never be totally eliminated, but it can be managed every time it manifests itself. It should be detected and addressed at the earliest stage it manifests itself to lessen the possibilities of complicated negative effects to the employees and to the company itself. Today, modern human resource management practices, models and theories are geared at minimizing the negative effects of generational differences inside the workplace.

Professionals tap into the field of psychology, among others, to find answers and solutions to generational differences and its negative effects to the employee and the company. The HR often resorts to or engages employees in activities set at breaking the boundaries created by generation and . Executive and management level leaders try to create and maintain a corporate culture characterized by fairness and equality among employees so that generational differences is not a source of friction, problem and issue in the company and among employees.

In the management of generational differences, it is important for company leaders to ensure that any measures they take are designed for long term so that the maintenance of a well managed set of generational differences among employees remain in a positive and healthy level and not reaching negative and destructive levels. B. Managing generational differences and parenting: what managers can learn in comparison of the two?

Exploring ways on how to address and provide solution in the problems resulting from generational differences will lead the HR, executive or manager into exploring management approaches found in other settings which possess a similar condition – home and family management. Inside the house, the nuclear family is immediately faced with the problem of generational differences. Mothers and fathers are often at least 18 years older than their children.

When their children becomes youth or young adults, the age gap becomes wider, the generational differences and its effects more pronounced. Because of this (and in the hope of keeping and maintaining a home that is conducive to positive relationship between one another), parents are tasked to handle generational differences. Among the approaches parents often make, the transactional analysis model or pattern appears to be a model that defines how family members interact with one another and how generational differences is addressed.

i. The need to use Transactional Analysis PAC model (Parent, Adult, Child) – Workplace culture is influenced and is strongly patterned with family roles and models (Weisberg, 1997, p. 553). It is not surprising that the analysis of workplace problems are placed parallel to home and family approaches and styles, like parenting and how parenting addresses problems, like generational differences. Handling generational differences in the workplace points to the use of the transactional analysis model as it is used at home.

The management of people from different generations or ages is similar both in the workplace as it is in home. If transactional analysis is suitable at home, it can also be used (and be suitable) in the workplace. Transactional analysis has several important characteristics that makes it suitable for both home and workplace and suitable in addressing generational differences at work – when they talk to one another, when official business is being handled and at times, when confrontation takes place among co-workers (Cartwright, Cooper, 1997, p.

100). “Transactional analysis provides a useful way of analyzing interactions between organizational members (Cartwright, Cooper, 1997, p. 100). ” First, it has what is known as the ego-state model of Parent-Adult-Child, a model which explains how individuals found in different age category levels behave and express themselves. This is, at the same time, a communication theory, explaining how people from different age level (and in this condition, different generation) communicate to one another.

Transactional Analysis is used by professionals in the past and in the present to explain workplace communication problems (Cartwright, Cooper, 1997, p. 96) and to find solutions to that problem. This is suitable in addressing the communication problems resulting from generational differences. Transactional analysis features transactions – reciprocal or complementary, crossed and duplex or covert – that categorize how individuals act and interact, with the person from their own level and with those from other levels (i. e. parent-to-parent, adult-to-adult, child-to-adult, etc).

Transactional analysis explains when people communicate to the other in consideration to what ego state they are in. It explains why problems in communication occur when the individual does not address the ego state the other individual is in (like when an adult to adult conversation is responded to in a manner similar to child-parent communication). There are many other different aspects of the transactional analysis that can come into play and address workplace problems stemming from generational differences, similar to how it addresses age gap inside homes.

Transactional analysis is used in the workplace to address generational differences because of the belief that the generational differences equation is peopled by individuals and groups representing different generations (older and younger generations). This people has the tendency to represent or act parallel to the generation they represent in (people from older generations acting like the older people while the people from younger generations act like the younger, etc).

As they take their places in that kind of hierarchy, they also unknowingly assume roles similar to the ego state in transactional analysis. In ensuing conversations in the workplace, some would assume the role of the Parent or the Child. If the people from different generations converse in an Adult-to-Adult pattern regardless of which of the two generations is older and younger, then generational differences will not be a problem.

In the workplace, one of the common and noticeable problems is how older people (from a different generation) assert authority via seniority, even when at times, the younger individual is more skilled and more talented. However, the new and younger employee often will allow himself or herself to be subordinate to the older employee because of many different considerations; workplace pressure, the need to be accepted and wanting to be popular and not unpopular with his or her workplace colleagues, the belief of the merit of seniority, etc.

When this happens, there is a strong tendency that the superior individual or group will influence the inferior group (often, the younger group). This will result in conflict and friction especially if the status quo that the superior group is trying to present, sustain and maintain goes against the values and ideals as well as beliefs and norms of the group being suppressed. This difference is most likely rooted at generational differences more than anything else because of the holistic impact of the generation-per-generation molding and designing of an individual.

It seems that the characteristic from a generation is hardwired to the individual and it is difficult from them to negotiate and accept something that is against these traits, ideas, characteristics and beliefs. This will eventually result to a domino effect pattern wherein generational differences affected, at first, interpersonal relationships in the workplace, and later (and in the long run), productivity of the company. While workplace conditions may feature the dominance of either the younger or older generations, this is not the case in the family or home setting.

Often, authority rests on the older generation (parents or guardians). At best, there are families wherein parents treat their children or young adults as equals and there is no sense of repression or repressive authority wherein one generation dominates and forces itself over the younger generation. At home as well as in the workplace, one of the noticeable characteristics of the problematic generational differences is its negative impact in communication.

This is serious, considering the fact that overall, employees are stressed from work because of poor communication (Cartwright, Cooper, 1997, p. 96) and the addition of concerns on the impact of generational differences worsens workplace condition as well as the condition of the employee. How people communicate is affected by their personal characteristics (and in some degree the conditions inside the workplace). Their personal characteristics are, in some degree, shaped and influenced by the general characteristics representative of and characterizing the generation from which they came.

Given that generations vary from one another, approaching problems and the use of varied communication style in the workplace among people from different generation complicates the process of establishing positive and ideal interpersonal relationships and agreeable communication settings. This results to the growing danger of the negative effects of generational differences in the long run, centered on communication breakdown among others. III. Conclusion Generational difference is something that the workplace cannot be without.

The workplace (especially those which features vast number in manpower) will always feature individuals coming from different generations. Generations are identified basically because of the characteristics they share among those included in that generation, and how these characteristics, often, are unique from the other generations. Because of the difference in the characteristics of generations and the people that belong there, generational differences are expected when these people get together. Generational differences do not automatically mean problems, at home or in the workplace.

However, when problems start to arise and manifest because of generational differences, it is important to address it. Addressing it requires the use of a model, theory or paradigm. The individual is able to assess both parties involved in the analysis of generational differences, know how they rationalize and behave and why in such manner, and be able to explain and provide solutions to the problem so that generational differences does not become a problem in the future. Transactional analysis is described as “useful for improving workplace interpersonal communication (Cartwright, Cooper, 1997, p.

96). ” It is a model as well as a communication theory that can help explain generational differences and assist in the understanding of human behavior as they are found in the three different stages or state in life (Parent, Adult or Child). In the end, what is important is that there is an appreciation for generational differences. There are initiatives set to address such problem, if and when it becomes a problem because as many professional analysts believe, these differences are not always a negative point.

In some aspects, these differences can be a source of positive characteristics that a company can benefit from, like flexibility, availability of wide range of talents and skills, among others. “Understanding generational differences are critical to making them work for the organization and not against it. It is critical to creating harmony, mutual respect, and joint effort where today there is suspicion, mistrust and isolation (Zemke, Raines, Filipczak, 1991, p. 17).

” In addressing workplace issues surrounding generational differences, one can see how parenting is similar to workplace management when faced with generational differences. Home, like the workplace, features people trying to live harmoniously with one another even when they come and represent different generations and the different values, beliefs, ideas and practices their own generation is characterized with. References Ackerman, L. J. (2006). Blackwell’s five-minute veterinary practice management consult. Iowa: Wiley-Blackwell

Cartwright, S. and Cooper, C. L. (1997). Managing workplace stress. California: SAGE. Rad, P. F. and Anantatmula, V. S. (2010). Successful Project Management Practices. Bingley: Emerald Group Publishing. Weisberg, D. K. (1996). Applications of feminist legal theory to women’s lives: sex, violence, work and reproduction. Pennsylvania: Temple University Press Zemke, R. , Raines, C. and Filipczak, B. (1999). Generations at work: managing the clash of veterans, boomers, xers and nexters in your workplace. New York: American Management Association.

According to Annie Murphy Paul and the studies done by the University Of California-Irvine, North Carolina State University, and Brigham University, parental involvement in their children’s academic life such as checking homework, attending school meetings and events, discussing school activities at home has a more powerful influence on students’ academic performance than anything about the school the students attend.

Research also reveals something else: the parents, of all backgrounds, don’t need to buy expensive educational toys or digital devices for their kids in order to give them an edge. Engaging in this reciprocal back-and- forth gives children a chance to try out language for themselves, and also gives them a sense that their thoughts and opinion matter. All parents need to do is talk. My position on this issue presented by Annie Murphy Paul is one of agreement. I concur that talking to your children and engaging in their academic life can have a positive effect in their school performance.

All the research that were mentioned in Paul’s article reinforced and supported the claim that students perform better or are more interested in their school work if their parents are involved and show interest in their school activities. As the article mentioned, background and digital devices are not a guarantee for good grades; neither are paying for an expensive private school or tutoring. What it comes down to is interaction, talking. I believe this to be true. When a child sees their parents’ involvement in their academia they feel a sense of importance.

In my line of work I come across children and parents who come from a variety of backgrounds. Sometimes I see children and the amount of involvement that their parents play in their academic growth show through the amount of information that the child is able to retain. The multiracial children that I’ve come across who have difficulty reading and writing have this problem because of their parents inability to speak English properly (Hipic decent) or because of the limited amount of involvement in their child’s education progression.

As a child growing up my parents’ involvement with my academics were very limited. They didn’t give me the impression that exerting great achievement in my school work was necessary so I didn’t feel the need to go to college immediately after high school. Looking back now that I’m an adult I wish they had. I feel that if they pushed me harder or talked to me and encouraged me to pursue a college career after high school it would’ve saved me a whole lot of stress as an adult, now that I’m trying to pursue my college degree. As a parent now, I throw myself into my children’s academics and social life.

I try to get involved as much as possible to show them that education is important. I want them to pursue college and to be successful. I know that my involvement is an encouragement to them and they’ve told me countless times how grateful they are for my support. My daughter is always telling me how important my presence is at her school functions and my son will remember when I miss a soccer game. I believe that just the knowledge that children have of a support group, namely their parents, in their corner gives them a sense of purpose.

They don’t want to disappoint their parents so they feel this pressure to please. After a while that sense of accomplishment becomes internalized to where they self-motivate themselves and want to do their best, want to get good grades, want to succeed and excel. I feel like it’s my job as a parent to motivate my children to be better than who they are, better than what/who I am, and to work for the things that they want. In conclusion, I believe that the studies conducted by scholars and gathered by Annie Murphy Paul are true.

I’ve seen this first hand and I am a product of poor parental involvement. I can see how my involvement in my children’s lives brings positive reinforcement to their academic progression. Personally, I believe that teacher involvement does play a role in a student’s progression but not as great an impact as the parent does on the child. The family is the central learning center for every individual and if a child see’s how important their education is to their parent(s) they in turn want it for themselves to progress.

Dillard’s essay An American Childhood relives a moment in the author’s past which she could not forget as the particular event stirs a certain kind of awareness within her; something that she still carries and that continues to affect her even as an adult. It is the idea of carrying through a challenge or task that she is facing at the moment with fervor and conviction, of forgetting everything for the sake of the goal however little or even stupid it might seem to others.

This theme is put into words when the author describes how during the chase he realizes “…an immense discovery, pounding into my hot head with every sliding, joyous step, that this ordinary adult evidently knew what I thought only children who trained at football know: that you have to fling yourself at what you’re doing. You have to point yourself, forget yourself, aim, dive (par. 12). ”

In narrating his experience, Dillard uses several techniques, the most obvious of which is when she compares a general event from his childhood (that of playing ball) to a specific one (an incident which happened one winter when he was seven years old). The general event is supposed to provide the point of reflection to the specific event so that the reader would understand the extent to which the specific event affected her later in life.

The lessons, the author says, which she learned from being chased relentlessly by an adult is very much like the lessons she learned from playing ball: giving one’s all without regard for everything else including the question as to whether the pursuit is worth it or not. The exhilaration of living the moment and pouring all of one’s energy like that moment is already the essence of existence. Facing defeat doesn’t even matter. She thinks that grown-ups do not understand this idea therefore she is surprised when the man makes her see that even grown-ups could think and act like they children, too.

Although making the connection between the two separate scenes creates a profound effect upon the reading of the essay, Dillard’s engaging writing style is the most effective technique which makes the piece interesting to read. There are only two scenes (on playing ball as a kid and the chase between the kids and the adult after the former throw a snowball on the latter’s windshield) but the narrative is very detailed from the names of the author’s childhood friends to the color and model of the car which they hit with a snowball.

The emotions of every moment are well-described. The short sentences approximate the breathless quality of the chase. Even the quality of a child’s imagination is captured by the author as she muses on the possibility of keeping up the run until Panama. The introductory paragraph is a description about how to play ball, the strategies of playing it best, and the need to give one’s all in every task be it in throwing the ball or guarding the bases.

It is simply descriptive and does not give a clue that the preceding paragraphs would be a narrative of the author’s experience. This might not hook the reader who prefers narrative texts rather than philosophical musings. However, the subject of the paragraph, which is about playing a sport, would attract the general reader who, more usually than not, would be a football or baseball enthusiast and thus would understand the idea of giving one’s all in the heat of a game.

The final paragraph simply recaps the preceding paragraphs. The chase has ended, they have been caught by the adult and lectured upon, and therefore, the story being told has already ended. The preceding paragraphs already finished the story. The final paragraph where the author is musing about the experience, simply wraps up everything. The effect, however, instead of being a redundant ending provides a sense of closure upon the reader and reiterates the main idea that the author would like the reader to grasp.

Contemporary Research on Parenting: The case for Nature and Nurture W. Andrew Collins, Eleanor E. Maccoby, Laurence Steinberg, E. Mavis Hetherington and Marc. Bornstein Current findings on parental influences provide more sophisticated and less deterministic explanations than did earlier theory and research on parenting.

Contemporary research approaches include: (a) behavior-genetic designs, augmented with direct measures of potential environmental influences; (b) studies distinguishing among children with different genetically influenced predispositions in terms of their responses to different environmental conditions; (c) experimental and quasi-experimental studies of change in children’s behavior as a result of their exposure to parents’ behavior, after controlling for children’s initial characteristics; and (d) research on interactions between parenting and nonfamilial environmental influences and contexts, illustrating contemporary concern with influences beyond the parent-child dyad.

These approaches indicate that parental influences on child development are neither as unambiguous as earlier researchers suggested nor as insubstantial as current critics claim. Although the use of donor sperm to enable couples with an infertile male partner to have children has been practiced for many years, it is only since 1983, following advances in reproductive technology, that infertile women have been able to conceive a child using a donated egg (Lutjen et al. , 1984; Trousin, Leeton, Beasanka, Wood, & Conti, 1983). This procedure involves fertilization of the donated egg with the father’s sperm in the laboratory, followed by the transfer of the resulting embryo to the mother’s uterus. Thus, it is now possible for children to be born to, and raised by, mothers with whom they have no genetic link.

A number of concerns have been expressed regarding the potential negative consequences of gamete donation for children’s psychological well being, the most common of which is that the practice of keeping information about genetic origin secret from the child may have and adverse effect on the quality of parent-child relationships and consequently on the child (Daniels & Taylor, 1993; Schaffer & Diamond, 1993). As few children are told that a donated sperm of egg had been used in their conception, the large majority grow up not knowing that their father or mother is genetically unrelated to them. Findings suggestive of an association between secrecy about genetic parentage and negative outcomes for children have come from research on adoption.

It has been demonstrated that adopted children benefit from knowledge about their biological parents, and that children who are not given such information may become confused about their identity and ar risk for emotional problems ( Hoopes, 1990; Sants, 1964; Schechter & Bertocci, 1990; Triseliotis, 1973). In the field of assisted reproduction, parallels have been drawn with the adoptive situation and it has been suggested that lack of knowledge of, or information about, the donor may be harmful for the child (Clamar, 1989; Snowden. 1990; Snowden, Mitchell, & Snowden, 1983). From a family therapy perspective, secrets are believed to be detrimental to family functioning because they create boundaries between those who know and those who do not, and cause anxiety when topics related to the secret are discussed (Karpel, 1980).

In examining the particular case of parents keeping secrets from their children, Papp (1993) argued that children can sense when information is being withheld due to the taboo that surrounds the discussion of certain topics, and that they may become confused and anxious, or even develop symptoms of psychological disorder, as a result. A further concern raised by the use of gamete donation is that parents may feel or behave less positively toward a nongenetic than a genetic child. It has been argued that the child may not be fully accepted as part of the family, and that the absence of a genetic tie to one or both parents may have an undermining effect on the child’s sense of identity (Burns, 1987). It has also been suggested that whether or not gamete donation has been used in thechild’s conception, the stress of infertility may lead to dysfunctional patterns of parenting, which may result in negative outcomes for the child (Burns, 1990).

In spite of the expectations that children conceived by gamete donation may be at risk for psychological problems, a previous study of assisted reproduction families by the present authors (Golombok, Cook, Bish, & Murray, 1995) foud a greater involvement in parentiong aoun donor insemination parents than among a control group of parents with a naturally conceived child, with no differences in the quality of parent-child relationships between donor insemination parents and either adoptive parents or parents with a genetically related child conceived by in vitro fertilization. The children in these different family types were functioning well and did not differ with respect to their emothions, behavior, or relationships. It was concluded that a strong desire for parenthood seemed to be more importand than genetic relatedness for fosteringtive outcomes may be expected in families where the child and the father are genetically unrelated compared with families where genetic link exists between the father and the child.