running head: positive parenting 1 - adler graduate school whear mp 2016.pdfrunning head: positive...

Running head: POSITIVE PARENTING 1

Positive Parenting

A Master’s Project

Presented to the Faculty of the Adler Graduate School

________________________________________

In Partial Fulfillment of the Requirements for

The Degree of Master of Arts in

Adlerian Counseling and Psychotherapy

________________________________________

By:

Tamara C. Dauphin-Whear

________________________________________

Chair: William Premo

Reader: Herb Laube

________________________________________

August 2016

POSITIVE PARENTING 2

Abstract

Research shows that positive parenting will impact how children adapt to the challenges and

tasks in life, and how they will feel about themselves and the world around them. Research also

reveals that living with a sense of Gemeinschaftsgefühl or community can enhance feelings and

personal beliefs regarding significance, belonging and safety therefore enhancing positivity in

one’s life. There are many variables which can influence the way we parent, financial disparities

are a significant variable affecting parenting and lifestyle. This literature review reflects some of

the most supported research on parenting styles and studies on variables which can influence

parenting styles that argue for more programs on positive parenting and stronger, engaging

community.

Keywords: Positive Parenting, Financial disparities, Neural Pathways,

Gemeinschaftsgefühl, Authoritative parenting style


Table of Contents

Abstract ............................................................................................................................... 2

Influences on Parenting....................................................................................................... 4

The Brain............................................................................................................................. 4

A Little Science ............................................................................................................... 4

The Neural Pathway........................................................................................................ 6

Prefrontal cortex.......................................................................................................... 7

The limbic system ....................................................................................................... 7

The Brain in Developmental Years – Ages and Stages ................................................... 8

The Adolescent Brain ...................................................................................................... 9

Parenting ........................................................................................................................... 13

Parenting Styles................................................................................................................. 14

Authoritative ................................................................................................................. 14

Authoritarian ................................................................................................................. 15

Permissive Parenting ..................................................................................................... 15

The mistaken beliefs ................................................................................................. 16

Financial Disparities ..................................................................................................... 16

Gemeinschaftsgefühl......................................................................................................... 18

A Historical View ...................................................................................................... 18

Modern Day Gemeinschaftsgefühl ............................................................................... 19

Socio-educational.......................................................................................................... 20

Conclusion ........................................................................................................................ 21

References ......................................................................................................................... 23


Influences on Parenting

There are many tasks in life and one of the greatest challenges we have is caring for our

youth. For some, this will mean parenting, for others it may mean teaching, coaching, or simple

caring for young people at varying ages and stages. The task of caring for the youth is a great

responsibility as the child is impacted by every experience. Authoritative parenting style is a

positive approach which promotes autonomy. There are variables that influence parenting such

as; the information one holds about parenting, financial disparities, and interactions with the

environment and community. Understanding the biological development of the brain assists in

understanding the ages and stages of growing children. The following is a biopsychosocial

model as the information herein unravels and defends positive parenting.

The Brain

How the brain works, it all starts with a cell or neuron, neural pathways are created

starting in utero and modified through adolescence and into adult life.

A Little Science

In utero, the brain begins with a nerve cell also referred to as a neuron. During fetal

development, research demonstrates that cortical neurons are formed during the 6th to 18th week

after conception and then migrate to form various parts of the brain (Belsky & deHaan, 2010).

As the neurons migrate, they differentiate or specialize in response to chemical signals then

systematically assign themselves to various parts of the body. The human brain contains

approximately 100 billion neurons (Wetherill & Tapert, 2013). These neurons are important as

they will have an intrinsical part in memory and how one perceives or assigns meaning, thought

and movement. Neurons rely on special chemicals called neurotransmitters to relay the

messages from neuron to neuron. On one end of the neuron, there is a dendrite, a ball like form


with antennae which acts like a receiver. The axon acts like a transmitter; it grabs the message

and passes it along a rope or a cord of fibers that is wrapped in insulation which is called a

myelin sheath.

Used with permission

The myelined sheath acts like the plastic coating on wires which helps the messages flow

smoothly. It might be similar to cementing agent solidifying the memory. The axon terminal

then sends a signal to another dendrite and in the spaces between the cells of the dendrite and the

axon terminal there is an electrical current or synapse. As a pattern of synapses occur,

connections are made and memories are stored. Some synapses are formed genetically, such as

instincts and some basic movements, but the vast majority of memories and connections are

formed early on through the toddler’s experiences and exposures to lifestyle (Belsky & deHaan

2010).

Other than the first three years of life, no other developmental stage is characterized by

more dramatic changes. There are only two times in life when there is a surge or over production


of neurons, dendrites and synapses occurring, the first is around the age 1-3 and the second is the

adolescent or teenage years. It is no wonder why we refer to the developmental times of children

the terrible twos and the unbearable teenager. People are born with many more neurons than

needed; those that are unused will die off in a process known as synaptic pruning. Use it or lose

it, as the saying goes. The brain selectively strengthens neural pathways, while the others that

are unused are eliminated. This pruning process is based on activity and stimulation. Synaptic

pruning enhances the brain’s functioning and makes the brain more efficient (Belsky & deHaan,

2010).

The Neural Pathway

Another way to think about a neural pathway is by thinking about a well-worn path in

your brain. Here is an example; you take a certain route to get to work. Every day, you travel

this path, 5 days a week, 2 times a day, and you know it very well. You know it so well that

some days you don’t even recall driving. It seems you were on auto pilot. In a way you were.

That is a neural pathway. Then one day, the Department of Transportation (DOT) announces that

your route will be closing, and you will need to find an alternative route, so you take the detour

and find a new route. The thoughts that you have and the feelings that you have about the new

route will provide you a new neural pathway in your brain. You will attach some sort of meaning

to your experience, some beliefs and comparisons whether good or bad will be made, but that is

a new neural pathway in your brain. Then the DOT opens your old route back up, you either

continue on your new neural pathway and the old will soon be forgotten which is an example of

synaptic pruning, or you will you go back to the old route, this will retrigger the old synaptic

process then the original neural pathway will be reinforced. While this example is

oversimplified, it is an example how the neural pathways are created. The message’s adults,


primarily parents deliver to our youth, particularly at an early age are critical. Positive parenting

influences those messages given to children and in turn become what children believe about

themselves such as; good person, good learner, or bad kid, don’t listen, and so forth. The

following are parts of the brain and the function which helps to understand the intricacies of how

all this works. Messages the brain receives and stores in turn expresses or exhibits based on the

belief it holds. The following are two areas of the brain which are of great interest to us as we

focus on the stimulus our children are exposed to.

Prefrontal cortex. The prefrontal cortex is the information center of the brain. The basic

activity of this brain region is considered to be an orchestration of thoughts and actions in

accordance with internal goals (Goddings, Burnett-Heyes, Bird, Viner & Blakemore, 2012).

The most typical psychological term for functions carried out by the prefrontal cortex area is the

executive function. It is the executive function that is implicated in planning complex cognitive

behavior, personality, expression, imagination, decision making, moderating social behavior,

concentration, long and short term planning. It discerns the safest course of action (Arnold,

2010; Goddings et al. 2012),

The limbic system. It is located in the middle of the brain, and it is surrounded by four

lobes of the brain. The Limbic System is the emotional center of the brain that regulates both

positive and negative emotions. The amygdala and the hypothalamus are key parts of the limbic

system that have specialized duties as well. (Boeree, 2009; Marshall, 2000; Arnold, 2010;

Goddings et al. 2012),

The amygdala. The amygdala is an almond shaped collection of brain cells which

controls fear and anger and ultimately responsible for the fight or flight response. It is the

amygdala where people’s fears related to harsh experiences such as bullying and all forms of


trauma are stored. These fears are triggered with such unconscious speed that they are solidified

in memory before cognitive processing can operate. This is a rich area for therapy and parenting

(Arnold, 2010; Goddings et al. 2012; Boeree, 2009; Marshall, 2000).

The hypothalamus. The hypothalamus is also a part of the emotional system. The

hypothalamus is responsible for hormones that produce feelings, sometimes intense feelings,

love, sex drive, and sexual behavior (Arnold, 2010). The hypothalamus is small, it controls

many critical bodily functions, it controls autonomic nervous system and it is the center for

emotional response and behavior. It regulates body temperature, food intake, water balance and

thirst. It also controls sleep-wake cycles in the endocrine system (Boeree, 2012; Arnold, 2010;

Goddings et al. 2012). These separate parts of the brain work simultaneously and intricately.

These are the areas of the brain that are the most affected by external stimulation.

The Brain in Developmental Years – Ages and Stages

Children go through distinct periods of development as they move from infants to young

adults. Ninety-five percent of brain development takes place before the age of 5 or 6 and then a

second wave of development takes place during adolescence, typically from age eleven or twelve

through to adulthood, approximately late twenties years of age. Some research suggests that

development in the adolescent brain continues up to thirty years of age (Roaten & Roaten, 2012).

During each of these stages multiple changes in the development of the brain are taking place.

What occurs and approximately when these developments take place are genetically determined.

However, environmental circumstances and exchanges with key individuals within that

environment, school as well as the home, have significant influence on how each child benefits

from each developmental event. During each stage of growth, development occurs in the

primary developmental domains of the brain including physical, intellectual, language and social


– emotional. Executive function relates to abilities which differentiate among conflicting

thoughts, determine good and bad, better and best, same and different, future consequences of

current activities, working toward a defined goal, prediction of outcomes, expectation based on

actions, and social control (Goddings et al., 2012; Arnold, 2010; Boeree, 2009). So along with

learning developmental tasks such as toilet training and coloring within lines during these early

stages of life and learning, children are also defining and assigning meanings to their world

based on the stimulus around them and in the process creating memories and beliefs about

themselves, the world and the people in it.

The Adolescent Brain

Adolescence is viewed as a transitional period between childhood and adulthood, whose

cultural purpose is the preparation of children for adult roles. Adolescence is a critical

developmental period in human development, incorporating physical, social, and psychological

changes culminating in the attainment of a stable adult role (Goddings et al., 2012).

Alfred W. Adler (February 7, 1870 – May 28, 1937) was an Austrian medical doctor,

psychotherapist, and founder of the school of individual psychology. He described adolescence

as a time in life that provides the child with new situations and new tests. He said that “for

almost every adolescent, it is the time to prove that he or she is no longer a child and time to

declare and display independence, equality with parents, and womanhood or manhood”

(Ansbacher & Ansbacher, 1956). Brain growth and change is a key factor in the adolescent

development, influencing cognitions, emotions and behavior according to Roaten and Roaten

(2012). The adolescent years are marked by a series of physiological changes that occur in the

body. Starting in the endocrine system, a series of hormones are released then growth spurts start

to occur. The physical growth spurts are noticeable in the genitals, breasts, pubic hair, facial and


body hair, and there is further development of the sex organs (Stang & Story, 2005). There is an

increase in height and weight, and a distribution between fat and muscle. Growth in the

circulatory and respiratory systems lead to an increase in strength and tolerance for exercise.

Sexual maturation and skeletal growth accompanied by an increase in skeletal mass occurs

(Stang & Story, 2005; Roaten & Roaten, 2012). When the hormones are released into the system

and the body starts to develop, the brain is signaled by the secreted hormones and also goes

through rapid cognitive development through a process called synaptic pruning as described by

Roaten and Roaten (2012). Biological changes in the brain structure and connectivity within the

brain interact with increased experience, knowledge, and changing social demands to produce

rapid cognitive growth. Understanding this concept is helpful when looking at the larger picture

of adolescent development and all the complex changes that occur for the adolescent during this

developmental stage involving biological, emotional, social, spiritual and intellectual changes.

This is further useful when parents, school workers, mental health workers are looking for

effective interventions to risky behaviors and effective parenting skills of the adolescent.

As one reflects on the brain and all of the intrinsical parts, how they function for us as

human beings, and then think of the young and adolescent brain and the synaptic pruning that is

going on, it is like an electrical storm and the body growth and changes that are happening at the

same time are amazing but can also be painful. The child is figuring out how all of this cause

and effect works, who they are and how they fit in. The adolescent is searching for ways to

manage all of the physical changes, whilst searching for deep sense of belonging, significance

and safety. Indeed, at times the adolescent may sacrifice safety and “common sense” in order to

find belonging and significance. The adolescent is learning how to manage expectations of

doing and knowing things that they are not used to doing or knowing in family, peer group,


school, activities, work and popular culture. In fact, many times these expectations are in sharp

conflict (Roaten & Roaten, 2012).

Jean Piaget, a psychologist well known for his theory of cognitive development, referred

to the adolescent stage as Period IV. This is The Formal Operations stage which occurs from

approximately age 11 to mid-adulthood. According to Piaget, adolescents can order their

thoughts in their mind alone without visual aids, and egocentrism reappears in this stage as it

does in the earlier stages (Crain, 2011, p. 138). Piaget believed that such idealistic and utopian

thinking carries with it a new kind of egocentrism. They attribute unlimited power to their

thinking – to their own thoughts (Crain, 2011). They dream of a glorious future or of

transforming the world through ideas without attempting to test out their thoughts in reality, and

thinking soars into the realm of purely abstract and hypothetica l thinking during this stage (Crain

2011). At the adolescent stage they can now grasp abstract principals and ideals, such as liberty,

justice, and love, and they envision hypothetical societies very differently from any that presently

exist. The adolescent is a dreamer, constructing theories about a better world. Young people

overcome this final form of egocentrism in Piaget’s view when they actually take up adult roles.

They then learn the limits and resistances to their own thoughts. They learn that a theoretical

construction or a utopian vision has value only in relation to how it works out in reality (Crain,

2011; Piaget & Tenzer, 1968).

Great developments have been made in the field of child psychology which provide

further insights into and attempt to understand the child, as well as the adolescent and how

positive parenting techniques are influential during these ages and stages.

I have identified that studies have shown that the brain undergoes substantial structural

remodeling during adolescence (Goodings et al., 2012). Recalling that during this period of vast


brain development, adolescents become more capable of abstract reasoning and the chemicals or

neurotransmitters responsible include dopamine and epinephrine in the brain. They become

more excitable and cause synapses to increase in complexity, and with it, some adolescents will

seek thrill seeking interactions such as substance use and risk-taking behaviors (Wetherill &

Tapert, 2012; Roaten & Roaten, 2012). Another interesting study was conducted by Jensen,

Arnett, Feldman and Caufman (2004), this focus of research was to study adolescents and

emerging adults lying to their parents. They determined some possible factors for lying such as;

developmental, individual, and possible family factors. Like Adler, Piaget and others, Jensen et

al. (2004) identified that gaining an increased sense of autonomy within the family is one key

developmental task of the adolescent, and adolescents believe that they should have more

independence than their parents believe they should have. They concluded that in order to avoid

conflict the adolescent would lie. Instead, they offered the answer they believe their parent(s)

would approve of.

Parents weigh-in with the most significant influence on development of the child-

adolescent brain. A research review by Belsky and deHaan (2011) concluded that direct

parenting and a positive family experience has a significant influence on adolescent brain

development.

All of this information about the brain and the neural pathways are very useful when it

comes to relaying this information to parents and other professionals that work with kids of all

ages. This information helps us to understand the adolescent better. As significant growth takes

place in the body and the brain, much like that of an electrical storm, this offers us a better

understanding of why the adolescent might say the things they say or explain some of their

behavior, similarly, the child with cookie crumbs on his face denying that he knows what


happened to the cookie. This information can also provide us a guide for how we can do a better

job of understanding our adolescent as well as finding better ways of parenting, teaching,

communicating, encouraging, connecting, developing the family life and ultimately supporting

the adolescent (Steinberg, 2013).

Parenting

Although the research is new, there is evidence that when synapse development occurs in

the early weeks of gestation, the mother’s attitudes, beliefs and emotions about her pregnancy

imprint within the visual cortex of the brain. The feelings and thoughts that the mother has about

her pregnancy along with her diet will effect this synaptic production. Therefore, positive

parenting begins in utero and it is ideal to continue positive parenting practices throughout all

ages and stages of life, Belsky and deHaan (2011), Waller et al. (2015). Similar results from an

empirical study suggest parent’s employing and adhering to positive parenting strategies or

positive behavior support is important to the child’s early development as well as adjusting to

later life tasks (Waller et al., 2015).

Psychologist Erik Erickson (1956) speculated that the ego identity, being comprised of all

of our childhood experiences, should appropriately prepare us to deal with the challenges of

adulthood. Current research states positive parenting strategies are associated with healthier

social functioning in children (Danzig, Dyson, Olino, Laptook & Klein, 2015). While the role of

positive parenting during formative years appears to be of particular importance in terms of

predicting children’s achievement and goal orientations in adolescent years (Chan & Chan,

2005). Results from another study on parenting in multi-generations tout that parents who

demonstrate higher levels of affection, acceptance, positive involvement, and love toward their

children, regardless of economic disparities, displayed higher levels of social equity and do


better in school (Jeon & Neppl, 2016). Furthermore, the children of parents who provided

assistance, an expressed genuine interest in their child’s day to day activities, approached

everyday problems or challenges with encouragement, support and displayed enthusiasm and

positive acknowledgement for accomplishments revealed thriving, positive brain activity and

were healthier children through adolescent adjustment, this was across cultures (Schofield,

Conger & Neppl, 2014).

Parenting Styles

A pioneer of positive parenting Diana Baumrind, researched parenting styles and created

the widely used Baumrind’s Parenting Typology. Baumrind (1966). She identifies three styles;

the first is the authoritative style which is considered the “ideal” parenting style. Researchers

maintain that the authoritative model is essentially a universally optimal style of parenting that is

applicable across cultural and social contexts (Steinberg, Lamborn, Dornbusch, & Darling, 1992)

Authoritative

Authoritative parents use encouragement through their child’s development of autonomy

and offer explanations of rules instead of strict punishment. Authoritative parents set clear

expectations and have high standards. This style tends to allow children to learn from their

mistakes through the experience of natural consequences. Children reared with an authoritative

style tend to be more self-reliant and academically motivated. Authoritative parents are also

warm and nurturing, treating their children with kindness, respect and affection. Research shows

that children reared with authoritative parenting exhibit high levels of self-reliance and self-

esteem, who are socially responsible, independent and achievement-oriented (Baumrind, 1966)

•lively and happy disposition

•self-confident about ability to master tasks.


•well developed emotion regulation

•developed social skills

•less rigid about gender-typed traits (example: sensitivity in boys and independence in

girls)

Authoritarian

The authoritarian parent tends to set rigid rules, demand obedience and use strategies

such as the withdrawal of love or approval to force a child to conform. These parents are more

likely to use physical punishment or verbal insults to elicit the desired behavior. They lack the

warmth of the authoritative parent and may seem aloof to their children. Children with

authoritarian parents may be well-behaved, but they are also likely to be moody and anxious;

they tend to be followers rather than leaders.

•anxious, withdrawn, and unhappy disposition

•poor reactions to frustration (girls are particularly likely to give up and boys become

especially hostile)

•do well in school (studies may show authoritative parenting is comparable)

•not likely to engage in antisocial activities (ex: drug and alcohol abuse, vandalism,

gangs)

Permissive Parenting

Permissive parenting, or uninvolved parenting is characterized by the lack of limits and

structure for the child and lack of consistency with ideas, and rules within the family.

Permissive parenting exercise little control over their children’s behavior and offer no assistance

to their children in their decision making. Children with permissive or uninvolved parents are

likely to have low levels of functioning in many areas. They tend to do poorly in school and,


particularly as they move into high school, are more likely to exhibit delinquent behavior and

display symptoms of depression and anxiety.

•poor emotion regulation (under regulated)

•rebellious and defiant when desires are challenged.

•low persistence to challenging tasks

•antisocial behavior

(Baumrind 1966, 1967)

The mistaken beliefs. Rudolf Dreikurs believed that pre-adolescent children's

misbehavior was caused by their unfulfilled wish to be a member of a social group. He argued

that they act out a sequence of four mistaken goals: first they seek attention. If they do not get it,

they aim for power, then revenge until finally they feel inadequate. This theory is used in

education as well as parenting, forming a valuable theory upon which to manage misbehavior.

Other parenting techniques should also be democratic family style that adopts a method of

periodic democratic family councils and meanwhile avert the punishment. He advances “logical

and natural consequences” that teach children to be responsible and understand the natural

consequences of proper rules of conduct and improper behavior (Dreikurs & Soltz, 1961, p. 58.)

Financial Disparities

Financial disparities can impact the way a person might parent. Families with low

income have an increased stress level, putting them at risk for mental health complications

Algeria, Greif Green, McLaughlin, and Loder (2015). Economic stressors increase the risk for

child and adolescent psychopathology through multiple pathways such as; neighborhood quality,

home environment, limited access to resources, parental psychopathology, physical health

problems, and maladaptive family practices. Economic stress and strain may cause parental


emotional distress and marital conflict, which can also lead to disrupted parenting and in turn,

negative parenting behaviors can lead to youth adjustment disorders affecting the parent-child

relationship. A meta-analytic review of 43 studies examining the family stress model Grant et

al. (2003) concluded that economic hardship has a direct effect on adolescents internalizing and

externalizing problems, particularly in homes with high hostility and low support (Rodriguez,

Nicols, Javdani, Emerson, & Donenberg, 2015).

Not only are low income families at risk, there are potential psychological risks

associated with wealth and status. Affluent children are often subject to prolonged isolation and

pressures within families (Luthar & Latendresse, 2005). Affluent children manifest elevated

disturbances such as substance abuse, anxiety, and depression. A comparative study performed

by Luthar and Latendresse (2005) revealed more similarities between affluent youth and poor

youth, most notable are excessive pressures to achieve and isolation from parents. However, the

results of an empirical, longitudinal and quantitative study revealed that positive parenting,

regardless of socio-economic status increases the quality of family life and reduces the risk

factors of mental health disparities over generations (Jeon & Neppl, 2016).

A longitudinal study explored socio-economic status (SES) and the quality of the

mother’s behavior, and the quality of parent- child interaction and how this effected the

executive functioning of the child’s brain. So even if you are poor, to have good parenting skills

can influence the health of a child’s brain (Rochette & Bernier, 2014).

Our society has changed significantly since the early 1900’s, but a concept from Adler

which seems to be a constant theme in a majority of parenting books of the 21st century is

parenting with encouragement and positive parenting. Consider all that the adolescent is going

through developmentally: the changes in the body, the intensity of emotions, increase in complex


thought and the need to forge one’s own way in the peer and adult world. It is no wonder why

the adolescent is difficult to be around sometimes. However, Alfred Adler emphasized “rather

than be permissive or punitive become a match, be wise to their ways and guide them without

stifling or allowing them to run wild” (Ansbacher & Ansbacher, 1956, p. 440). Adler’s follower

Rudolph Dreikurs echoed by saying “Encouragement is more important than any other aspect of

child-raising. It is so important the lack of it can be considered the basic cause for misbehavior.

A misbehaving child is a discouraged child” (Dreikurs & Soltz, 1964, p. 36). Consider the

strengths of the child and adolescent having had a positive and encouraging childhood. Then

consider the strength of the community and the impact of social interest.

Gemeinschaftsgefühl

The journal article, An Important Lesson from our Past with Significance for Our Future

written by LaVoy, Brand and McFadden (2013), described Alfred Adler’s “social interest” and

recommended employing “Gemeinschaftsgefühl” as a lens for understanding and addressing the

health and progress of the current society and the individual.

A Historical View

In the early 20th century Alfred Adler’s concept of “Gemeinschaftsgefühl” referred to a

close community feeling. This community feeling was a collective thought that led to a mutual

interest and understanding, bringing a greater sense of belonging within and to the group (LaVoy

et al., 2013). As the authors dusted off the books written by Alfred Adler, they proposed that

Gemeinschaftsgefühl, coined by Adler long ago, had a very distinct and well-defined meaning.

Currently, Gemeinschaftsgefühl may be more clearly understood by reviewing all components of

the word. Meriam-Webster’s online dictionary defines “Gemeinschaft” as: “spontaneously

arising organic social relationship characterized by strong reciprocal bonds of sentiment and


kinship within a common tradition; also: a community or society characterized by this

relationship. “Gefühl” refers to an unspoken understanding within the group (e.g. unwritten rules

or social mores). Adler believed in social connection and he believed shared identity was vital to

the survival of human existence (LaVoy et al., 2013). In addition, Adler believed that humans,

and the natural world, would not survive without empathy, and social investment.

Modern Day Gemeinschaftsgefühl

LaVoy et al. (2013) suggested that from 20th century Vienna to modern day, the German

word Gemeinschaftsgefühl, as it translates to English, simply means “social interest” or

“community feeling.” Gemeinschaftsgefühl is a sense of belonging within and to a group rather

than simple membership. Through translation and time, the focus appeared to shift from the idea

of a collective identity and shared endeavor to individual contribution toward the greater good

(LaVoy et al., 2013).

LaVoy, et al., (2013) suggested that unless we employ Gemeinschaftsgefühl of the old

and understand that good mental and physical health are reliant on social interdependence, we

will not survive as a species. It is also important to note that shared identity and social interest or

“other- focus ideology dates back to pre-Adler days; however, Adler was one of the first to

suggest that being mindful of the welfare of others may begin as an internal process. Currently,

Adler’s cooperative community continues to influence mental health and the field of psychology.

Translated into English, “Lebensform” is the value one holds toward life. Lebensform brought

life in the form of survival and sound mental health, which Adler believed was critical to

survival., Adler posited that detachment led to despair and ill- health (LaVoy, et al., 2013).

Pavlovich and Krahnke (2012) argue that “empathy enhances connectedness through the

unconscious sharing of neuropathways that dissolve the barriers between self and others.”


Empathy enhances connectedness which results in sharing where there is little separation

between self and other.

Socio-educational

Change in general can be difficult and perhaps for some change is avoided. In order for

change to occur it needs to be accepted. Therefore, offering Positive Parenting programs which

invites, includes and encourages the coming together in a socially interested way may feel more

welcoming to participants. Positive change may be better received and highly effective opposed

to the mandatory meeting which suggests brokenness, demands change, perhaps ultimatums

which possibly leaves one feeling isolated and possibly defensive.

Researchers introduce an eco-systemic perspective as a framework for socio-educational

intervention to promote positive parenting and family resistance which trained professionals

would deliver directly to the children, family and family environment, including the schools.

They purport that professional work with parents to promote positive parenting and family

resilience is crucial to the well-being of parents and their children (Pastor, Ciurana, Navajas,

Cojocaru & Vazquez, 2015). Furthermore, Pastor et al., 2015 tout for “integrating a global vision

of the family. Interventions should have as a goal work that is directed, first, at the individual

level, then the group level and finally at the community level”.

Dinkmeyer and Dinkmeyer (1984) identified that school systems are set up to provide

interventions to kids who are somehow having difficulty by using methods that only focus on the

behaviors and the child which needs to change without acknowledging the strengths of the child

nor the strengths of the family unit. Dinkmeyer and Dinkmeyer (1984) profess school

counselors have the responsibility to create effective change by bridging the teacher, and family

and working together using a primary preventive model constructed with the Adlerian concepts


and Rudolf Dreikurs’ 4 mistaken goals (Dinkmeyer & Dinkmeyer, 1984). In another article, Paul

Rasmussen declares that “civil societies require all members contribute to strengthening the

bedrock of that civilization” (2002). Rasmussen further explains that the complexities of

parenting can take from the joys of parenting, and therefore proposes Adlerian-Dreikurs- based

education programs are well suited to help those who care for children. Steinberg, Lamborn,

Dornbusch, and Darling (1992) concluded that “parental involvement in schooling is far more

effective in the context of an authoritative home than in a non-authoritative one. How parents

express their involvement and encouragement may be as important as whether and to what extent

they do” (p. 1279).

A new way of learning and teaching must be examined and developed, one which

involves the mind, heart and soul of teachers and students, and which allows for

contemplative practice and the nurturing of the whole person. Such an approach requires

a changed mindset about classroom practice and the selection of educational resources. In

today’s world, there should be an urgent desire to educate for meaning and connections

between the individual and everything that comprises the world of the individual (de

Souza, 2011, p. 374)

Conclusion

Parenting begins in utero as the fetus is influenced by the thoughts and feelings of the

mother. As children develop they continue to be influenced by family, primary care givers and

the environments around them.

Financial disparities are one of the variables that can be influential in the family and can

have impact on the executive function of the brain.

As social beings, people are in constant search for contribution, belonging and safety.


Research proclaims that a strong sense of community feeling can increase the good feelings that

contribution, belonging and safety can bring; thereby decreasing stress, feelings of isolation and

negative ideation.

Positive parenting strategies can have significant and long lasting influence on a child’s

executive function as learners and increase autonomy. Since research and publication by Diana

Baumrind in the late sixties on parenting typology, many there are an unknown account for how

many researchers have used her works as a foundation for ongoing research on parenting and

parenting styles. Authoritative parenting style remains the healthier model which account for the

differences in parenting styles for the way children function socially, emotionally and

cognitively. Authoritative parents make demands that fit with children's ability to take

responsibility for their own behavior. Children subsequently learn that they are competent

individuals who can do things successfully for themselves. This fosters high self-esteem,

cognitive development, and emotional maturity.

Understanding the brain, the influences on the brain such as; positive parenting, financial

disparities and gemeinschaftsgefühl and how these variables can impact the development of the

brain and strengthen the family unit as well as community. Our children are dependent on an

interdependence between parents, family, school and community, which work collaboratively

providing the child with positive parenting strategies ultimately enhances the life of the child the

beliefs they hold about themselves, the world and the people in it.


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