Parenting

• Establishing a prodcutive work life that permits time to relate to partners and families
• Choosing and committing to a loving partner
• Having and rearing children

• Living independently of parents
• Completing education
• Stabl job
• Marriage
• Childbearing

• Continued identity exploration
• Instability
• Feeling caught between adolescence and adulthood
• Great self-focus
• Adulthood optimism about future

• Financial assistance
• Emotional support
• Instrumental support
• Informational support

• New communication methods utilized (technology use)
• Communication patterns mimic those with friends
• Often children initiate communicatino interactions
• Parents are often more cautious in giving negative feedback or criticism
• Siblings may experience loss as the person is no longer there daily

• Refers to the sad, empty feelings many parents have as children leave home
• Authority decreases
• Many long nostalgic days when everyone was together
• Some see these years as a time of possibility for themselves

• Sense of purpose
• Pass on values
• Chance to redo or undo past mistakes
• Can bridge relationship with their children

• Provide support to you children, not advice
• Learn to wait your turn for time with grandkids
• Have close relationships by modern means of communication

• Possible depression and isolation
• Conflict with non-care giving siblings
• Decisions about leaving work to meet parent's needs
• Role-reversial issues

• Pay the costs of further education
• Offer advancements to practice new skills attained
• Train on interpersonal and problem-solving skills that can personal life

• Who were married
• Who had jobs that demanded more days per week
• Who experienced less stress and autonomy at work
• Who had supportive supervisors and coworkers
• Who had more parental support from family and friends
• Felt they were raising their children as they wanted

• Put higher priority on work than family
• Were more likely to be managers with relataively large responsibilities
• Had demanding jobs that were difficult to complete in time
• Had jobs that were too stimulating or not stimulating enough
• Had less parenting support

• Maintain higher levels of involvement with children by increasing work load: mothers average 71 hrs a week, fathers 64 hrs, unemployed mothers 54 hrs a week
• Interact more intensely with them

• I prioritize and do the things that are most necessary
• I plan how I'm going to use my time and energy
• I take on tasks if no one else is capable or available
• I limit my volunteer work

• Perferences are respected in negotiating rules
• Problem-solving approach
• Household chores can be divided into two categories:
• -Self chores (making bed, taking plate to sink)
• -Family care (setting table, taking out garbage)

• Relative care (50%)
• Non-relative family day care (34%)
• Non-relative center day care (22%)
• After school program
• Self-care (latch key children)
• In-home care by sitter (3%)

• Nurturing, positive, responsivesness
• Safe, healthy, and developmentally stimulating

About half

Between 7 to 11

They caution that focusing on the problems of adopted children obscures the real benefits of adoption for children

Laissez-faire: Nobody in the family spoke or listened or tried to influence each other so there were neither conversation nor pressure to agree to family standards (41%)

• 65% women
• 75% men

Families that consist of many individual who do not live within the basic unit of parents and children but who play an important role as parent figures in children's lives and must be incorporated as intimate family members

About 19%

• Usually come from low-income families in which parents often have problems with antisocial behavior
• Their parens use ineffective disciplinary techniques and do not montior the boys well
• In early adolescence, these boys begin to engage in deviant, rule breaking activities
• Have little acadmeic success
• Less involved in their child's life

• Higher self-esteem
• More positive and less harsh punishments
• Greater education and occupational success
• Children had fewwer behavior problems
• Churches may have provided social supports such as job opportunities and child care that enabled mothers to work

63%

• Qualities of the child
• Supportive aspects of the family system
• External social supports
• child's age, sex, and intelligence
• Child's termperament
• Reduced conflict between the parents
• Authoritative parenting
• Structure and organization in daily life
• Siblings and grandparents
• School

• Children's behavioral reactions to the divorce vary, depending on the personal and family characteristics- the level of conflict; the child's age, gender, and temperament; parent's emotional reactions; the amount of time with each parent
• Sad
• Anxious
• Fear
• Aggressive, non compliant behaviors
• Irritable, reactive termperaments feel anxiety and anger
• May resistn mother's authority
• Depression
• Insecure behaviors

Over 70%

10% of children have serious or chronic illnesses

A normal reaction to loss. It is a physical reaction

To rob or plunder. It is the separation or loss through death

To express grief. It is the culturally prescribed behaviors.

• Grief is natural and expected response
• Each carries with him or hear and innate capacity to heal
• Duration and intensity of grief is unique for each
• Caring and acceptance are helpful to a person resolving grief

• Protest: Overt respsonse, reject alternative figures, may cling to another individual
• Despair: Increasing hopelessness, quiet, and withdrawn, crying only a bit
• Detachment: Appear to be making recovery, active, interested in surrounding, indifference with parents. A coping mechanism to cope with the pain of separation.

• Form collaborative partnerships with everyone
• Balance needs of all family members
• Focus on the positive aspects of the situation
• Emphasize commitment of all family members and helping everyone
• Maintain ties to other family and friends
• Be flexible with family roles and lt other take on new roles
• Separating the illness from the child

• Results when life issues are unexpressed and become locked in frozen blocks of time.
• -Contributing Factors
• --Sudden death
• --Stigma of death
• --Traumatic Death
• --Multiple losses
• --Past relationship to the deceased

• Retelling the story
• Feeling that the deceased person is still with them
• Feeling rejected by old friends and making new ones with similar experiences
• Calling home during the day
• Difficulty concentrating at school

• Loss of Relationship
• Loss of External Objects
• Loss in Environment
• Loss of Self
• Loss of Skill or Ability
• Loss of Habits

• Physical
• Sexual
• Neglect
• Emotional

• The fear creates hormones that trigger adrenal glands to produce cortisol
• High cortisol helps body respond by triggering brain to shut down
• Children may become continuously low, less responsive
• May damage the immue system and change memory fuctions of the brain
• Hyper arousal shows decline in intellecutal fucntioning, attention, and memory
• Poor peer relations
• Posttraumatic stress disorder
• Disorganized attachment to parent
• Poor emotional regulation and feelings of self-blame

• Separate child from abuser
• Train parents to cope and parent child appropriately
• Therpay to help children manage feelings
• Activities that promote feelings of self-worth, control, and social connections
• Interrupting cycle of abuse

• "Beth lost her mommy"
• "Your Grandma is watching you from Heaven so you better be good."
• "He went to sleep last night."
• "He is on a long trip."
• "It's God's will. He took him because he is so good."

• Child wishes to be with deceased in extreme ways
• Hoping to punish the person who died by getting even
• Attempting to regain power by saying, "You can't leave me, I'll leave you."
• Child wishes o die to alleviate pain
• Exhibits self-anger and danger
• Flirts with death
• Lose touch with reality
• Become preoccupied with death
• Cry out of help

• Grief and mourning are the same
• A child's grief is short in duration
• Grief is stage like and predictable
• Infants and toddlers are too young to grieve
• Children are not affected by grieving and mouring adults
• Expression of tears are weak and harmful
• Children are vetter off if they don't attend funerals
• Adults should instantly know how to explain and help children
• The goal of helping should be to "get over" it

• Keep the child's routine consistent
• Provide a secure and stable environment
• Allow family and friends to run errands and do chores
• Give lots of love and attention

• Keep explanation simple
• Encourage the explanation of death using "Dead" the body does not work anymore
• Keep routines
• Give permissions to cry
• Give lots of love and attention
• Let them play
• Validate feelings

• Be honest in explanation
• Give permission to cry
• Encourage attendance at funeral
• Validate feelings
• Monitor the way they handle the loss
• Provide lots of love and attention
• Let them play

• Be honest
• Give permission to cry
• Encourage funeral attendance, but respect choice
• Encourage peer support
• Validate feelings
• Monitor your own coping mechanism
• Give plenty of love and attention
• Let them play