Lack of parental interaction

Lack of maternal(p) fundamental interactionZafi is the eldest squirt and he has two young siblings. He was an average student in primary check with no correct problems. When he was 11 years old, his father passed away. After the death of his father, his stick holds two jobs to make ends meet. His m some wise(prenominal) relies on him to back reveal c are of his two younger siblings as she is unendingly non at theatre. Currently in unoriginal two, his academic result is truly poor. In class, he would keep to him egotism and would shy away from classroom activities. He would some times cheat in tests and exams. The reasons he gave for cheating are, not having the ability to do it and he does not want his classmates to see that he is stupid. His form t each(prenominal)er move many times to meet his mother to discuss ab aside his cheating behaviour and poor academic slaying but she is always meddling with her pdepression. After school, Zafi would meet up with his reg ion friends. Most of them are drop outs. They constantly told him to quit school and to enjoy life just alike them. Zafi enjoys kick the bucketing time with them as he thought they transform him best. They would in like manner stinkpot and drink alcohol. He would only return foundation very late at night or not at all.Zafis father had passed away and his mother is too finicky works to support the family. There is almost no interaction between Zafi and his mother and there is no other important adult to supervise him at home. In short, the parental involvement is almost non-existent. Using Bronfenbrenner Bioecological theory and Baumrind Parenting Style conjecture, I would relate how Zafis parental interactions and parenting style affects his context of development.Bronfenbrenner Bioecological TheoryAccording to Bronfenbrenner, the escape of parental interaction is the most destructive force to a childs development. 1 Urie Bronfenbrenner says that there are two environmenta l conditions that are necessary for human development. The first is that one or more than(prenominal) adults must love the child unconditionally the second is that the adults must encourage the child and spend time doing joint activities with the child in and out of the home environment. 2 Zafis mother loves him unconditionally but she is too busy to show it and she is as well as un adequate to spend time with any of her children. Therefore, the two important conditions are not met.Bronfenbrenner also develop a Bioecological Theory to explain how the childs environments can significantly bias his cognitive development and his growth. The theory consists of 4 systems nested around each other with the child being in the innermost. The 4 systems developed by Bronfenbrenner are microsystem, mesosystem, exosystem, and macrosystem. 3 The microsystem is where a child has direct interactions with parents, teachers, peers and others. In Zafis case, he has very teentsy interaction with his mother and he spends most of his time with his neighbourhood friends. Too little interactions with his mother causes a break d admit in his microsystem and the bad influence he is getting from his neighbourhood friends is not helping in his positive growth and development. The second aim is the mesosystem. Mesosystem are linkages between microsystems such(prenominal) as between a childs teacher and his parents, and relationships between students and peers. His teacher tried many times to create a linkage with his mother but failed due to her busy work schedule. This contributes to a break down in his mesosystem. The third level is the exosystem. Exosystem are external experiences in which a child does not have an active component but still influence the childs developments. In this case, his mothers busy work schedule is the exosystem. Her two jobs require her to work long hours and irregular shifts. This resulted in her having very little face time with her children. The la st level is the macrosystem. Macrosystem consists of things that influence and sometimes support the child such as cultures, norms, and laws.The break down in his microsystem provide affect the other systems as it disabled him to research other parts of his environment. Without the presence of proper supervision or love, Zafi will try looking for attention in inappropriate places. These behaviours will give rise to problems such as little self discipline and no self direction.Neglectful ParentingAccording to Diana Baumrind, parenting styles come in three main forms authoritarian parenting, authoritative parenting, and gentle parenting. Eleanor Maccoby and John Martin expanded BaumrindHYPERLINK http//www.law-of-attraction-parenting.com/baumrind-parenting-style.htmlHYPERLINK http//www.law-of-attraction-parenting.com/baumrind-parenting-style.htmls research and added another parenting style, Neglectful or Un composite Parenting (Maccoby Martin, 1983). 4 The degree of supervision and discipline shown by Zafis mother is minimal, and there is no consequence for unacceptable behaviour. She does not deliberately encourage Zafi to self regulate his behaviour and there is very little communication between them. These are the characteristics of neglectful parenting. heretofore though she fulfills her children basic inescapably such as food and clothing, sadly, she is detached from their life. She is also psychologically unprocurable to her children. Neglectful parenting style rank minorest across all life domains. Children with neglectful parents tend to lack self-control, have low self-consciousness and are less competent than their peers. They often engage in tough behaviours and are vulnerable to substance abuse. 5InterventionsBronfenbrenner said that to ensure water-loving child development, one or more adults must love the child unconditionally and they must spend time doing joint activities with the child in and out of the home environment. However, in Za fis case, this is not possible for his mother. What she could have done to increase the level of interaction with her son is by communicating with him more through the phone. During her short breaks at work, she could have called her son to take on slightly his day at school, find out whether he has eaten and to also provide psychological and delirious support in case his son is upset over a school event such as a failed test. This way, the child necks his mother cares for him and he can also feel his mothers love and affection. She should also try to take at least(prenominal) a day off weekly to spend invaluable face time with her children. If it is not possible, she should ask her parents for help in taking care of her children while she is at work. There must be at least one adult present at home so that the child would not feel neglected.As for the teacher, he needs to be flexible to place to the parents inflexible work schedule. If meeting with the parent in person is no t possible, he should at least keep in close contact with the parent through the phone and to update her about her sons skill progress and behaviour. In doing so, he is successful in creating a linkage with the parent. Once there is a linkage, it will be much easier for both teacher and parent to work together to ensure the childs healthy development. The teacher can also educate parents about the developmental needs of children. Research indicates that family involvement in schools increases student achievement (Henderson Berla, 1994). 6 The benefits of parent and family involvement include higher test scores and grades, better attendance, more completion of homework and more positive attitudes and behavior.Next, I would relate how Zafis parental interactions and parenting style affects his self and individuation development.Self-EsteemChildren look to parents and other important adults for evidence that theyre smart, capable, etc. This evidence may be in the form of encourageme nt, praise for accomplishments, awards, etc. If the evidence is not present, low self-esteem develops. 7 This explains why neglectful parenting results in children with low self-esteem. Low self-esteem can have a big cast out impact on academic performance. Once a child does poorly in school, he will start to think poorly of himself and it may cause him to underachieve or make him give up completely. Children with low self-esteem tend to be lonely in school as they find it hard to make new friends. They would shy away from classroom activities as they do not want to appear incompetent. Resisting proscribe pressures would also seem difficult for these children. 8 Looking at Zafis case, it is obvious that he is suffering from low self-esteem. He is doing very poorly in school and at home he never gets the encouragement he needs to make him feel better. He is also not motivated to study as no be how well he performs, his mother is not there to praise or acknowledge his accomplishmen ts. In class, he is afraid to get involve in classroom activities and he constantly keeps to himself. He is also not able to resist negative pressures from his neighbourhood friends. As he spends more time with them, he developed a sense of belonging towards them and this sense makes him want to be like them.InterventionsIt is important that teachers look out for and help students who are suffering from low self-esteem as it can affect their academic performance and also their overall well-being. Teachers should be paying more attention to students like Zafi. They tend to have low self-esteem due to the lack of attention, love and affection. Students with low self-esteem will say things like, I know that I will fail or I hate myself. They tend to avoid getting involved in new activities and would have trouble reservation new friends and mixing around. Stresses faced at home such as parents arguing a lot and difficult lessons can have a negative impact on a childs self esteem. Some of the things that teachers can do to improve students self-esteem are, to always accentuate the positive, avoid criticism, set realistic expectations for the students and give them the opportunity to tell the class things they like about themselves. Those with very low self-esteem will have problem with even saying two things they like about themselves therefore, the teacher have to provide prompts for these students.Eriksons Psychosocial cultivation TheoryErik Erikson highlighted the importance of relationships with others in the formation of ones own identity. He believed that personality develops through eight stages of life. He suggested that at each stage of life an separate is confronted by a crisis (Erikson, 1950). At this age, Zafi is going through stage 5 crisis of Eriksons Psychosocial Development Theory which is personal identity versus Role Confusion. In this stage, adolescents struggle to resolve the question of Who am I? They move from their parents to peers as a p oint of references. They strive to clarify their own personalities. They are often observed to imitate the attitudes and actions of others they admire. In Zafis case, his neighbourhood friends are his only point of reference. As he respects and admires them, he chose to imitate their attitudes and actions. He would smoke and drink alcohol with them till late at night.InterventionsIn Identity versus Role Confusion stage, adolescents will move to peers as a point of reference. As Zafi is not close to anyone else in school, he is leftover with no choice but to see his neighbourhood friends as references. What can be done by the teacher is to introduce buddy system to pair up low self-esteem student such as Zafi with a higher self-esteem one. The higher self-esteem student may be able to help Zafi with his studies and thus increasing his confidence and self-esteem. Zafi may look up to his buddy as his role model and thus imitate him instead of his neighbourhood peers.The teacher should also provide plenty of opportunities for students to seek identity issues as they relate to understanding who they are as individuals. An activity such as making a collage about themselves or writing their autobiography is a good way for them to explore themselves. The teacher can also enhance students self esteem by encouraging the students to substitute negative self-statements with a positive one.Lastly, I would relate how Zafis parenting style affects his moral development.His mother neglectful parenting style resulted in him lacking self-control, having low self-esteem and feeling less competent compared to his peers. His low self-esteem caused him to have low self-confidence which led him to believe that he does not have the ability to pass his examinations. As he does not want his classmates to think that he is stupid, he decided to cheat in his tests and examinations.Kohlbergs Stages of Moral DevelopmentThe reason why Zafi cheated is based on self-interests. From his reason ing, his moral development is in Level 1 Preconventional cerebrate Stage 1 Punishment-Obedience, of Kohlbergs stages of moral development. His reasoning is characterised by a focus on the consequence go through by him as a result of his actions.InterventionsTo minimize cheating, teachers should clearly spell out the consequences of cheating and to systematically follow through with these when cheating does occur. Teachers can also help students overcome the need to cheat by providing the student with extra help and reducing student anxiety. Student anxiety can be reduced by emphasizing that mistakes are okay and a part of learning.