Download - Human Relation Seminar
-
7/25/2019 Human Relation Seminar
1/22
SEMINAR ON
Submitted To :
Submitted By :
SR. TESSY SEBASTIAN MR. MAHESH DURAPHE
PRINCIPAL 1STM. Sc. NURSING
SRMM CON, SAWANGI (M) SRMM CON, SAWANGI (M)
-
7/25/2019 Human Relation Seminar
2/22
Import!c" o# H$m! R"%t&o! &! Gro't ! D"*"%opm"!t
NAME O+ STUDENT MR. MAHESH DILEEP DURAPHE
NAME O+ E-ALUATOR SR. TESSY MADAM
CLASS I YEAR M.SC.NURSING
DATE
-ENUE I YEAR M.SC.NURSING CLASSROOM
TIME
PRE-IOUS NOWLEDGE
O+ GROUP
-
7/25/2019 Human Relation Seminar
3/22
AIM At the end of seminar the group will be able to understand importance of
human relation in growth and development and apply knowledge while caring for achild.
SPECI+IC OB/ECTI-ES
At the end of seminar the group will be able to
- Understand the meaning of key terms
Relation
Human relation
Growth
Development
- Differentiate periods of growth
- Describe the principal of growth and development
- ist the theories of development.
- !numerate the principles of human relation.
- Discuss the relation formed during the growth and development.
- Discuss theories related to human relation and growth and development.
- "now the relation between human relation and development of child.
- #dentify attitudes of parents towards growth and development.
- Understand the problems of poor family relationship.
-
7/25/2019 Human Relation Seminar
4/22
MEANING
GROWTH$- #t is a change and increase in si%e. #t can be measured &uantitatively. #ndicators of growth
include height' eight' bone si%e and dentition. (he pattern of physiologic growth is similar for all people.
However growth rates vary during different stages of growth and development . (he growth rate is rapid
during the prenatal' neonatal' infancy and adolescent stages and slows during childhood. )hysical growth
is minimal during adulthood.
DE-ELOPMENT0 #t is anincrease in the comple*ity of function and skill progression. #t is the
capacity and skill of thr person to adopt to the environment. Development is the behavior e*cept
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 years of life/ development continues after that gradual
change and e*pansion/ advancement from lower to more advanced stages of comple*ity/ the
emerging and e*panding 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 0relationship1 is
for human relations or states of relatedness,/ 2the relationship between mothers and their
children2
PERIODS O+ GROWTH
1) Pr"!t% p"r&o
a, 3vum - to 45 days
b, !mbryo - 45 days to 6 weeks
c, 7etus - 6 weeks to birth.
) P"r&!t% p"r&o - weeks of gestation to 8 days after birth.
2) Po3t!t% p"r&o
http://www.thefreedictionary.com/relationhttp://www.thefreedictionary.com/relation -
7/25/2019 Human Relation Seminar
5/22
a, 9ewborn - 4st 5 weeks after birth
b, #nfancy - 4st year
c, (oddler - 4 to : years
5, )reschool child - : t o; years
4) Scoo% 5" c&% - ; to 4 years
6) Ao%"3c"!c" - 4 to years
7) Yo$!5 $%too - to 5 years
8) M&%" $%too 0 5 to ;< years
9) Mt$r&t: ; o% 5" 0;< years to Death
PRINCIPLES O+ GROWTH AND DE-ELOPMENT
Growth and development are continuous ' orderly' se&uential process influenced by
maturational' environmental and genetic factors.
All human follow the same pattern of the growth and development.
(he se&uence 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 comple* or single acts to the
integrated acts.
7or 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 generali%ed response. 7or e.g. an infant initial response to a stimulus involves the
whole body/ a < year child can respond more specifically with the laughter and fear.
(he pace of growth and development is uneven. #t 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 e*tremity at the puberty.
-
7/25/2019 Human Relation Seminar
6/22
THEORIES O+ DE-ELOPMENT
(here are various advanced theories about the stages and aspects of growth and development.
D"*"%opm"!t% T3< t"or:
+Havighurst' 46-4664,$- Robert Havighurst believe that learning is basic to
life and that people continue to learn through out life. He describe growth and
development as occurring during si* stages' associated with ; to 4 tasks to be
learned.
P3:co3oc&% t"or&"3
)sycho social development refers to the development of personality.
1) P3:co3"=$% D"*"%opm"!t (+r"$)
7reud considered the se*ual instincts to be significant in the development of personality.
However' he used the term psychose*ual to describe any sensual pleasure. During the childhood
certain region of the body assume a prominent psychologic significance as the source of new
pleasure and new conflicts gradually shift from one part of the body to another at particular
stages of development.
St5"3
3ral stage +birth to 4 year,.
)hallic stage +: to ; yrs,
atency period +; to 4 yrs,.
Genital stage +age 4 and over,.
) P3:co3oc&% D"*"%opm"!t (Er&
-
7/25/2019 Human Relation Seminar
7/22
(heories and model about adult development are relatively recent compared with the theories of
infant and child development.
Roger )eck +46;=, believes that although physical capabilities and function decrease with old
age' mental and social capacities tend to decrease in the later part of life.
)eck proposes three developmental tasks during old age' in contrast to !rikson>s one +integrity
versus despair,
4. !go differentiation versus work role pre occupation.
. ?ody transcendences versus body preoccupation.
:. !go transcendence versus ego preoccupation.
4) Go$% t"or: (A$%t "*"%opm"!t,
Roger Gould is another theorist who has studied adult development. He believes that
transformation is a central theme during adult hood
Co5!&t&*" T"or:
P&5"t>3 T"or: (19?701?9@)
?ased on his observations and work with children )iaget formulated this theory . He
believed that the child>s view of the world is influenced largely by age and maturational
ability.
Mor% T"or&"3
@oral development' a comple* process not fully understood' involves learning what ought to
be and what ought not to be done. (he term moral means relating to right and wrongB
1. o%"r5 (1?801?98)
awrence "ohlberg>s theory specifically addresses moral development in the children
and adult.
According to this theory moral development progress through three levels and si* stages.
4stlevel $- )remoral and preconventional level
ndlevel $- Conventional level.
:rdlevel $- )ost conventional' autonomous or principled level.
. G&%%&!
-
7/25/2019 Human Relation Seminar
8/22
Carol Gillian 46=, found that moral development proceed through three level and two
transitions.
tage 4$- caring for oneself.
tage $- caring for others.
tage :$- Caring for self and others.
Sp&r&t$% T"or&"3
(he spiritual component of growth and development refers to individuals understanding of
their relationship with the universe and their perceptions about the direction and meaning of
life.
+o'%"r3 Eames 7owler describe the development of faith as a force that gives the meaning
to person life he gives 8 stages of spiritual development
6) Soc&% %"r!&!5 t"or:
?andura ' a contemporaray psychologist' believes that children learn through their social contacts
with adults and other children.
+ctor3 &!#%$"!c&!5 5ro't ! "*"%opm"!t
4. Heredity$ it decides the si%e and shape of the body.
. Race$ similar physical characteristic is seen in people same race.
:. e*$ male infant is larger than female.
5. #ntrauterine development$ @aternal nutritional deficiencies' drugs and infection during
the pregnancy affect on growth.
-
7/25/2019 Human Relation Seminar
9/22
After birth the child is cared based on the culturally sanctioned pattern' rearing practices.
8. 9utrition$ uality and &uantity of food consumed.
=. !nvironment +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..
6. 3rdinal position in the family$ children learn from older siblings' which may be lacked
by the first child.
4. !motion$ ack of parent child attachment' lack of love and security in children can
distort the personality.
44. #ntelligence$ #ntelligence influences children>s motor development' psychosocial
development and learning development.
4. !*ercise$ #t stimulate physical activity
GOLDEN PRINCIPLES O+ HUMAN RELATIONS
4. Do not critici%e' condemn or complain.
. Control the anger.
:. Avoid using abusive language or e*pressions.
5. Give honest' sincere appreciation.
s name is to himIher the sweetest and most important sound in any
language.
6. ?e a good listener. !ncourage others to talk about themselves.
4. Avoid backbiting during conversation.
44. (alk in terms of the other person>s interest.
4. @ake the other person feel important and do it sincerely1
-
7/25/2019 Human Relation Seminar
10/22
BUILDING +OUNDATION +OR LI+E
Childhood has been known as the foundation of age lifeB. (he basic attitudes and
behaviour pattern the way the child feels and acts are developed in the first five year or si* years.
(hey largely determine what kind of person the child will be as an adult.
(wo separate but related processes build the foundations for the childs physical
development' behavior and attitude. (hese are maturation and learning.
M"to3 o# %"r!&!5 (Pr"!t3 ro%")0
elf initiated learning$ +(rial and error learning ,- the child tries out one way of doing something
and repeat if it works. #f does>nt works' child trioes another way and finally hit upon the good
method.
earning by imitation$- the child copies the behaviour of another person.
earning by identyification$ (he child copies is someone the child loves and admires' not Fust
anyone.
O$t"r &r"ct" %"r!&!5 (C&% tr&!&!5)
Authoritarian$ Children are forced to learn what a person in authority wants.Democratic$ )erson helping the children learn' e*plains why and how they e*pected to learn.
)unish only when they fails. ?ut offered chance to e*plain.
)ermissive$ @uch like trial and error allow to learn as they please.
RELATIONSHIPS +ORMED DURING IN+ANCY AND CHILDHOOD
T" Mot"r0C&% R"%t&o!3&p
A human being1s first intimate relationship is the mother-child relationship. A human being first
encounter with intimate behaviour is with his or her mother. @other 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 e*tended to the other significant
person in the environment. ?ecause mother repeatedly emphasi%es socially approved behaviour.
-
7/25/2019 Human Relation Seminar
11/22
T" #t"r ! c&% r"%t&o!3&p
(he father is assume the responsibility of providing food' comfort' warmth' love and protection.
(he child develops &ualities like love' affection' warmth' protection etc. from their
parents.
S&%&!53 ! c&%
iblings 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. (he way a
child relates and is influenced by outside playmates and classmates depend largely on
relation with the siblings in the home.
I!t"rct&o!3 W&t P""r3
During preschool years' a child1s need for autonomy and individuation influences his or
her intimate interactions with peers. Children look to share and communicate while enFoying the
company of their peers. (hese interactions are based on the &uest for coe*istence between their
newfound independence and the love they e*perienced during infancy.
uch peer interactions characteri%ed by autonomy' sensitivity' empathetic concern' and
ability to verbali%e emotions reflect the formation of intimate friendships later. #t is thus apparent
that behavioral patterns resulting from relationships formed during infancy are reflected in peer
interactions. #n turn' these interactions serve as a basis for relationships that develop in the ne*t
stage of life.
R"%t&o!3&p3 +orm" D$r&!5 Ao%"3c"!c" ! Er%: A$%too
Mt$r&t:
Children entering adolescence must begin to adapt to the adult world and its institutions while
coming to terms with emerging parts of themselves. (hey discover themselves as having new
emotional and se*ual needs. As they make these discoveries' adolescents begin to reali%e the
limitations of their parents. (aking responsibility for aspects of their own character re&uires
distancing from authoritative figures.
-
7/25/2019 Human Relation Seminar
12/22
+r&"!3&p3
3ver the course of social development' the role of friends and parents changes significantly. As
an adolescent undergoes physical and emotional changes' he or she seeks out relationships that
enhance efforts to adapt to new needs and stresses. Adolescents seek to share their thoughts and
feelings with those who are e*periencing similar changes. #ntimate interactions increase between
friends during this stage in life because they provide teens with opportunities for self-
clarification.
M$%t&p%" S"%*"3
7or the first time' an adolescent reali%es that his or her personality changes from one situation to
the ne*t. (he importance of intimate friendship and romance formed during early adulthood
stems from the valuable and adaptive contribution dialogues made with friends during
adolescence. )ersonality differences can be identified by capacities to form intimate relationships
characteri%ed by commitment' depth' and partner individuation based on interactions of early
life.
THEORIES RELATED TO HUMAN RELATION ; GROWTH ;
DE-ELOPMENT
ERICSON (1?@01??7)
!rik h. !rickson adapted and e*panded 7reuds theory of development to include the entire life
span' that continue to develop throughout life. He describes eight stage of development !rikson
invasions life as a se&uence of level of achievement. !ach stage signals a task that must be
achieved. (he resolution of the task can be complete' partial' or unsuccessful. !rikson 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 ne*t task. (hese development tasks can be viewed as
a series of crisis' and successful resolution of this crisis is supportive to the persons ego. 7ailure
to resolve the crisis is damaging the ego.
Er&3 E&5t St5" o# D"*"%opm"!tSTAGE AGE DE-ELOPMENTAL
CRISIS
DE-ELOPMENTAL STRUGGLE SIGNI+ICANT
RELATIONS
#nfancy ?irth J
4= mnth
(rust -3@istrust # can trust other and thus myself'
-3
# cant trust' my needs areunworthy
@other
!arly 4= mnth- Autonomy -3 # amB' # canB' and that>s good -3 )arent
-
7/25/2019 Human Relation Seminar
13/22
childhood : yrs hame K doubt # cantB' and # am bad
ate
childhood
: -
-
7/25/2019 Human Relation Seminar
14/22
tage 4 Use of Refle*es
tage )rimary Circular Reaction
tage : econdary circular reaction
tage 5 Coordination of secondary schemata
tage < (ertiary circular reaction
tage ; #nventions of new means
- ?egins with refle*ive behavior' ends with symbolic thought +anguage,
7our maFor accomplishments$
- 3bFect permanence$ an obFect or permanence continues to e*ist even when out of sight.
- patial relationships$ inIout' upIdown' gravity.
- Casuality$ cause and effect$ e.g. push the right button' doll will start talking
- (ime$ before and after/ e.g. put on clean paFamas after the bath.
Pr"op"rt&o!% p"r&o (A5"3 08)
- Animistic thinking$ attributing life to inanimated obFects/ e.g. dolls have feelings.
- !gocentric thinking$ world is created and organi%ed around one1 self.
- Associationistic thinking$ things that happen at the same time cause each other.
- )erceptually bound$ )ay attention to what appears to be obivious without regard to the
constraints of physics$ e.g. anta can be in 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.
P"r&o o# Co!cr"t" Op"rt&o! (A5"3 8011)
- ogical reasoning can be done mentally using rules for operation.
- Ability to reverse se&uences mentally$ e.g. if : M N
-
7/25/2019 Human Relation Seminar
15/22
P"r&o o# +orm% Op"rt&o! (Ao%"3c"!c")
- Abstract thinking$ representing reality using symbols that can be manipulated mentally.
e.g. symbolism in ?ible stories' * in algebraic e&uations.
- 3gical thinking more systematic$ scientific method.
- @etacognition$thinking about thinking.
- Hypothetical I )ropositional reasoning$ able to think what if BO' playing with different
scenarios' mentally appreciate rules of logic.
- 7uture oriented.
ROGER GOULD>S
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 >s is the time when a person assumes new roles/ in the :s'
role confusion often occurs/ in the 5s the person become aware of time limitation in relation to
accomplishing life>s goal/ and is the
-
7/25/2019 Human Relation Seminar
16/22
tage < +age :
-
7/25/2019 Human Relation Seminar
17/22
C&% ! cr"5&*"r "*&o$r ptt"r!3
Attcm"!t
ptt"r!C&% Cr"5&*"r
S"c$r" )rotests caregiver1s departure and is comforted on
return' returning to e*ploration.
Responds appropriately' promptly and
consistently to needs.
A*o&!t ittle or no distress on departure' little or no
visible response to return. uality of play often
low.
ittle or no response to distressed
child. Discourages crying and
encourages independence.
Am&*%"!t adness on departure but warms to stranger. 3n
return' ambivalence' anger' reluctance to warm to
caregiver and return to play. )reoccupied with
caregiver1s availability.
#nconsistent between appropriate and
neglectful responses.
D&3or5!&3" tereotypies on return such as free%ing or
rocking. ack of coherent coping strategy +such
as approaching but with the back turned,.
7rightened or frightening behaviour'
intrusiveness' withdrawal' negativity'
role confusion' affective
communication errors and
maltreatment.
RELATION BETWEEN HUMAN RELATION ; DE-ELOPMENT O+ C
Ur&" Bro!#"!r"!!"r>3 Eco%o5&c% S:3t"m3 T"or:o# H$m!
D"*"%opm"!t
(here are several adaptations of the ocial !cological @odel/ however' the initial and most
utili%ed version is Urie ?ronfenbrenner>s +4688' 4686,Ecological Systems Theorywhich dividesfactors into four levels$ macro-' e*o-' meso-' and micro-' which describe influences as
intercultural' community' organi%ational' and interpersonal or individual. (raditionally many
research theorists have considered only a dichotomy of perspectives' either micro +individual
behavior, or macro +media or cultural influences,. ?ronfenbrenner>s perspective +4686, wasfounded on the person' the environment' and the continuous interaction of the two. (his
interaction constantly evolved and developed both components. However' ?ronfenbrenner
http://en.wikipedia.org/wiki/Urie_Bronfenbrennerhttp://en.wikipedia.org/wiki/Ecological_Systems_Theoryhttp://en.wikipedia.org/wiki/Urie_Bronfenbrennerhttp://en.wikipedia.org/wiki/Ecological_Systems_Theoryhttp://en.wikipedia.org/wiki/Ecological_Systems_Theoryhttp://en.wikipedia.org/wiki/Urie_Bronfenbrennerhttp://en.wikipedia.org/wiki/Ecological_Systems_Theoryhttp://en.wikipedia.org/wiki/Urie_Bronfenbrennerhttp://en.wikipedia.org/wiki/Ecological_Systems_Theory -
7/25/2019 Human Relation Seminar
18/22
reali%ed it was not only the environment directly affecting the person' but that there were layers
in between' which all had resulting impacts on the ne*t level.
SPHERES O+ IN+LUENCE
M&cro0
M&cro3:3t"m3consist of individual or interpersonal features and those aspects of groups that
comprise the social identity +Gregson' 4, which may include roles that a person plays +i.e.mother' father' sister' brother' child' etc., or characteristics they have in common. (hese
interpersonal attributes are strong as to how an individual perceives oneself. (hese &ualities and
factors can be learned' as in membership to a group' but many are ingrained +e.g.' ethnicity'
gender,. #n the interpersonal sphere' there are also many components of the individual' includingpsychologicaland cognitivefactors' like personality' knowledge' beliefs +Gregson' 4,. (he
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. (hisshapingis well e*plored in
child development' as it would be unreasonable to believe a child is solely a product of thesocietal environment. (here are multiple' simultaneous influences in child behavior and learning
including culture' school' teacher' parental support and education level' involvement ine*tracurricular activities' etc. !*amples of microsystems outside the self also include groups of
friends' family' unorgani%ed athletics' or social clubs.
M"3o0
M"3o3:3t"m3are the organi%ational or institutional factors that shape or structure the
environment within which the individual and interpersonal relations occur +Gregson' 4,.(hese aspects can be rules' policies' and acceptable business eti&uette within a more formal
organi%ation. (here are some organi%ations that foster entirely different atmospheres than other
corporations' i.e. Google' where employees may wear paFamas to the office. (he organi%ationalcomponent is especially influential with younger' more impressionable employees' as it helps to
shape the ethics and e*pectations of a typical organi%ation for these individuals. !*amples
include schools' companies' churches' and sports teams. @esosystems are essentially the normforming component of a group or organi%ation' and the individual is an active participant in this
group or organi%ation. ?ronfenbrenner +4686, also claimed that the richer the medium for
communication in this system' the more influential it is on the microsystem.
E=o0
E=o3:3t"m3refer to the community level influence' including fairly established norms'
standards' and social networks+Gregson' 4,. (here will likely be many organi%ations andinterpersonal relationships that compose the community' and this web of organi%ations and
relationships creates the community. (he community is larger than the meso-/ however' it is
considerably smaller than the respective nation or culture it composes. (he community level in ageographic sense' for e*ample' may be @idwestern or #owan'while the ne*t level up +macro,
would be an American. However' it does not have to be associated with any physical or spatial
relationships. Another e*ample could be membership in special interest groups or political
http://en.wikipedia.org/wiki/Social_identityhttp://en.wikipedia.org/wiki/Psychologicalhttp://en.wikipedia.org/wiki/Cognitivehttp://en.wikipedia.org/wiki/Child_developmenthttp://en.wikipedia.org/wiki/Googlehttp://en.wikipedia.org/wiki/Social_networkshttp://en.wikipedia.org/wiki/Midwesternhttp://en.wikipedia.org/wiki/Iowahttp://en.wikipedia.org/wiki/United_Stateshttp://en.wikipedia.org/wiki/Social_identityhttp://en.wikipedia.org/wiki/Psychologicalhttp://en.wikipedia.org/wiki/Cognitivehttp://en.wikipedia.org/wiki/Child_developmenthttp://en.wikipedia.org/wiki/Googlehttp://en.wikipedia.org/wiki/Social_networkshttp://en.wikipedia.org/wiki/Midwesternhttp://en.wikipedia.org/wiki/Iowahttp://en.wikipedia.org/wiki/United_States -
7/25/2019 Human Relation Seminar
19/22
affiliations. !*osystems are essentially any setting which affects the individual' although the
individual is not re&uired to be an active participant +?ronfenbrenner' 4686,.
Mcro0
Mcro3:3t"m3are the cultural conte*ts +?ronfenbrenner' 4686,' not solely geographically orphysically' but emotionally and ideologically. (hese influences are more easily seen than the
other factors' mainly due to the magnitude of the impact. !*amples of significant intercultural
effects include Communism' Pestern culture'@ilitary' #slam' and Christianity. 7or instance' themacrosystem of Communism is a @ar*istphilosophy that believes that wealth should be shared
in the macrosystem. A Communist country' such asCuba+e*o,' governs and regulates the
environment within which corporations +meso, and society or individuals +micro, e*ist. @edia
plays a significant role on all levels' as it communicates information and assists in thedevelopment of e*pectations for all individuals in the respective culture.
http://en.wikipedia.org/wiki/Communismhttp://en.wikipedia.org/wiki/Western_culturehttp://en.wikipedia.org/wiki/Militaryhttp://en.wikipedia.org/wiki/Islamhttp://en.wikipedia.org/wiki/Christianityhttp://en.wikipedia.org/wiki/Marxisthttp://en.wikipedia.org/wiki/Cubahttp://en.wikipedia.org/wiki/Mass_mediahttp://en.wikipedia.org/wiki/Communismhttp://en.wikipedia.org/wiki/Western_culturehttp://en.wikipedia.org/wiki/Militaryhttp://en.wikipedia.org/wiki/Islamhttp://en.wikipedia.org/wiki/Christianityhttp://en.wikipedia.org/wiki/Marxisthttp://en.wikipedia.org/wiki/Cubahttp://en.wikipedia.org/wiki/Mass_media -
7/25/2019 Human Relation Seminar
20/22
PARENTRAL ATTITUDES TOWARDS GROWTH AND DE-ELOPMNET
As children grow and develop' parents must learn to view them as individuals and
sometimes to view their own roles differently. )arental attitudes toward the growth and
development of children>s needs at various developmental stages.
)arents are influenced also by the way their own parents handled their growth and
development and by the childB each of them used to be.
)arental attitudes towards the care of their children during growth and development may
be classified as authoritarian' permissive' or democratic.
A$tor&tr&! or D&cttor&% Pr"!t3 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 un&uestioning manner and punished
when they are not obeyed. (his 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 doesn>t prepare children to live successfully and comfortably in world outside the
home. ome parents today still raise their children in this manner.
P"rm&33&*" or D"mocrt&c Pr"!t3believe in not interfering in the development of their
children. (hese parents do not establish rules for behaviour. #f they do set down limited
regulations' they are discussed with the children and the children>s input is considered when
decision are made. uch parents permit children to do what they want to do and trust the natural
conse&uences of their behaviour will show them what would be logical things to do in problem
situation. ince the parents do not provide ade&uate guidance' the children are unable to
determine the difference between right and wrong behaviour. )ermissive parents do not wish to
impose their own standards and beliefs on their offspring>s' preferring to let them make decisions
-
7/25/2019 Human Relation Seminar
21/22
concerning their behaviour and to workout their belief systems on their own. (hese parents do
not consider themselves role model for their children. (hey would prefer to have the children
approach them if they need guidance.
SERIOUSNESS O+ POOR +AMILY RELATIONSHIPS
Loung children are likely to e*perience great psychological damage from poor family
relationship. (he harm will be worse for them than for other family members because
their lives are centered in the home. #t is the Childs one and only means of stability and
security.
(here are three common forms of psychological damage to young children that poor
family relationship cause'
4. (hey affect children>s attitude towards people outside the home. #t also affect the way the
children treat them. (he young child who develops an angry attitudes towards a strict'
authoritarian parents is likely develop an unfavorable attitudes towards all adults.
. )oor relationship with the family result in personality traits that often lead to poor
adFustments as children grow older. 7eeling unsolved and unwanted in the family. 7or
e.g. may lay the foundations for an inferiority comple*.
:. 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. (his
keeps them from being as upset by unfavorable family relationships as when they were younger.
@any children who have poor relation ship with members of their families are not popular with
other children. (hey tend to carry out in to the play group many form of unsocial behavior they
learned in their relationship with members of their families.
-
7/25/2019 Human Relation Seminar
22/22
BIBLIOGRAPHY
Dorthy R. @arlow' ?arbara A.' te*tbook of pediatric 9ursing' !lsevier )ublication' ;th
edition' )p. 65 - 6