ISSN: 0976-3759

Volume X

Issue 07

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK December 2013

Journal of SCHOOL SOCIAL WORK December 2013

ISSN: 0976-3759

Volume X

Issue 07

ISSN: 0976-3759

Journal of School Social Work Price Rs 20.00

A National School Social Work monthly dedicated to networking of parents and teachers.

Volume X Issue 7

December 2013
C ont e nt s

Page

Editorial Dr Laxmi 02 Parenting Styles Retold Deepti Redhu and Asmita 03 Social Work Perspective of Parenting Style Sasikala S and Dr Florance Shalini J 07 Social Work Intervention forAcademic Excellence John Packiaraj M 11 Attitude of Student-Teachers towards Teaching Profession Pachiyappan P and Dr Ushalaya Raj D 15 Parental Choice in Selecting Schools for Their Wards Dr Ramakrishnan N 21 Parenting Styles: Research Openings Dr Suman K Murthy 27

Focus: Parenting Challenges

Hony Special Editor: Dr Laxmi, MSW, Ph.D
Assistant Professor, DOS in Social Work, Pooja Bhagavath Memorial Mahajana P.G. Centre, Mysore, Karnataka, India Journal of School Social Work,

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Journal of SCHOOL SOCIAL WORK December 2013

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Note: Views expressed by the contributors are not necessarily the official view of the Journal.

Journal of SCHOOL SOCIAL WORK December 2013

*Dr Florance Shalini J, Assistant Professor, PG and Research Department of Social Work, Bishop Heber College, Trichy.
ISSN: 0976-3759

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Issue 07

ISSN: 0976-3759

From Principal/ Librarian,

Social Work Perspective of Parenting Style

Sasikala S* Florance Shalini J** * Sasikala S, Ph.D Scholar (JRF), PG and Research Department of Social Work, Bishop Heber College *Dr Florance Shalini J, Assistant Professor, PG and Research Department of Social Work, Bishop Heber College

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Introduction: Parenting refers to the aspects of raising a child apart from the biological relationship. It is derived from the Latin verb: to bring forth, develop or educate. The parents play a great role in the socialization, emotional development, disciplining, academic achievement and cognitive development of the children. The attitudes a child learns during the first five to seven years of his life become almost permanent. If parents want a child to be obedient, kind, honest, faithful, unselfish, patient and God fearing, they should make these characteristics the conscious objective of their early teaching. Heredity does not equip a child with character, and parents cannot expect character to appear magically unless they have done their home work early. Parenting style and its impact: A parenting style is the overall emotional climate in the home. Parenting style is associated with different child outcomes. Diana Baumrindidentified three main

parenting styles in early child development: authoritative, authoritarian, and permissive. These parenting styles were later expanded to four, including an uninvolved style. Children of authoritative parents: Authoritative parents rely on positive reinforcement and infrequent use of punishment. They listen to their children, encourage independence, allow children to express opinions, and enforce fair and consistent discipline. Children raised by authoritative parents tend to be more capable, happy and successful. They tend to have good emotional control and regulation, develop good social skills and they are self-confident about their abilities to learn new skills. Research shows that this style is more beneficial than authoritarian or permissive styles. Children also learn to manage their own emotions and learn to understand others as well. Authoritarian parents children: Authoritarian parents are very rigid and strict. Their children tend to be irritable, fearful, moody, often have 07

26 Journal of SCHOOL SOCIAL WORK December 2013

Journal of SCHOOL SOCIAL WORK December 2013

Volume X lower self-esteem, have difficulty in is necessary to minimize the costs in social situation and vulnerable to time and effort of interaction with the stressors. Children who live under child. Children of uninvolved parents extremely authoritarian control where suffer from in competence, problem discipline is severe are often behaviour, poor academic and quarrelsome, disobedient, psychosocial development. They tend troublemakers at school, nervous and to exhibit more delinquency during quick tempered. Because of constant adolescence and often emotionally domination, the child never learns to withdrawn. They feel fear, anxiety or make decisions on his own. Deep stress due to the lack of family feeling of bitterness may later blossom support. into open hostility. Of all the types, authoritative Children of permissive parents: parenting styles tend to result in Permissive parents used to be children who are happy, capable and excessively lax and inconsistent successful (Maccoby, 1992). discipline. Here the youngster is in Positive vs. negative comments: control, and the parents bend to the Parents are frequently unaware of wishes of the child. Children raised the effect of their words and actions, by permissive parent develop yet it all either builds or destroys childs uncontrolled, non compliant and self-worth. The institute of Family aggressive behaviour, lack self- Relation reports the results of a survey discipline. The child does not respect on negative and positive comments parents, other persons, or the property to children. The survey reveals that. of others, have poor social skills. ten negative comments were made Eventually he may exhibit more for every positive comment. In other emotional problems than does a child words, 90% of their total raised under authoritarian rule. communication was negative. The Researchers also suggest that same study revealed that each permissive parenting is linked to other negative comment had a damaging risky behaviours such as drug use and effect on a childs self-mage. other forms of misconduct. Protection or preparation: Uninvolved parents: Most of the parents want to protect Uninvolved parents were indifferent their child from every hurt of life rather to or actively neglected their children than preparing them to accept the and were motivated to do whatever inevitable hurts and nobly rise above 08 Journal of SCHOOL SOCIAL WORK December 2013
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Issue 07 them. They can teach the child how to cope with false values and grow emotionally through problems. Media: A majority of parents consider cartoons relatively innocuous, but closer examination reveals that cartoons often deceptively portray violence as fun. Continued viewing of violence may retard a childs awareness of the consequences of violence in real life and may teach a greater acceptance of aggression as a proper solution to conflict. There is no way to banish all mass media, but have to develop self-control and parental control so that TV, video games,DVDs, Internet and facebook do not constitute a steady daily diet. Obedience through commands: When a child causes his parents a problem, there are several options to consider. Most frequently, parents take command and make the child do what they want by threats or enforced obedience. This kind of action implies that the child is not capable of initiating good behaviour on his own. Developing self-control: Initially, misbehaviour and consequent punishment make the child learn not to repeat that behaviour in the presence of adults. Making them feel guilty, fearful and anxious is not needed. The child has to develop self-

control to choose thoughtfully the act he wishes to accomplish. Unless a child develops self-control, he/she will be constantly yielding to the wishes of others. Since such child lacks the ability to decide for himself, his choices will be almost entirely impulsive or dependent on what his peer group urges. Need for sex education: Regarding sex education, parents are confused, and they are unsure of what to tell their child. But knowing the truth is less disturbing than not knowing the facts and wondering what they are. During the transitional ages, particularly in early adolescence, a child may have trouble accepting his or her sexual identity. Sex experimentation comes most frequently from the child who is uninformed. Several research studies have shown that the typical sex offender usually comes from a home where he has received little or no sex education. Parenting skills training: Today parents need a change in handling their children rather than the methods used by our ancestors. Children do grow up faster these days and they also mature sexually three years earlier than the past generation. Hence, there is a growing need for training the parents in parentcraft. 09

ISSN: 0976-3759

Journal of SCHOOL SOCIAL WORK December 2013

ISSN: 0976-3759

Children are deprived of the warmth, love, softness, experience and wisdom of the older generation owing to the lack of support from the extended family. Parents require help to develop techniques that will work for them in their home with their children. Therefore these need to be acquired and that is called as skills. The parental skill programme focuses on training the parents on skills which are appropriate on the different life stages, needs of the children and these programmes are conducted in hospitals, schools and community centres to prevent the behavioural and emotional problems of children. Role of professionals: Epidemiological studies indicate that family risk factors such as poor parenting, family conflict, and marriage breakdown, strongly influence childrens development. The risk factors in parental handling constitute the rationale for the involvement of social work

Volume X professional in this area. Conclusion: The social workers play a vital role and involve in parental support through engaging in parenting skills programme, family life education, family therapy and parent management training for the parents of different age group or based on the different needs of parents. They work along with other mental health professionals like psychologist, child psychiatrist, and working as a counsellor in schools, hospitals and community centers. When it is difficult for all the needy parents to avail parental skill training, the social workers should reach the unreached through community programmes and awareness programmes. Theyshould also involve in research activity focusing on the strengthening the parent-child relationship at different life stages to make the future generation become healthy.

Issue 07

ISSN: 0976-3759

References: Elizabeth. B Hurlock (2001): Developmental Psychology A Life Span Approach, Tata Mcgraw- Hill publication: New Delhi. KendraCherry (2011): The Four Styles of Parenting. http://psychology.about.com/ b/2011/12/23/four-parenting-styles.htm Nancy Ven Pelt (2009): Train up a Child, revised update, published by the Stanborough Press Ltd, Grantham, Lincolnshire Sekar. K et al (2007): Handbook of Psychiatric Social Work NIMHANS Publication, Bangalore, p; 70-74

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Journal of SCHOOL SOCIAL WORK December 2013

Journal of SCHOOL SOCIAL WORK December 2013