Wednesday, December 21, 2011
Sunday, August 14, 2011
grace
(¶MATEW 19.16-19)
Ug tan-awa, miduol kaniya ang usa ka tawo nga nag-ingon, "Magtutudlo, unsa bay maayong buhaton ko aron makapanag-iya ako sa kinabuhing dayon?"
17
Kaniya mitubag siya nga nag-ingon, "Nganong mangutana man ikaw kanako mahitungod sa maayo? Anaay usa lamang nga maayo. Kon gusto kang mosulod sa kinabuhi, bantayi ang mga sugo."
18
Kaniya nangutana siya, "Hain man niini?" Ug si Jesus mitubag, "Ayaw pagbuno, Ayaw pagpanapaw, Ayaw pagpangawat, Ayaw pagsaksig bakak,
19
Tumahod ka sa imong amahan ug inahan, ug, Higugmaa ang imong silingan sama sa imong kaugalingon."
ANG KOMPLETO NA SUGO
(EXODUS 20.1)
Dili ka magbaton ug lain nga mga dios sa atubangan ko.
4
Alang kanimo dili ka magbuhat ug usa ka larawan nga linilok bisan sa dagway sa bisan unsang butanga nga atua sa itaas sa langit, kun dinhi sa ilalum sa yuta, kun sa anaa sa tubig sa ilalum sa yuta:
5
Dili mo iyukbo ang imong kaugalingon kanila, ni mag-alagad kanila; kay ako si Jehova nga imong Dios, mao ang Dios nga abughoan, nga nagadu-aw sa pagkadautan sa mga amahan sa ibabaw sa mga anak, sa ibabaw sa ikatolo ug sa ibabaw sa ikaupat ka kaliwatan sa mga nagadumot kanako,
6
Ug nagapakita ako sa mahigugmaong kalolot alang sa linibo kanila nga nahigugma kanako, ug nagabantay sa akong mga sugo.
7
Dili mo paggamiton ang ngalan ni Jehova nga imong Dios sa pasipala; kay si Jehova dili mag-isip nga walay sala niadtong nagagamit sa iyang ngalan sa pasipala.
8
Hinumduman mo ang adlaw nga igpapahulay, aron sa pagbalaan niini.
9
Sa unom ka adlaw magbuhat ka, ug buhaton mo ang tanan nga imong bulohaton;
10
Apan ang adlaw nga ikapito maoy usa ka adlaw nga igpapahulay alang kang Jehova nga imong Dios. Niining adlawa dili ka magbuhat, ikaw, bisan ang imong anak nga lalake, bisan ang imong anak nga babaye, bisang ang imong sulogoon nga lalake, bisan ang imong sulogoon nga babaye, bisan ang imong kahayupan, bisan ang imong dumuloong nga anaa sa sulod sa imong mga pultahan.
11
Kay sa unom ka adlaw gibuhat ni Jehova ang langit ug ang yuta, ang dagat, ug ang tanan nga anaa niini, ug mipahulay sa ikapito ka adlaw; busa gipanalanginan ni Jehova ang adlaw nga igpapahulay, ug gibalaan niya kini.
12
¶ Tahuron mo ang imong amahan ug ang imong inahan, aron magahataas ang imong mga adlaw sa yuta nga ginahatag kanimo ni Jehova nga imong Dios.
13
Dili ka magpatay.
14
Dili ka magpanapaw.
15
Dili ka magpangawat.
16
Dili ka magsaksi ug bakak batok sa imong isigkatawo.
17
Dili ka maibug sa balay sa imong isigkatawo; dili ka maibug sa asawa sa imong isigkatawo, ni sa iyang sulogoon nga lalake, ni sa iyang sulogoon nga babaye, ni sa iyang vaca, ni sa iyang asno, ni sa unsang butanga nga iya sa imong isigkatawo.
(ANG DAKUNG SUGO)
(MATEW 22.37)
Ug si Jesus miingon kaniya, "Higugmaa ang Ginoo nga imong Dios sa tibuok mong kasingkasing, ug sa tibuok mong kalag, ug sa tibuok mong salabutan.
38
Mao kana ang daku ug unang sugo.
39
Ug ang ikaduha sulosama ra, nga mao kini, Higugmaa ang imong silingan sama sa imong kaugalingon.
40
Niining duha ka mga sugo nagasukad ang tibuok nga kasugoan ug ang mga profeta."
NA WLA NA BA ANG KASUGOAN PAG ABOT NI CRISTO?
(MATEW 5.17)
SI JESUS NAG INGON!!
Ayaw kamo paghunahuna nga mianhi ako aron sa pagbungkag sa kasugoan o sa mga profeta; ako mianhi dili sa pagbungkag kondili sa pagtuman niini.
18
Kay sa pagkatinuod, sultihan ko kamo, nga samtang magalungtad pa ang langit ug ang yuta, walay pagasayloan sa kasugoan bisan usa na lang ka kudlit o usa ka tulpok niini hangtud ang tanan matuman.
19
Tungod niini, bisan kinsa nga magapahuyang sa usa sa mga labing diyutay niining mga sugo ug magapanudlo sa mga tawo sa pagbuhat sa ingon, kini siya pagaisipon nga iwit didto sa gingharian sa langit; apan bisan kinsa nga magatuman ug magapanudlo niini, kini siya pagaisipon nga daku didto sa gingharian sa langit.
20
Kay sultihan ko kamo, nga kon ang inyong pagkamatarung dili gani molabaw sa ila sa mga escriba ug sa mga Fariseo, dili gayud kamo makasulod sa gingharian sa langit.
ANG NAPULO NA SUGO
EXODUS 20.1
1
2
3 MA OH NI ANG PAG HIGUGMA SA DIOS
4
5
6
7
8 MA OH NI ANG PAG HIGUGMA SA ISIG KA TAO
9
10
PARA ASA DI ANG KASUGOAN?
(ROMA 7.12)
Busa ang kasugoan balaan, ug ang sugo balaan, matarung, ug maayo.
UNSA DI RELASTION SA KASUGOAN SA SALA
(ROMAM 3.11)
Kay sa atubangan sa Dios walay tawo nga pagamatarungon pinaagi sa mga pagtuman sa kasugoan, kay pinaagi sa kasugoan nagaabut hinoon ang kahibalo mahitungod sa sala.
KUNG MAKA BALO TA SA PULONG SA KASUGOAN UG WLA TA MAG TUMAN ANI?
(JAMES 1.23)
Kay kon adunay tawo nga igo rang maminaw sa pulong ug dili motuman niini, siya mahisama sa
usa ka tawo nga nagasud-ong diha sa salamin sa iyang nawong nga dala pa sa iyang pagkatawo;
PARA ASA DI ANG KASUGOAN?
(GALATIAN 3.24)
Busa ang kasugoan nahimong atong magtatagad sa pag-agak ngadto kang Cristo, aron kita pagamatarungon pinasikad sa pagtoo.
KINSA DI ANG GRASYA SA DIOS?
(JONH 3.16)
Kay gihigugma gayud sa Dios ang kalibutan nga tungod niana gihatag niya ang iyang bugtong Anak, aron ang tanan nga mosalig kaniya dili malaglag, kondili may kinabuhing dayon.
17
Kay gipadala sa Dios ang iyang Anak nganhi sa kalibutan, dili aron ang kalibutan iyang pagahukman sa silot, kondili aron ang kalibutan maluwas pinaagi kaniya.
18
Ang mosalig kaniya dili pagahukman sa silot; apan ang dili mosalig nahinukman na sa silot, kay wala man siya motoo sa ngalan sa bugtong Anak sa Dios.
UNSAI PULOS SA GRASYA?
(ROMAN 3.24)
sila pagamatarungon pinaagi sa iyang grasya ingon nga gasa, pinasikad sa pagkatinubos tungod kang Cristo Jesus
PARA DI ANG GRASYA?
(Ephesian 2.8)
Kay tungod sa grasya kamo nangaluwas pinaagi sa pagtoo; ug kini dili sa inyong kaugalingong kahimoan, kini hatag sa Dios—
GI WALA BA SA GRASYA ANG BALAOD/KASUGOAN?
¶ Mga igsoon ko, unsa may kapuslanan kon ang usa ka tawo magaingon nga siya adunay pagtoo apan wala siyay binuhatan? Makaluwas ba kaniya ang maong pagtooha?
Sa ingon usab niana, ang pagtoo patay kon kini walay binuhatan.
18
Apan kaha adunay moingon, "Ikaw adunay pagtoo ug ako adunay binuhatan." Pakitai ako sa imong pagtoo nga bulag sa binuhatan, ug pinaagi sa akong binuhatan pakitaan ko ikaw sa akong pagtoo.
19
Ikaw nagatoo nga ang Dios usa ra; husto ka niana. Ngani bisan pa ang mga yawa nagatoo man usab--ug nagapangurog sa kalisang.
GI WALA BA ANG KA SUGOAN PAG ABOT SA GRASYA?
(ROMA 3.31)
Gibungkag ba nato ang kasugoan tungod sa maong pagtoo? Wala gayud! Hinonoa gipabarug nato ang kasugoan.
DAUN UNSA MAY SUGO SA GRASYA(JESUS) ARON ATONG TUOHAN PARA MAKABATON TA KINABUHI DAUN?
¶ "Kon nahigugma kamo kanako, inyong pagatumanon ang akong mga sugo.
Friday, July 22, 2011
Monday, May 2, 2011
Mindanao University of Science and Technology
Lapasan, Cagayan de Oro City
SOCIAL AND EMOTIONAL DEVELOPMENT OF ACHILDREN AND ADOLESCENCE
- -
WRITTEN REPORT
PREPARED BY: MARK PHILIP E. BARING
Introduction:
The Adolescence
dolescence (from Latin: adolescere meaning "to grow up")[1] is a transitional stage of physical and mental human development generally occurring between puberty and legal adulthood (age of majority),[1][2] but largely characterized as beginning and ending with the teenage stage.[2][3][4] According to Erik Erikson's stages of human development
• Erik Erikson’s first published his eight stage theory of human development in his 1950
• Erikson’s stage of psychosocial development is a very relevant, highly regarded and meaningful theory. Like is a continuous process involving learning and trials which help us to grow
• Erikson’s psychosocial term is derived from two source words namely psychosocial (or the root, psycho ‘relating to the mind , brain, personality ) and social ( external relationships and environment )
• Erikson’s theory was largely influenced by Sigmund Freud. but Erikson’s extended the theory and incorporated cultural and social aspects into Freud ‘s biological and sexually oriented theory
Erikson's stages of psychosocial development as articulated by Erik Erikson explain eight stages through which a healthily developing human should pass from infancy to late adulthood. In each stage the person confronts, and hopefully masters, new challenges. Each stage builds on the successful completion of earlier stages. The challenges of stages not successfully completed may be expected to reappear as problems in the future.
The Parenting
Parenting is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood. Parenting refers to the activity of raising a child rather than the biological relationship.[1]
In the case of humans, it is usually done by the biological parents of the child in question,[2] although governments and society take a role as well. In many cases, orphaned or abandoned children receive parental care from non-parent blood relations. Others may be adopted, raised by foster care, or be placed in an orphanage. The goals of human parenting are debated. Usually, parental figures provide for a child's physical needs, protect them from harm, and impart in them skills and cultural values until they reach legal adulthood, usually after adolescence. Among non-human species, parenting is usually
less lengthy and complicated, though mammals tend to nurture their young extensively. The degree of attention parents invest in their offspring is largely inversely proportional to the number of offspring the average adult in the species produces
Models of parenting
Developmental psychologist Diana Baumrind identified three main parenting styles in early child development: authoritative, authoritarian, and permissive.[5][6][7][8] Maccoby and Martin expanded the styles to four: authoritative, authoritarian, indulgent and neglectful.[9][10] These four styles of parenting involve combinations of acceptance and responsiveness on the one hand and demand and control on the other.[11]
There is no single or definitive model of parenting. What may be right for one family or one child may not be suitable for another. With authoritative and permissive (indulgent) parenting on opposite sides of the spectrum, most conventional and modern models of parenting fall somewhere in between.
Presentation
Characteristic of Erikson’s psychosocial theory
• The stage involves a psychosocial crisis of two opposing emotional forces , these opposing forces contrary dispositions
• If a stage is managed well, we carry away a certain virtue or psychosocial strength which will help us through the rest of the achieving balance or healthy ratio between the opposing disposition that represent each crisis
• Malignancy is the worse of the two , and involves too little of the positive and too much of negative
• Maladaptation is not quite as bad and involves too much of the positive and too little negative
• Erikson’s also emphasized the significance of mutuality reflects the affect of generations on each other , especially among families and particularly between parents and children and grandchildren
Stage Five Adolescence
• Adolescence – beginning with puberty and ending around 18 years old. The task during adolescence is to achieve ego identity and avoid role confusion
• Ego identity – means knowing who you are and how you fit in to the rest of society
It requires that you take all you’ve learned about life and yourself and mold it into a unified self- image, one that your community find meaningful
• Role confusion- meaning an uncertainly about ones place in society and the world
• (Erikson) says he or she is suffering from an identity crisis, in fact, a common question adolescent in our society ask in a straight forward question of identity “WHO AM I”
• Too much “ego identity “ where a person is so involved in a particular role in a particular society or subculture that there is no room left for tolerance (Erikson’s ) calls this maladaptive tendency fanaticism
• Fanaticism – believes that his way is the only way
• Lack of identity – refers to the malignant tendency here as repudiation
• Repudiation is to reject
• If the success fully negotiate this stages ,you will have the virtue (Erikson) called fidelity
• Fidelity means loyalty , the ability to live by societies standards despite their imperfection and incompleteness and inconsistencies
Parenting
• Intergenerational transmission of a culture and its knowledge passes from parents to child
• Parenting puts in place not only fundamental skills and understanding but also an entire general to experience
• (Hart and Risley 1995) showed that the negative of the children’s accomplishment depends less on the materials and educational advantages available in the home and more on the amount of experience children accumulate affirmative feedback, symbolic emphasis, gentle guidance and responsiveness
• By the time children are 3 years old , even intensive intervention cannot make up for the differences in the amount of such experience, children have received from their parents, if children could be given better parenting , intervention might be unnecessary
• Hard parents are trying to provide better futures for their children
• All parents want their children to be successful students and productive citizens
• Working –class families were seen to be following the route traditional in an economic system that for generation produced upward mobility
• Families went into debt to serve an environment for their children
• Working class parents who chose to sacrifice materials advantages in order to spend time proving their children with the enriched experience that would prepare them for advanced skill training or higher education
• Parenting in the society without television ,toy stores, computer and video games , the traditional means by which parents transmitted across generations the importance of work, and has left parents to guide their children as best they can thought a amaze of continuously available
Alternative
• Parents could be helped by making quality child care affordable, for all parents on an income grade basis
• Children would receive experience with good parenting and planned developmental activities
• Parents would see models and get feedback and information advice about child reading
Style of parenting
Adolescence, teenagers with go through at least three major cognitive chance
• Moral reasoning
• Forming their own identities
• Sense of independence
o Parents rules standards and codes of conduct.
o Parents should think about how their children respond to their own parenting style
Types of parenting
Authoritarian parents
• Authoritarian parents – attempts to shape, control and evaluate behavior and attitudes of their children in accordance with a set of standard conduct usually an absolute standards that comes from religious or respected authorities.
• They punish and use harsh discipline to keep the adolescent in live with their rules
Permissive parents
• Permissive parents – are less controlling and behave with an unpunishing and accepting attitude toward their children impulse ,desires and actions
• They consult with their children about policy decision, make fewer demands, and tend to use reason rather than direct power.
• Permissive parents benefit by having to make fewer demands and enforcing fewer rules but at some cost to adolescent who may be less socially assertive and less achievement oriented than adolescents with authoritative parents ( Brunswiick 1991)
Mother – child bond
• Something more than feeding is involved in the mother –child relationship particularly, when as with bottle feeding actual sucking is unnecessary
• Governance of primary instincts into the arena of learned abilities . the more it becomes essential for the slowly growing child to get its learning right
• (Erikson 1968)his epigenesist of identity traced back the maladjusted adults to the disturbed child and the child and the disturbed child to the unloved infant
Father – child bond
• Jay Belsky – Pennsylvania state university , and Ross Parke of university of California riverside center for the family studies
• (Tiger and fox, 1978) have been mapping out the psychology of the father-child bond
• A Father’s more playful interactive style
Example turns out to be critical in teaching a child emotional self control
• Father –child interaction appear to be central to the development of a child ability to maintain strong, fulfilling social relationships later in life
• Elsky and Brenda Volling , assistant professors of psychology at the university of Michigan,(Roberts 1998) suggest that the emotional management “lesson” learned by children from their father during play are applied later in interaction with sibling and ultimately with people outside the family and lead to more cooperation and less fighting
Several Strategies (Roberts, 1998)
• Start early – father should immerse themselves in all aspect s of parenting from birth on are more likely be closer to their children
• Create “Fathering Space”- the traditional practice of determine to mother as “expert” gives new father few chances to home their parenting skills, bolster their confidence and build solid bonds with baby
• Articulate feeling – new father need to identify such feelings and discuss there with their wives
• Respect diversity – accept partner’s parenting without criticizing
• Be realistic – fathers who want to adopted a more hands on approach than they themselves experienced are often frustrated when kids don’t immediately respond
Children say about their parents
• Several attempts have been done by different researches to collect opinions and viewpoints from children who are the receivers of parenting style (karres, 2000, Riera & Prisco 2000 eorward , Forward 1989, Jones 2000, Roberts 1998)
• How much parents like their work
• Quality time Vs. quantity time
• How mother parents their children compared to father
Mother at work
• National institute of child health and human development (HICHD) study of the united states did finds cases in which other working had a negative impact on the mother- child bond
• Advantages
If you are ready to give up the rat race you may want to work at home. You can pursue a talent or passion you enjoy. You no longer have to be under the reins of a boss.
You can also set your own hours and you can arrange your schedule around family or social time. More specifically a parent who may work at home can properly balance child care and paid employment.
It does something for a parent if he or she can find something that is all him or her. Every person needs goals or tasks independent of the need to take care of a family.
• Disadvantages
Sometimes a mom or dad’s work takes her/him away from home. If the parent’s work requires a long business trip the family often struggles. They have to ‘hold down the fort’ so to speak in that other parent’s absence.
This is especially hard if the one parent who is on a business trip happens to be the family organizer. Another problem is that when the parent is at home and the children are at home the parent may find it hard to concentrate unless the kids are occupied.
Critique-ing
Erik Erikson's theory mostly contradicts Freudian and similar theories that basically state that a person's personality is set by age 6 and that there is little that can be done to change that. Exploring these theories will most likely produce reasons to discount Erikson's theories that people continue to change/develop/grow throughout their whole lives. I have seen evidence for both of these theories. I have seen horrible people turn into wonderful people and I have also seen people keep the same personality their whole lives.
Erikson’s Psychosocial Theory - modified view of Freud's theories, Erik Erikson (1902-1994)
Rather than focusing on biological influences of personality, Erikson emphasized societal factors.
- Society shapes the development of the ego or self. (Each society has unique qualities that influence personality.)
- Ego development continues throughout life (unlike what Freud believed).
- "Crisis" exists at each developmental stage, according to a maturational timetable, and must be resolved for healthy ego development.
Strengths of Erikson's Theory
- emphasis is on social and cultural influences (as opposed to biological or sexual);
- acknowledges that life is filled with crisis;
- focus is on identity formation.
- Adopted the male perspective of development (avoids emotional development, focuses on competing forces)
- Difficult to test scientifically
* Much research has been done on Erikson's ideas and theories. "It has-been proven difficult to create objectives to evaluate Erikson's identity theory. Not only do many different threads enter into the process of establishing an identity, but each person must create a unique synthesis of all the disparate parts
* Erikson's favorite methods for testing his theory are the biographical case study, using such famous men as Martin Luther and Mahatma Gandhi. It can be time consuming, expensive and difficult to apply these methods to individual experiencing role confusion
* Many questions have been raised referring to Erikson's belief of identity formation. What about those adults who rediscover themselves and develop a different understanding of their lives due to life's changes and experiences? Is it possible for an individual to change throughout life? Other theories on development lean toward the individual having psychological development completed at much earlier ages
* Another controversial aspect of Erikson's work is his agreement with Freud that personality differences between sexes are biologically based, originating in the possession or lack of a penis. Erikson based his conclusion on research with children in a study in which boys and girls from age 10 to 12 constructed various scenes with toy figures and wooden blocks.
* Critics of Erikson's theory say that his theory is more applicable to boys than to girls, and that more attention is paid to infancy and childhood than to adult life, despite the claim to be a life-span theory. However, many have found Erikson’s theory offers a useful framework for analyzing developmental histories.
Conclusion
Erikson’s theory
Therefore All of the stages in Erikson's epigenetic theory are implicitly present at birth (at least in latent form), but unfold according to both an innate scheme and one's up-bringing in a family that expresses the values of a culture. Each stage builds on the preceding stages, and paves the way for subsequent stages. Each stage is characterized by a psychosocial crisis, which is based on physiological development, but also on demands put on the individual by parents and/or society. Ideally, the crisis in each stage should be resolved by the ego in that stage, in order for development to proceed correctly. The outcome of one stage is not permanent, but can be altered by later experiences. Everyone has a mixture of the traits attained at each stage, but personality development is considered successful if the individual has more of the "good" traits than the "bad" traits.
Parenting
Therefore The way parents interact with their children has a direct effect on their development – their level of confidence and self-esteem, their sense of security, their emotional well-being, the way they relate to others, how they deal with authority, and their performance in school.
Parenting styles revolve around three important dimensions:
• Limit setting – the degree to which parents expect mature and responsible behavior from their children;
• Love – the way parents nurture their child by showing affection, approval and support for their development; and
• Respect – whether or not parents allow their children to express their own thoughts, beliefs, and feelings.
BIBLIOGRAPHY
Erikson, Erik H. Identity, Youth and Crisis. New York: Norton, 1968.
^ Erikson, E. H. (1950). Childhood and society. New York: Norton (1950); Triad/Paladin (1977), p. 242.
• ^ Erikson, E., (1956), The Problem of Ego Identity, Journal of the American Psychoanalytic Association 4, pp. 56-121
^ Gresser, Moshe. Dual Allegiance: Freud As a Modern Jew. SUNY Press, 1994, p. 225
Coe W, Buckner L, Howard M, Kobayashi K (1972) Hypnosis as role enactment: focus on a role specific skill, American Journal of Clinical Hypnosis Jul 15(1):41-5
^ Fogel, S.; Hoffer, A. (1962). "The use of hypnosis to interrupt and to reproduce an LSD-25 experience". Journal of Clinical and Experimental Psychopathology 23: 11–16.
Lapasan, Cagayan de Oro City
SOCIAL AND EMOTIONAL DEVELOPMENT OF ACHILDREN AND ADOLESCENCE
- -
WRITTEN REPORT
PREPARED BY: MARK PHILIP E. BARING
Introduction:
The Adolescence
dolescence (from Latin: adolescere meaning "to grow up")[1] is a transitional stage of physical and mental human development generally occurring between puberty and legal adulthood (age of majority),[1][2] but largely characterized as beginning and ending with the teenage stage.[2][3][4] According to Erik Erikson's stages of human development
• Erik Erikson’s first published his eight stage theory of human development in his 1950
• Erikson’s stage of psychosocial development is a very relevant, highly regarded and meaningful theory. Like is a continuous process involving learning and trials which help us to grow
• Erikson’s psychosocial term is derived from two source words namely psychosocial (or the root, psycho ‘relating to the mind , brain, personality ) and social ( external relationships and environment )
• Erikson’s theory was largely influenced by Sigmund Freud. but Erikson’s extended the theory and incorporated cultural and social aspects into Freud ‘s biological and sexually oriented theory
Erikson's stages of psychosocial development as articulated by Erik Erikson explain eight stages through which a healthily developing human should pass from infancy to late adulthood. In each stage the person confronts, and hopefully masters, new challenges. Each stage builds on the successful completion of earlier stages. The challenges of stages not successfully completed may be expected to reappear as problems in the future.
The Parenting
Parenting is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood. Parenting refers to the activity of raising a child rather than the biological relationship.[1]
In the case of humans, it is usually done by the biological parents of the child in question,[2] although governments and society take a role as well. In many cases, orphaned or abandoned children receive parental care from non-parent blood relations. Others may be adopted, raised by foster care, or be placed in an orphanage. The goals of human parenting are debated. Usually, parental figures provide for a child's physical needs, protect them from harm, and impart in them skills and cultural values until they reach legal adulthood, usually after adolescence. Among non-human species, parenting is usually
less lengthy and complicated, though mammals tend to nurture their young extensively. The degree of attention parents invest in their offspring is largely inversely proportional to the number of offspring the average adult in the species produces
Models of parenting
Developmental psychologist Diana Baumrind identified three main parenting styles in early child development: authoritative, authoritarian, and permissive.[5][6][7][8] Maccoby and Martin expanded the styles to four: authoritative, authoritarian, indulgent and neglectful.[9][10] These four styles of parenting involve combinations of acceptance and responsiveness on the one hand and demand and control on the other.[11]
There is no single or definitive model of parenting. What may be right for one family or one child may not be suitable for another. With authoritative and permissive (indulgent) parenting on opposite sides of the spectrum, most conventional and modern models of parenting fall somewhere in between.
Presentation
Characteristic of Erikson’s psychosocial theory
• The stage involves a psychosocial crisis of two opposing emotional forces , these opposing forces contrary dispositions
• If a stage is managed well, we carry away a certain virtue or psychosocial strength which will help us through the rest of the achieving balance or healthy ratio between the opposing disposition that represent each crisis
• Malignancy is the worse of the two , and involves too little of the positive and too much of negative
• Maladaptation is not quite as bad and involves too much of the positive and too little negative
• Erikson’s also emphasized the significance of mutuality reflects the affect of generations on each other , especially among families and particularly between parents and children and grandchildren
Stage Five Adolescence
• Adolescence – beginning with puberty and ending around 18 years old. The task during adolescence is to achieve ego identity and avoid role confusion
• Ego identity – means knowing who you are and how you fit in to the rest of society
It requires that you take all you’ve learned about life and yourself and mold it into a unified self- image, one that your community find meaningful
• Role confusion- meaning an uncertainly about ones place in society and the world
• (Erikson) says he or she is suffering from an identity crisis, in fact, a common question adolescent in our society ask in a straight forward question of identity “WHO AM I”
• Too much “ego identity “ where a person is so involved in a particular role in a particular society or subculture that there is no room left for tolerance (Erikson’s ) calls this maladaptive tendency fanaticism
• Fanaticism – believes that his way is the only way
• Lack of identity – refers to the malignant tendency here as repudiation
• Repudiation is to reject
• If the success fully negotiate this stages ,you will have the virtue (Erikson) called fidelity
• Fidelity means loyalty , the ability to live by societies standards despite their imperfection and incompleteness and inconsistencies
Parenting
• Intergenerational transmission of a culture and its knowledge passes from parents to child
• Parenting puts in place not only fundamental skills and understanding but also an entire general to experience
• (Hart and Risley 1995) showed that the negative of the children’s accomplishment depends less on the materials and educational advantages available in the home and more on the amount of experience children accumulate affirmative feedback, symbolic emphasis, gentle guidance and responsiveness
• By the time children are 3 years old , even intensive intervention cannot make up for the differences in the amount of such experience, children have received from their parents, if children could be given better parenting , intervention might be unnecessary
• Hard parents are trying to provide better futures for their children
• All parents want their children to be successful students and productive citizens
• Working –class families were seen to be following the route traditional in an economic system that for generation produced upward mobility
• Families went into debt to serve an environment for their children
• Working class parents who chose to sacrifice materials advantages in order to spend time proving their children with the enriched experience that would prepare them for advanced skill training or higher education
• Parenting in the society without television ,toy stores, computer and video games , the traditional means by which parents transmitted across generations the importance of work, and has left parents to guide their children as best they can thought a amaze of continuously available
Alternative
• Parents could be helped by making quality child care affordable, for all parents on an income grade basis
• Children would receive experience with good parenting and planned developmental activities
• Parents would see models and get feedback and information advice about child reading
Style of parenting
Adolescence, teenagers with go through at least three major cognitive chance
• Moral reasoning
• Forming their own identities
• Sense of independence
o Parents rules standards and codes of conduct.
o Parents should think about how their children respond to their own parenting style
Types of parenting
Authoritarian parents
• Authoritarian parents – attempts to shape, control and evaluate behavior and attitudes of their children in accordance with a set of standard conduct usually an absolute standards that comes from religious or respected authorities.
• They punish and use harsh discipline to keep the adolescent in live with their rules
Permissive parents
• Permissive parents – are less controlling and behave with an unpunishing and accepting attitude toward their children impulse ,desires and actions
• They consult with their children about policy decision, make fewer demands, and tend to use reason rather than direct power.
• Permissive parents benefit by having to make fewer demands and enforcing fewer rules but at some cost to adolescent who may be less socially assertive and less achievement oriented than adolescents with authoritative parents ( Brunswiick 1991)
Mother – child bond
• Something more than feeding is involved in the mother –child relationship particularly, when as with bottle feeding actual sucking is unnecessary
• Governance of primary instincts into the arena of learned abilities . the more it becomes essential for the slowly growing child to get its learning right
• (Erikson 1968)his epigenesist of identity traced back the maladjusted adults to the disturbed child and the child and the disturbed child to the unloved infant
Father – child bond
• Jay Belsky – Pennsylvania state university , and Ross Parke of university of California riverside center for the family studies
• (Tiger and fox, 1978) have been mapping out the psychology of the father-child bond
• A Father’s more playful interactive style
Example turns out to be critical in teaching a child emotional self control
• Father –child interaction appear to be central to the development of a child ability to maintain strong, fulfilling social relationships later in life
• Elsky and Brenda Volling , assistant professors of psychology at the university of Michigan,(Roberts 1998) suggest that the emotional management “lesson” learned by children from their father during play are applied later in interaction with sibling and ultimately with people outside the family and lead to more cooperation and less fighting
Several Strategies (Roberts, 1998)
• Start early – father should immerse themselves in all aspect s of parenting from birth on are more likely be closer to their children
• Create “Fathering Space”- the traditional practice of determine to mother as “expert” gives new father few chances to home their parenting skills, bolster their confidence and build solid bonds with baby
• Articulate feeling – new father need to identify such feelings and discuss there with their wives
• Respect diversity – accept partner’s parenting without criticizing
• Be realistic – fathers who want to adopted a more hands on approach than they themselves experienced are often frustrated when kids don’t immediately respond
Children say about their parents
• Several attempts have been done by different researches to collect opinions and viewpoints from children who are the receivers of parenting style (karres, 2000, Riera & Prisco 2000 eorward , Forward 1989, Jones 2000, Roberts 1998)
• How much parents like their work
• Quality time Vs. quantity time
• How mother parents their children compared to father
Mother at work
• National institute of child health and human development (HICHD) study of the united states did finds cases in which other working had a negative impact on the mother- child bond
• Advantages
If you are ready to give up the rat race you may want to work at home. You can pursue a talent or passion you enjoy. You no longer have to be under the reins of a boss.
You can also set your own hours and you can arrange your schedule around family or social time. More specifically a parent who may work at home can properly balance child care and paid employment.
It does something for a parent if he or she can find something that is all him or her. Every person needs goals or tasks independent of the need to take care of a family.
• Disadvantages
Sometimes a mom or dad’s work takes her/him away from home. If the parent’s work requires a long business trip the family often struggles. They have to ‘hold down the fort’ so to speak in that other parent’s absence.
This is especially hard if the one parent who is on a business trip happens to be the family organizer. Another problem is that when the parent is at home and the children are at home the parent may find it hard to concentrate unless the kids are occupied.
Critique-ing
Erik Erikson's theory mostly contradicts Freudian and similar theories that basically state that a person's personality is set by age 6 and that there is little that can be done to change that. Exploring these theories will most likely produce reasons to discount Erikson's theories that people continue to change/develop/grow throughout their whole lives. I have seen evidence for both of these theories. I have seen horrible people turn into wonderful people and I have also seen people keep the same personality their whole lives.
Erikson’s Psychosocial Theory - modified view of Freud's theories, Erik Erikson (1902-1994)
Rather than focusing on biological influences of personality, Erikson emphasized societal factors.
- Society shapes the development of the ego or self. (Each society has unique qualities that influence personality.)
- Ego development continues throughout life (unlike what Freud believed).
- "Crisis" exists at each developmental stage, according to a maturational timetable, and must be resolved for healthy ego development.
Strengths of Erikson's Theory
- emphasis is on social and cultural influences (as opposed to biological or sexual);
- acknowledges that life is filled with crisis;
- focus is on identity formation.
- Adopted the male perspective of development (avoids emotional development, focuses on competing forces)
- Difficult to test scientifically
* Much research has been done on Erikson's ideas and theories. "It has-been proven difficult to create objectives to evaluate Erikson's identity theory. Not only do many different threads enter into the process of establishing an identity, but each person must create a unique synthesis of all the disparate parts
* Erikson's favorite methods for testing his theory are the biographical case study, using such famous men as Martin Luther and Mahatma Gandhi. It can be time consuming, expensive and difficult to apply these methods to individual experiencing role confusion
* Many questions have been raised referring to Erikson's belief of identity formation. What about those adults who rediscover themselves and develop a different understanding of their lives due to life's changes and experiences? Is it possible for an individual to change throughout life? Other theories on development lean toward the individual having psychological development completed at much earlier ages
* Another controversial aspect of Erikson's work is his agreement with Freud that personality differences between sexes are biologically based, originating in the possession or lack of a penis. Erikson based his conclusion on research with children in a study in which boys and girls from age 10 to 12 constructed various scenes with toy figures and wooden blocks.
* Critics of Erikson's theory say that his theory is more applicable to boys than to girls, and that more attention is paid to infancy and childhood than to adult life, despite the claim to be a life-span theory. However, many have found Erikson’s theory offers a useful framework for analyzing developmental histories.
Conclusion
Erikson’s theory
Therefore All of the stages in Erikson's epigenetic theory are implicitly present at birth (at least in latent form), but unfold according to both an innate scheme and one's up-bringing in a family that expresses the values of a culture. Each stage builds on the preceding stages, and paves the way for subsequent stages. Each stage is characterized by a psychosocial crisis, which is based on physiological development, but also on demands put on the individual by parents and/or society. Ideally, the crisis in each stage should be resolved by the ego in that stage, in order for development to proceed correctly. The outcome of one stage is not permanent, but can be altered by later experiences. Everyone has a mixture of the traits attained at each stage, but personality development is considered successful if the individual has more of the "good" traits than the "bad" traits.
Parenting
Therefore The way parents interact with their children has a direct effect on their development – their level of confidence and self-esteem, their sense of security, their emotional well-being, the way they relate to others, how they deal with authority, and their performance in school.
Parenting styles revolve around three important dimensions:
• Limit setting – the degree to which parents expect mature and responsible behavior from their children;
• Love – the way parents nurture their child by showing affection, approval and support for their development; and
• Respect – whether or not parents allow their children to express their own thoughts, beliefs, and feelings.
BIBLIOGRAPHY
Erikson, Erik H. Identity, Youth and Crisis. New York: Norton, 1968.
^ Erikson, E. H. (1950). Childhood and society. New York: Norton (1950); Triad/Paladin (1977), p. 242.
• ^ Erikson, E., (1956), The Problem of Ego Identity, Journal of the American Psychoanalytic Association 4, pp. 56-121
^ Gresser, Moshe. Dual Allegiance: Freud As a Modern Jew. SUNY Press, 1994, p. 225
Coe W, Buckner L, Howard M, Kobayashi K (1972) Hypnosis as role enactment: focus on a role specific skill, American Journal of Clinical Hypnosis Jul 15(1):41-5
^ Fogel, S.; Hoffer, A. (1962). "The use of hypnosis to interrupt and to reproduce an LSD-25 experience". Journal of Clinical and Experimental Psychopathology 23: 11–16.
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