2.1.4 Family relationships

Aspects of Family Relationships and Parenting Practices

There are many aspects of family relationships and parenting practices that can affect a child’s development and well-being. Some of these include:

• Communication: The quality and frequency of communication within a family can greatly impact the way children feel about themselves and their relationships with others.
• Conflict resolution: Families that are able to effectively manage and resolve conflicts are more likely to have children who can do the same in their own relationships.
• Discipline: The way parents discipline their children can have a significant impact on their behaviour and long-term development.
• Parental warmth: The emotional closeness and support provided by parents can help children feel secure and valued, and can also foster self-esteem and emotional well-being.
• Positive role models: Children who have positive role models in their parents or other family members are more likely to develop healthy relationships and make positive life choices.
• Attachment: The emotional bond between the parents and the child, this secure bond is the foundation of trust and emotional security in children
• Cultural values: Family cultural values can have a big impact on parenting practices and child development, it’s important for parents to understand and respect their cultural background and transmit those values to their children.

All of these factors can work together to create a positive and supportive family environment that helps children thrive.

Parenting styles:

The four parenting styles that are commonly used in psychology are authoritative parenting, authoritarian parenting, permissive parenting, and neglectful parenting. They are based on the 1960s research of developmental psychologist Diana Baumrind at the University of California, Berkeley. In the 1980s, Maccoby and Martin also contributed by refining the model. According to Baumrind’s theory, there is a close relationship between the type of parenting style and the behaviour of children. Different parenting styles can influence child development and outcomes (Masud, 2014).

The influence of parental attitudes compared with parenting practices

Parental attitudes and parenting practices both play important roles in shaping a child’s development and well-being.

Parental attitudes refer to the beliefs and values that parents hold about child-rearing, such as their beliefs about discipline, the role of parents in children’s lives, and their expectations for their children’s behaviour. These attitudes can shape the way parents interact with their children and can influence the type of parenting practices they use. For example, parents who hold permissive attitudes may be more likely to use indulgent or lenient parenting practices, while parents who hold authoritarian attitudes may be more likely to use strict or demanding parenting practices.

Parenting practices, on the other hand, refer to the specific actions and behaviours that parents engage in with their children, such as how they communicate with their children, how they discipline them, and how they spend time with them. These practices can have a direct impact on children’s development, as they can shape children’s behaviour and emotional well-being.

While parental attitudes can influence parenting practices, it’s also possible for parenting practices to change parental attitudes over time. For example, a parent who initially holds an authoritarian attitude may become more permissive after experimenting with different parenting techniques and seeing positive results.

In summary, parental attitudes and parenting practices are both important factors in shaping a child’s development and well-being, but they are distinct and can both influence and be influenced by each other (Breiner, 2016)

Systemic Theory Including Supportive Systems in Development

Systemic theory refers to a perspective that views individuals, families, and communities as interconnected systems that are constantly interacting and influencing one another. This theory suggests that in order to understand and support development, it is important to consider the multiple systems that are at play, including the individual, family, community, and larger cultural and societal systems.

One key aspect of the systemic theory is the idea of supportive systems. A supportive system refers to any system that provides resources, support, and guidance to help individuals and families achieve their goals and overcome challenges. Examples of supportive systems include:

• Family support: This refers to the emotional, practical, and financial support provided by family members to one another.
• Community support: This refers to the resources and services available in the community that can support individuals and families, such as social services, healthcare, and educational programs.
• Cultural support: This refers to the values, beliefs, and traditions of a cultural group that can provide a sense of identity, belonging, and guidance for individuals.
• Societal support: This refers to the laws, policies, and programs put in place by society that can help ensure that individuals and families have access to basic needs and opportunities.

In addition to supportive systems, the systemic theory also emphasizes the importance of considering the interactions and relationships between systems. For example, a child’s development may be influenced by the interactions between their family, their community, and the larger cultural and societal systems they are part of. This perspective can help identify points of intervention where a change in one system can improve the functioning of other systems.

Overall, systemic theory suggests that in order to support development, it is important to consider the multiple systems that are at play and to create support systems that can help individuals and families achieve their goals and overcome challenges (Bronfenbrenner, 1979) (Anderson, 2002).

Aspects of Distorted Family Function

There are several aspects of distorted family function that can negatively impact the well-being of family members and the functioning of the family as a whole. Some examples include:

• Lack of clear boundaries: Families that lack clear boundaries between family members may experience difficulties with communication and decision-making, and may have difficulty establishing healthy relationships with others.
• Poor communication: Families that have poor communication patterns may struggle to understand one another and may be more likely to experience conflicts and misunderstandings.
• High levels of conflict: Families that experience high levels of conflict may struggle to resolve problems and may be more likely to experience problems with emotional regulation and physical health.
• Lack of cohesion: Families that lack cohesion may have difficulty working together and may struggle to support one another through difficult times.
• Rigidity: Families that are rigid in their roles and expectations may struggle to adapt to change and may be more likely to experience conflicts and difficulties.
• Dependence: Families that are dependent on one another may struggle to develop healthy autonomy and may be more likely to experience problems with emotional regulation and physical health.
• Enmeshment: Families that are enmeshed may struggle to develop healthy boundaries and may be more likely to experience difficulties with communication and decision-making.
• Triangulation: Families that triangulate may struggle to communicate effectively and may be more likely to experience conflicts and misunderstandings.

These are just some examples of how distorted family function can negatively impact the well-being of family members and the functioning of the family as a whole, but it is important to note that every family is unique and that what might be a distorted function in one family, might be a healthy function in another.

Discord, overprotection, rejection, and enmeshment are all aspects of distorted family function that can have negative impacts on the well-being of family members and the functioning of the family as a whole. All of these aspects of distorted family function can have negative impacts on the well-being of family members and the functioning of the family as a whole. They can make it difficult for family members to communicate effectively, resolve conflicts, and establish healthy relationships with one another. It is important for families to work on addressing these issues and creating a more healthy and supportive family environment.

Discord:

Discord refers to a lack of harmony or agreement within a family. It can manifest in various forms such as verbal or physical abuse, constant arguing, and a lack of cooperation. When there is discord in a family, it can create a negative and stressful environment that can lead to emotional and psychological problems for all members.

Overprotection:

Overprotection is when parents or caregivers protect their children too much, not allowing them to experience independence or face challenges on their own. This can lead to children not developing self-reliance and the ability to cope with difficult situations. Overprotection can also create a lack of trust between parent and child, and may lead to children feeling inadequate or not capable of dealing with life on their own.

Rejection:

Rejection is when a family member, usually a parent, emotionally or physically distances themselves from their child. This can have severe consequences on the child’s emotional, social, and psychological development. Children who experience rejection from a parent may feel a sense of abandonment, have a low self-esteem, and may struggle with trust issues in their future relationships.

Enmeshment:

Enmeshment is when family members are overly involved in each other’s lives and boundaries are not clearly defined. This can lead to a lack of privacy and autonomy, and can make it difficult for family members to develop their own identities. Enmeshed families may also have difficulty resolving conflicts and may struggle to establish healthy relationships with others.

The Impact of Bereavement, Parental Divorce and Intra-Familial Abuse on Subsequent Development and Mental Health of the Child

The impact of bereavement, parental divorce, and intra-familial abuse on the subsequent development and mental health of a child can be significant and long-lasting.

Bereavement, or the loss of a parent or caregiver, can have a significant impact on a child’s emotional and psychological well-being. Children may experience feelings of grief, abandonment, and loss, as well as changes in their academic and social performance. They may also struggle with trust issues, anxiety, and depression, and may have difficulty forming new attachments.

Parental divorce can also have a major impact on children’s development and mental health. Children may experience feelings of loss, insecurity, and uncertainty about their future, as well as changes in living arrangements and family dynamics. They may struggle with adjusting to new living situations and may have difficulty maintaining relationships with both parents. Children of divorce may also experience decreased academic performance and increased behavioural problems.

Intra-familial abuse, including physical, emotional, and sexual abuse, can have severe and long-lasting effects on a child’s mental health and development. Children who experience abuse may have difficulty trusting others may suffer from anxiety and depression and may have difficulties with attachment and relationships. They may also struggle with academic and social performance. Abused children may also develop behavioural problems, and emotional regulation difficulties, and can have a hard time forming healthy relationships in the future.

It is important for professionals and caregivers to recognize the potential negative impacts of these experiences and provide appropriate support and interventions to help children cope and heal. This can include therapy, counselling, and support groups, as well as creating a safe and stable home environment. It is also important to provide education and resources to parents and caregivers to help them support their children during these difficult times.

The Relevance of Different Family Structures Including Cultural Influences on Family and the Stages of Family

Nuclear families, which consist of a mother, father, and children, have been the traditional family structure in Western societies. However, other family structures, such as extended families, where multiple generations live together, or single-parent families, where one parent raises children alone, have become increasingly common. Each of these different family structures can have a unique impact on individuals and society.

Cultural influences can also play a significant role in shaping family dynamics and values. For example, some cultures may place a greater emphasis on marriage and traditional gender roles, while others may prioritize the needs and autonomy of individual family members. The concept of the “nuclear family” being the norm has been challenged in recent decades by increased acceptance of diverse family structures. The rise of non-traditional families such as same-sex parents and blended families has further expanded the diversity of family structures.

There are many different types of family structures, each with its own unique characteristics and dynamics. Some common types of family structures include:

1. Nuclear family: A family unit consisting of a mother, father, and children. This is considered the traditional family structure in Western societies.
2. Extended family: A family unit that includes multiple generations living together, such as grandparents, parents, and children. This type of family structure is common in many cultures around the world.
3. Single-parent family: A family unit where one parent raises children alone. This can occur due to death, divorce, or never-married parents.
4. Blended family: A family unit where two people with children from previous relationships come together to form a new family.
5. Same-sex parent family: A family unit where children are raised by two people of the same sex.
6. Grandparent-led family: A family unit where grandparents have taken over the role of primary caretaker for their grandchildren.
7. Foster family: A family unit where children are temporarily placed with a family that is not their biological family.
8. Adoptive family: A family unit where a child is legally adopted and becomes a permanent member of the family.
9. Kinship care family: A family unit where a child is placed with a relative, such as an aunt or grandparent, rather than a non-relative foster family

These are just a few examples of the many different types of family structures that exist. Family structures can vary widely based on cultural, economic, and social factors, and can change over time as individuals and families experience different life events.

Overall, family structures and the cultural influences on them can have a significant impact on individuals and society. Understanding these dynamics can help individuals, families, and professionals better support and serve diverse families.

Group development:

Tuckman’s stages of group development, also known as Tuckman’s stages of group dynamics, are a model that describes the five stages that a group goes through as it develops. These stages are:

Tuckman’s stages of group development:	Summary:
1) Forming	During this stage, the group is brought together and begins to establish its purpose and goals. Members are polite and cautious with one another and may be hesitant to express their true feelings or ideas.
2) Storming	As the group begins to work together, conflicts may arise as members struggle to establish roles and relationships. This stage can be challenging, but it is necessary for the group to work through these issues in order to move forward.
3) Norming	As the group continues to work together, members begin to develop a sense of cohesion and establish a set of norms and expectations for how the group will function.
4) Performing	The group is now able to work together effectively and efficiently. Members have a clear understanding of their roles and responsibilities and are able to accomplish the group’s goals.
5) Adjourning	This stage marks the end of the group’s work together. Members may experience feelings of sadness or loss as they say goodbye to one another, but they have accomplished their goals and the group has been successful. It’s important to note that Tuckman later added a fifth stage called “Adjourning” or “mourning” which emphasizes that, at the end of the group process, members may experience feelings of sadness or loss as they say goodbye to one another. This model is widely used in fields such as psychology, business, and education to understand group dynamics and help groups work together more effectively.

It’s important to note that Tuckman later added a fifth stage called “Adjourning” or “mourning” which emphasizes that, at the end of the group process, members may experience feelings of sadness or loss as they say goodbye to one another. This model is widely used in fields such as psychology, business, and education to understand group dynamics and help groups work together more effectively (Tuckman, 1965).

Families go through different stages throughout their lifecycles. These stages were first proposed by Tuckman, and are forming, storming, norming, performing and adjourning. Each stage has its own challenges and dynamics that families need to navigate through. For example, during the “storming” stage, family members may experience conflict as they work to establish roles and boundaries within the family. The “performing” stage is when the family is running smoothly and everyone is comfortable with their role within the family.

References:

(1) Breiner, H., Ford, M. and Gadsden, V.L. (2016). Parenting Knowledge, Attitudes, and Practices. [online] Nih.gov. Available at: https://www.ncbi.nlm.nih.gov/books/NBK402020/.

(2) Masud, H., Thurasamy, R. and Ahmad, M.S. (2014). Parenting styles and academic achievement of young adolescents: A systematic literature review. Quality & Quantity, 49(6), pp.2411–2433. doi:10.1007/s11135-014-0120-x.

(3) Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399.