SEMINAR ON

Submitted To :
Submitted By :
SR. TESSY SEBASTIAN
PRINCIPAL
SRMM CON, SAWANGI (M)

MR. MAHESH DURAPHE

1ST M. Sc. NURSING
SRMM CON, SAWANGI (M)

Importance of Human Relation in Growth and Development

NAME OF STUDENT

: MR. MAHESH DILEEP DURAPHE

NAME OF EVALUATOR : SR. TESSY MADAM

CLASS

: I YEAR M.SC.NURSING

DATE

VENUE

: I YEAR M.SC.NURSING CLASSROOM

TIME

PREVIOUS KNOWLEDGE
OF GROUP
:

AIM: At the end of seminar the group will be able to understand importance of
human relation in growth and development and apply knowledge while caring for a
child.
SPECIFIC OBJECTIVES:
At the end of seminar the group will be able to
- Understand the meaning of key terms
Relation
Human relation
Growth
Development
- Differentiate periods of growth
- Describe the principal of growth and development
- List the theories of development.
- Enumerate the principles of human relation.
- Discuss the relation formed during the growth and development.
- Discuss theories related to human relation and growth and development.
- Know the relation between human relation and development of child.
- Identify attitudes of parents towards growth and development.
- Understand the problems of poor family relationship.

MEANING
GROWTH :- It is a change and increase in size. It can be measured quantitatively. Indicators of growth
include height, eight, bone size and dentition. The pattern of physiologic growth is similar for all people.
However growth rates vary during different stages of growth and development . The growth rate is rapid
during the prenatal, neonatal, infancy and adolescent stages and slows during childhood. Physical growth
is minimal during adulthood.

DEVELOPMENT- It is an increase in the complexity of function and skill progression. It is the

capacity and skill of thr person to adopt to the environment. Development is the behavior except
of growth (e.g. a person develop the ability to walk, talk, and to run)
Growth and development are independent interrelated processes for e.g. an infants muscle, bones
and nervous system must grow to a certain point before the infant can sit up or walk. Growth
generally takes place during the first 20 years of life; development continues after that gradual
change and expansion; advancement from lower to more advanced stages of complexity; the
emerging and expanding of the individuals capacities through growth, maturation and learning.
RELATION - an abstraction belonging to or characteristic of two entities or parts together
HUMAN RELATIONSHIP - a relation between people; the preferred usage of `relationship' is
for human relations or states of relatedness); "the relationship between mothers and their
children"
PERIODS OF GROWTH
1) Prenatal period
a) Ovum

- 0 to 14 days

b) Embryo

- 14 days to 9 weeks

c) Fetus

- 9 weeks to birth.

2) Perinatal period
3) Postnatal period

- 22 weeks of gestation to 7 days after birth.

a) Newborn

- 1st 4 weeks after birth

b) Infancy

- 1st year

c) Toddler

- 1 to 3 years

4) Preschool child

- 3 t o6 years

4) School age child

- 6 to 12 years

5) Adolescence

- 12 to 20 years

6) Young adulthood

- 20 to 40 years

7) Middle adulthood

- 40 to 65 years

8) Maturity & old age

- 65 years to Death

PRINCIPLES OF GROWTH AND DEVELOPMENT

Growth and development are continuous , orderly, sequential process influenced by

maturational, environmental and genetic factors.

All human follow the same pattern of the growth and development.

The sequence of each stage is predictable, although the time of onset, the length of the
stage and the effect of each stage vary with the person.

Development depends on maturation and learning.

Development proceeds from the simple to the more complex or single acts to the
integrated acts.
For e.g. the child must first learn a series of single acts; eye hand coordination, grasping,
hand mouth coordination, controlled tipping of the cup and then mouth, lip and tongue
movements to drink and swallow.

Development becomes increasingly differentiated. Differentiated development begins

with a generalized response. For e.g. an infant initial response to a stimulus involves the
whole body; a 5 year child can respond more specifically with the laughter and fear.

The pace of growth and development is uneven. It is knows that growth is greater during
infancy than during childhood. A synchronous development is demonstrated by rapid
growth of the head during infancy and extremity at the puberty.

THEORIES OF DEVELOPMENT
There are various advanced theories about the stages and aspects of growth and development.

Developmental Task theory

(Havighurst, 1900-1991):- Robert Havighurst believe that learning is basic to
life and that people continue to learn through out life. He describe growth and
development as occurring during six stages, associated with 6 to 10 tasks to be
learned.
Psychosocial theories
Psycho social development refers to the development of personality.
1) Psychosexual Development (Freud):
Freud considered the sexual instincts to be significant in the development of personality.
However, he used the term psychosexual to describe any sensual pleasure. During the childhood
certain region of the body assume a prominent psychologic significance as the source of new
pleasure and new conflicts gradually shift from one part of the body to another at particular
stages of development.
Stages:

Oral stage (birth to 1 year).

Phallic stage (3 to 6 yrs)

Latency period (6 to 12 yrs).

Genital stage (age 12 and over).

2) Psychosocial Development (Erikson) :

This theory establishes psychosocial stages during eight periods of human life. For each stage
Erikson identifies crisis, i.e., a particular challenge that exists for healthy personality
development to occur
3) Peck:

Theories and model about adult development are relatively recent compared with the theories of
infant and child development.
Roger Peck (1968) believes that although physical capabilities and function decrease with old
age, mental and social capacities tend to decrease in the later part of life.
Peck proposes three developmental tasks during old age, in contrast to Eriksons one (integrity
versus despair)
1. Ego differentiation versus work role pre occupation.
2. Body transcendences versus body preoccupation.
3. Ego transcendence versus ego preoccupation.
4) Gould theory (Adult development)
Roger Gould is another theorist who has studied adult development. He believes that
transformation is a central theme during adult hood

Cognitive Theory
Piagets Theory (1896-1980)
Based on his observations and work with children Piaget formulated this theory . He
believed that the childs view of the world is influenced largely by age and maturational
ability.

Moral Theories
Moral development, a complex process not fully understood, involves learning what ought to
be and what ought not to be done. The term moral means relating to right and wrong
1. Kohlberg (1927-1987)
Lawrence Kohlbergs theory specifically addresses moral development in the children
and adult.
According to this theory moral development progress through three levels and six stages.
1st level :- Premoral and preconventional level
2nd level :- Conventional level.
3rd level :- Post conventional, autonomous or principled level.
2. Gillian

Carol Gillian 1982) found that moral development proceed through three level and two
transitions.
Stage 1:- caring for oneself.
Stage 2:- caring for others.
Stage 3:- Caring for self and others.

Spiritual Theories
The spiritual component of growth and development refers to individuals understanding of
their relationship with the universe and their perceptions about the direction and meaning of
life.

Fowlers: James Fowler describe the development of faith as a force that gives the meaning
to person life he gives 7 stages of spiritual development

5) Social learning theory:

Bandura , a contemporaray psychologist, believes that children learn through their social contacts
with adults and other children.
Factors influencing growth and development:
1. Heredity: it decides the size and shape of the body.
2. Race: similar physical characteristic is seen in people same race.
3. Sex: male infant is larger than female.
4. Intrauterine development: Maternal nutritional deficiencies, drugs and infection during
the pregnancy affect on growth.
5. Illness and injury: illness may reduce the weight and cause hindrance in the child
progress.
6. Cultural influences:

values, beliefs, ideas, practices: provide a basis for understanding how people behave in
their manmade environment and on how theses behaviour are passed fvrrom one
generation to next generation.

The effect of particular culture on a child begins before birth because the manner in
which the culture view as and treat the members of the pregnants womens family.

After birth the child is cared based on the culturally sanctioned pattern, rearing practices.

7. Nutrition: Quality and quantity of food consumed.

8. Environment (climate and season): due to seasonal variation, the activity levels of child
vary. Climate condition will influence growth rates e.g. weight gain is lowest in spring
and early summer and greatest in late summer and autumn..
9. Ordinal position in the family: children learn from older siblings, which may be lacked
by the first child.
10. Emotion: Lack of parent child attachment, lack of love and security in children can
distort the personality.
11. Intelligence: Intelligence influences childrens motor development, psychosocial
development and learning development.
12. Exercise: It stimulate physical activity
GOLDEN PRINCIPLES OF HUMAN RELATIONS
1. Do not criticize, condemn or complain.
2. Control the anger.
3. Avoid using abusive language or expressions.
4. Give honest, sincere appreciation.
5. Arouse in the other person an eager want.
6. Become genuinely interested in other people.
7. Smile!
8. Remember that a persons name is to him/her the sweetest and most important sound in any
language.
9. Be a good listener. Encourage others to talk about themselves.
10. Avoid backbiting during conversation.
11. Talk in terms of the other persons interest.
12. Make the other person feel important and do it sincerely'

BUILDING FOUNDATION FOR LIFE

Childhood has been known as the foundation of age life. The basic attitudes and
behaviour pattern the way the child feels and acts are developed in the first five year or six years.
They largely determine what kind of person the child will be as an adult.
Two separate but related processes build the foundations for the childs physical
development, behavior and attitude. These are maturation and learning.
Methods of learning (Parents role):Self initiated learning: (Trial and error learning )- the child tries out one way of doing something
and repeat if it works. If doesnt works, child trioes another way and finally hit upon the good
method.
Learning by imitation:- the child copies the behaviour of another person.
Learning by identyification: The child copies is someone the child loves and admires, not just
anyone.
Outer directed learning (Child training):
Authoritarian: Children are forced to learn what a person in authority wants.
Democratic: Person helping the children learn, explains why and how they expected to learn.
Punish only when they fails. But offered chance to explain.
Permissive: Much like trial and error allow to learn as they please.

RELATIONSHIPS FORMED DURING INFANCY AND CHILDHOOD

The Mother-Child Relationship
A human being's first intimate relationship is the mother-child relationship. A human being first
encounter with intimate behaviour is with his or her mother. Mother has the greatest influence on
the child. As the mother meets the infants basic needs and provides the stimulation necessary for
the child to learn. After infant learn to trust thwe mother, trust is extended to the other significant
person in the environment. Because mother repeatedly emphasizes socially approved behaviour.

The father and child relationship

The father is assume the responsibility of providing food, comfort, warmth, love and protection.
The child develops qualities like love, affection, warmth, protection etc. from their
parents.
Siblings and child:
Siblings are the childs earlier peer group, the way children in a family interact gives some
identification of how they will relate later to peer group outside the home. The way a
child relates and is influenced by outside playmates and classmates depend largely on
relation with the siblings in the home.
Interactions With Peers
During preschool years, a child's need for autonomy and individuation influences his or
her intimate interactions with peers. Children look to share and communicate while enjoying the
company of their peers. These interactions are based on the quest for coexistence between their
newfound independence and the love they experienced during infancy.
Such peer interactions characterized by autonomy, sensitivity, empathetic concern, and
ability to verbalize emotions reflect the formation of intimate friendships later. It is thus apparent
that behavioral patterns resulting from relationships formed during infancy are reflected in peer
interactions. In turn, these interactions serve as a basis for relationships that develop in the next
stage of life.
Relationships Formed During Adolescence and Early Adulthood
Maturity
Children entering adolescence must begin to adapt to the adult world and its institutions while
coming to terms with emerging parts of themselves. They discover themselves as having new
emotional and sexual needs. As they make these discoveries, adolescents begin to realize the
limitations of their parents. Taking responsibility for aspects of their own character requires
distancing from authoritative figures.

Friendships
Over the course of social development, the role of friends and parents changes significantly. As
an adolescent undergoes physical and emotional changes, he or she seeks out relationships that
enhance efforts to adapt to new needs and stresses. Adolescents seek to share their thoughts and
feelings with those who are experiencing similar changes. Intimate interactions increase between
friends during this stage in life because they provide teens with opportunities for selfclarification.
Multiple Selves
For the first time, an adolescent realizes that his or her personality changes from one situation to
the next. The importance of intimate friendship and romance formed during early adulthood
stems from the valuable and adaptive contribution dialogues made with friends during
adolescence. Personality differences can be identified by capacities to form intimate relationships
characterized by commitment, depth, and partner individuation based on interactions of early
life.

THEORIES RELATED TO HUMAN RELATION & GROWTH &

DEVELOPMENT
ERICKSON (1902-1996)
Erik h. Erickson adapted and expanded Freuds theory of development to include the entire life
span, that continue to develop throughout life. He describes eight stage of development Erikson
invasions life as a sequence of level of achievement. Each stage signals a task that must be
achieved. The resolution of the task can be complete, partial, or unsuccessful. Erikson believes
that the greater the task achievement, the healthier the personality of person failure to achieve a
task influence a person ability to achieve a next task. These development tasks can be viewed as
a series of crisis, and successful resolution of this crisis is supportive to the persons ego. Failure
to resolve the crisis is damaging the ego.

Eriksons Eight Stage of Development

STAGE

AGE

DEVELOPMENTAL
CRISIS

Infancy

Birth
18 mnth

Trust Vs Mistrust

Early

18 mnth-

Autonomy Vs

DEVELOPMENTAL STRUGGLE

SIGNIFICANT
RELATIONS

I can trust other and thus myself,

Mother
Vs
I cant trust, my needs are
unworthy
I am, I can, and thats good Vs Parent

childhood
Late
childhood
School age

3 yrs
3 -5yrs

Shame & doubt

Initiative Vs Guilt

6-12 yrs

Industry Vs
Inferiority

Adolescent

12-20 yrs

Young
adulthood

18-25 yrs

Identity formation
Vs Identity diffusion
Intimacy Vs
Isolation

Adulthood

25-65
years
65 yrs to
death

Maturity

Generativity Vs
Self absorption
Ego integrity Vs
Disgust and
despaired

I cant, and I am bad

I can control my busyness, Vs
what I do is bad
I can make friends and do things
well Vs
nobody like me and I am stupid
I am in tune with my self Vs
I am confused, a nobody
I share who I am with special
other, Vs
I am alone and I have nothing to
share
I am making a contribution, Vs
it only matters if it matters to me
This was my life and I am okay
with it, Vs
I am filled with regret, I failed

Basic family
School
Peer Groups
Friends

Household
Mankind

COGNITIVE THEORY (PIAGET, 1896-1980)

Cognitive development manner n which people to learn to think, reason and use language. It
involves a persons intelligence, perceptual ability and ability to process information. Cognitive
development represent a progression of mental abilities from illogical to logical thinking; from
simple to complex problem solving, and from understanding concrete ideas to understanding
abstract concepts.
According to Piaget, cognitive development is orderly, sequential process in which
variety of new experiences (stimuli) must exist before intellectual abilities can develop.
A person develops through each of these phases, each phase has three primary abilities:
assimilation, accommodation and adaptation. Assimilation is the process through which the
human encounter and react to new situation by using the mechanism they already posses . In
this way people acquire knowledge and skill as well as insight in to world around them.
Accomodation is process of change where by cognitive process mature sufficiently to allow
person to solve problem that were unsoluble before. This adjustment is possible chiefly because
new knowledge has been assimilated. Adaptation or coping behavior is the ability to handle the
demands made by environment.

A CHARACTERISTIC OF FOUR STAGES OF DEVELOPMENT

Sensorimotor period (Newborn to 24 months)
-

Divided into six sub stages.

Stage 1 Use of Reflexes

Stage 2 Primary Circular Reaction
Stage 3 Secondary circular reaction
Stage 4 Coordination of secondary schemata
Stage 5 Tertiary circular reaction
Stage 6 Inventions of new means
Begins with reflexive behavior, ends with symbolic thought (Language)

Four major accomplishments:

-

Object permanence: an object or permanence continues to exist even when out of sight.

Spatial relationships: in/out, up/down, gravity.

Casuality: cause and effect: e.g. push the right button, doll will start talking

Time: before and after; e.g. put on clean pajamas after the bath.

Preoperational period (Ages 2-7)

-

Animistic thinking: attributing life to inanimated objects; e.g. dolls have feelings.

Egocentric thinking: world is created and organized around one' self.

Associationistic thinking: things that happen at the same time cause each other.

Perceptually bound: Pay attention to what appears to be obivious without regard to the
constraints of physics: e.g. Santa can be in 2 malls at once.

Centration: attend to one piece of information at a time; only sees that glass is tall and
ignores that it is also wide.

Period of Concrete Operation (Ages 7-11)

-

Logical reasoning can be done mentally using rules for operation.

Ability to reverse sequences mentally: e.g. if 3 + 2 = 5, them 5 2 = 3.

Ability to decenter when solving problems: weigh multiple pieces of information at a

time;

E.g. how much juice there is depends on both the height and width of container.

Perceive the underlying reality (physics); e.g. Santa cannot exist in 2 malls at once.

Focus on the immediate not future oriented.

Classify object base on atleast two properties; e.g. sort cricket cards by team and position.

Period of Formal Operation (Adolescence)

-

Abstract thinking: representing reality using symbols that can be manipulated mentally.
e.g. symbolism in Bible stories, x in algebraic equations.

Ogical thinking more systematic: scientific method.

Metacognition:thinking about thinking.

Hypothetical / Propositional reasoning: able to think what if ?, playing with different

scenarios, mentally appreciate rules of logic.

Future oriented.

ROGER GOULDS
Roger Gold is another theorist who has studied adult development. He believes that
transformation is a central theme during adult hood: Adults continue to change over the period of
time considered to be adulthood and developmental phases may be found during the adult span
of life. According to Gould, the 20s is the time when a person assumes new roles; in the 30s,
role confusion often occurs; in the 40s the person become aware of time limitation in relation to
accomplishing lifes goal; and is the 50s, the acceptance of each stage as natural progression of
life marks the path to adult maturity. Goulds study of 524 men and women led him to describe
seven stages of adult development.

Stage 1 (age 16-18): Individual considers themselves part of the family rather than
individuals and want to separate from their parents.

Stage 2 (1ges 18-22): Although individuals have established autonomy. They feel it is in
jeopardy: they feel they could pull back into families..

Stage 3 (age 22-28): Individual feel established as a adults and autonomous from their
families. They see themselves as well defined but still feel the need to prove themselves
to their parents. They see this as the time for growing and building for the future.

Stage 4 (age 29-34): Marriage and careers are well established. Individual questions what
life is about and wish to accept as they are, no longer finding it necessary to prove
themselves.

Stage 5 (age 35-43): This is period of self reflection. Individual question values and life
itself. They see time as finite, with little time left to shape the lives of adolescent
children.

Stage 6 (age 43-50): Personalities are seen as set. Time is accepted as finite. Individuals
are interested is social activities with friends and spouse and desire both sympathy and
affection from spouse.

Stage 7 (age 50-60): This is a period of transformation with a realization of mortality and
concern for health. There is an increase in warmth and a decrease in negativism. The
spouse is seen as a valuable companion.

Attachment Theory
Mother and baby
Attachment theory, originating in the work of John Bowlby, is a psychological, evolutionary
and ethological theory that provides a descriptive and explanatory framework for understanding
interpersonal relationships between human beings. Attachment theorists consider the human
infant to have a need for a secure relationship with adult caregivers, without which normal social
and emotional development will not occur.
Within attachment theory, infant behaviour associated with attachment is primarily a process of
proximity seeking to an identified attachment figure in stressful situations, for the purpose of
survival. Infants become attached to adults who are sensitive and responsive in social
interactions with the infant, and who remain as consistent caregivers for some months during the
period from about six months to two years of age. During the later part of this period, children
begin to use attachment figures (familiar people) as a secure base to explore from and return to.
Parental responses lead to the development of patterns of attachment which in turn lead to
internal working models which will guide the individual's feelings, thoughts and expectations in
later relationships. Separation anxiety or grief following serious loss is normal and natural
responses in an attached infant. An extreme deficit in appropriate parenting can lead to a lack of
attachment behaviours in a child and may result in the rare disorder known as reactive
attachment disorder.

Child and caregiver behaviour patterns

Attachment

Child

pattern
Secure
Avoidant

Ambivalent

Caregiver

Protests caregiver's departure and is comforted on Responds appropriately, promptly and

return, returning to exploration.

consistently to needs.

Little or no distress on departure, little or no

Little or no response to distressed

visible response to return. Quality of play often

child. Discourages crying and

low.

encourages independence.

Sadness on departure but warms to stranger. On

Inconsistent between appropriate and

return, ambivalence, anger, reluctance to warm to neglectful responses.

caregiver and return to play. Preoccupied with
caregiver's availability.
Disorganised Stereotypies on return such as freezing or

Frightened or frightening behaviour,

rocking. Lack of coherent coping strategy (such

intrusiveness, withdrawal, negativity,

as approaching but with the back turned).

role confusion, affective

communication errors and
maltreatment.

RELATION BETWEEN HUMAN RELATION & DEVELOPMENT OF C

Urie Bronfenbrenners: Ecological Systems Theory of Human

Development
There are several adaptations of the Social Ecological Model; however, the initial and most
utilized version is Urie Bronfenbrenners (1977, 1979) Ecological Systems Theory which divides
factors into four levels: macro-, exo-, meso-, and micro-, which describe influences as
intercultural, community, organizational, and interpersonal or individual. Traditionally many
research theorists have considered only a dichotomy of perspectives, either micro (individual
behavior) or macro (media or cultural influences). Bronfenbrenners perspective (1979) was
founded on the person, the environment, and the continuous interaction of the two. This
interaction constantly evolved and developed both components. However, Bronfenbrenner

realized it was not only the environment directly affecting the person, but that there were layers
in between, which all had resulting impacts on the next level.
SPHERES OF INFLUENCE
MicroMicrosystems consist of individual or interpersonal features and those aspects of groups that
comprise the social identity (Gregson, 2001) which may include roles that a person plays (i.e.
mother, father, sister, brother, child, etc.) or characteristics they have in common. These
interpersonal attributes are strong as to how an individual perceives oneself. These qualities and
factors can be learned, as in membership to a group, but many are ingrained (e.g., ethnicity,
gender). In the interpersonal sphere, there are also many components of the individual, including
psychological and cognitive factors, like personality, knowledge, beliefs (Gregson, 2001). The
individual in his or her own microsystem is constantly shaped, not only by the environment, but
by any encounter or other individual they come in contact with. This shaping is well explored in
child development, as it would be unreasonable to believe a child is solely a product of the
societal environment. There are multiple, simultaneous influences in child behavior and learning
including culture, school, teacher, parental support and education level, involvement in
extracurricular activities, etc. Examples of microsystems outside the self also include groups of
friends, family, unorganized athletics, or social clubs.
MesoMesosystems are the organizational or institutional factors that shape or structure the
environment within which the individual and interpersonal relations occur (Gregson, 2001).
These aspects can be rules, policies, and acceptable business etiquette within a more formal
organization. There are some organizations that foster entirely different atmospheres than other
corporations, i.e. Google, where employees may wear pajamas to the office. The organizational
component is especially influential with younger, more impressionable employees, as it helps to
shape the ethics and expectations of a typical organization for these individuals. Examples
include schools, companies, churches, and sports teams. Mesosystems are essentially the norm
forming component of a group or organization, and the individual is an active participant in this
group or organization. Bronfenbrenner (1979) also claimed that the richer the medium for
communication in this system, the more influential it is on the microsystem.
ExoExosystems refer to the community level influence, including fairly established norms,
standards, and social networks (Gregson, 2001). There will likely be many organizations and
interpersonal relationships that compose the community, and this web of organizations and
relationships creates the community. The community is larger than the meso-; however, it is
considerably smaller than the respective nation or culture it composes. The community level in a
geographic sense, for example, may be Midwestern or Iowan, while the next level up (macro)
would be an American. However, it does not have to be associated with any physical or spatial
relationships. Another example could be membership in special interest groups or political

affiliations. Exosystems are essentially any setting which affects the individual, although the
individual is not required to be an active participant (Bronfenbrenner, 1979).
MacroMacrosystems are the cultural contexts (Bronfenbrenner, 1979), not solely geographically or
physically, but emotionally and ideologically. These influences are more easily seen than the
other factors, mainly due to the magnitude of the impact. Examples of significant intercultural
effects include Communism, Western culture, Military, Islam, and Christianity. For instance, the
macrosystem of Communism is a Marxist philosophy that believes that wealth should be shared
in the macrosystem. A Communist country, such as Cuba (exo), governs and regulates the
environment within which corporations (meso) and society or individuals (micro) exist. Media
plays a significant role on all levels, as it communicates information and assists in the
development of expectations for all individuals in the respective culture.

PARENTRAL ATTITUDES TOWARDS GROWTH AND DEVELOPMNET

As children grow and develop, parents must learn to view them as individuals and
sometimes to view their own roles differently. Parental attitudes toward the growth and
development of childrens needs at various developmental stages.
Parents are influenced also by the way their own parents handled their growth and
development and by the child each of them used to be.
Parental attitudes towards the care of their children during growth and development may
be classified as authoritarian, permissive, or democratic.
Authoritarian or Dictatorial Parents: attempt to control the development of their children by
the establishment of strict regulations and rules that are intended to govern their behaviour.
Children are rewarded when these rules are followed in an unquestioning manner and punished
when they are not obeyed. This punishment may not always be physical in nature; it may be
more devastating withdrawal of parental approval and love. Although the authoritarian model of
child care doesnt prepare children to live successfully and comfortably in world outside the
home. Some parents today still raise their children in this manner.
Permissive or Democratic Parents: believe in not interfering in the development of their
children. These parents do not establish rules for behaviour. If they do set down limited
regulations, they are discussed with the children and the childrens input is considered when
decision are made. Such parents permit children to do what they want to do and trust the natural
consequences of their behaviour will show them what would be logical things to do in problem
situation. Since the parents do not provide adequate guidance, the children are unable to
determine the difference between right and wrong behaviour. Permissive parents do not wish to
impose their own standards and beliefs on their offsprings, preferring to let them make decisions

concerning their behaviour and to workout their belief systems on their own. These parents do
not consider themselves role model for their children. They would prefer to have the children
approach them if they need guidance.

SERIOUSNESS OF POOR FAMILY RELATIONSHIPS

Young children are likely to experience great psychological damage from poor family
relationship. The harm will be worse for them than for other family members because
their lives are centered in the home. It is the Childs one and only means of stability and
security.

There are three common forms of psychological damage to young children that poor
family relationship cause,

1. They affect childrens attitude towards people outside the home. It also affect the way the
children treat them. The young child who develops an angry attitudes towards a strict,
authoritarian parents is likely develop an unfavorable attitudes towards all adults.
2. Poor relationship with the family result in personality traits that often lead to poor
adjustments as children grow older. Feeling unsolved and unwanted in the family. For
e.g. may lay the foundations for an inferiority complex.
3. Unfavorable family relationships make children unhappy . such children can and often do
develop the habits of being unhappy.
As children grow older they have more chance to be with the people outside the home. This
keeps them from being as upset by unfavorable family relationships as when they were younger.
Many children who have poor relation ship with members of their families are not popular with
other children. They tend to carry out in to the play group many form of unsocial behavior they
learned in their relationship with members of their families.

BIBLIOGRAPHY:

Dorthy R. Marlow, Barbara A., textbook of pediatric Nursing, Elsevier Publication, 6th
edition, Pp. 94 - 95.

Illingworth R.S., The development of the infant and young child, Elsevier Publication, 9th
edition

Kathleen M., Grrowth and development through life span, slack incorporated publication,
Pp. 4-11

Neeraja K.P., Textbook of growth and development for nursing students, Jaypee Brother
Publication, 1st edition, Pp.12-13.

Willy and Wongs, Essentials of Pediatric Nursing, Harcourt ( India ) private limited,
Edition 7th , Pp:

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