FLCD 137 Long Exam 1

Coverage

I. Introduction
A. Why take on the job of parenting?
1. Selyo
2. Happiness
3. Capacity to become good parents
B. Romantic notion of parenthood
1. We do not understand the job
2. Approximately 4775 babies born per day
3. 250-300k to adopt a child or for help to get pregnant
4. Adoption is hard in the Philippines
C. Reasons for entering parenthood
1. Pre-programmed to respond positively to babies
2. Neuroimaging shows that adults are attracted to children
3. Society’s strong influence; needed by society to flourish and continue
4. Society prescribes parenthood as a sign of maturity and adulthood
5. Profound joy and satisfaction with children
a. Becoming a parent looks like falling in love – at least to the brain
D. Reasons to want children
1. To love and to be close to
2. Excitement at growth and development
3. Self-growth
4. Satisfies society’s expectation
5. Sense of creativity
6. Moral and religious expectations
7. Security in sickness and old age
E. Reasons not to want children
1. Restrictions to lifestyle
2. Negative feelings in relation to children
3. Concerns about the child being poorly cared for
II. Rights of a Child
A. Introduction
1. Any human under the age of 18 unless the age of majority is stated otherwise
2. Establishes international law
3. Child-specific needs and rights
4. Two countries left to sign
a. US
b. Somalia: no government
B. Rights and Indicators
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1. Right to life
a. Pre-natal care
b. Infancy: prevalence of diseases
2. Right to a name and identity
a. Registered infants
3. Right to health
a. Mortality rate
b. Nutrition, vaccinations, etc.
c. Sexual education
4. Right to be protected from abuse and neglect
a. Incidence of child abuse
b. Number of street kids
c. Protection and rehabilitation
d. Number of families unable to provide
5. Right to be protected from commercial and sexual exploitation
a. Incidence of child labor
b. Number of children engaged in sexual or commercial exploitation
c. Protection and rehabilitation
d. Presence and implementations of adequate laws and programs
6. Right to education
a. Literacy rate, drop-outs, achievement rate, participation, educational
infrastructure, educational programs
7. Right to rest and leisure
a. Schools with playgrounds
b. Municipalities with parks, playgrounds, etc.
8. Right to adequate standard of living
a. Water, sanitary toilets, basic clothing, housing conditions, employment, income
C. Framework
Programs

Rights of
the Child

Structures
& Policies
Institutions
III. P.D. 603: the Child and Youth Welfare Code
A. History
1. Marcos presidency
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2. December 10, 1974

3. The child is an asset
4. Moulding the character of the child starts at home
5. Attachment to the home and family is encouraged
6. Government gives support to parents
B. 12 Rights of the Child (Art. 3)
1. The right to be born well
2. A wholesome family life
3. Well-rounded development of his personality
4. Balanced diet, clothing, shelter, medical attention
5. Brought up in an atmosphere of morality
6. Education
7. Safe and wholesome recreation activities
8. Protection
9. Live in a community
10. Care, assistance, protection of the state
11. Efficient and honest government
12. Grow as a free individual
C. Article 46: duties of the parent
D. Article 47: family affairs
E. Article 51: reading habits
1. Parents are to guide against the introduction of pornography or unwholesome
publication
F. Article 55: vices
G. Article 64: widowed and abandoned parents
H. Article 76: role of the Home
I. Article 83: role of the parent and church
IV. Executive Order 209: Family Code
A. Article 149: family the basic unit of society
B. Article 50: family relations
C. Article 152: family home
D. Article 163 – 164: legitimate/illegitimate children
E. Article165: illegitimate children
F. Article174: rights of legitimate children
G. Article 183: who can adopt
H. Article 184: who can’t adopt
I. Article 209, 211: parental authority
J. Article 213: separated parents
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K. Article 214, 216: substitute, special parental authority

L. Article 217: foundlings, orphanages
M. Article 218: teachers
N. Article 220, 230: effect of parental authority
V. History of Childhood by Pat Thane (a review)
A. Initial problem?
B. Perspective used and its differences?
1. Historical construct of childhood
2. Our views on children have a historical root
3. UK/Western based
C. Socio-historical movements that shaped the concept of childhood? Changes in child-
rearing/parent-child relations?
1. Working children
2. Longer childhood; emphasis on education
3. Reformation, Calvinism, Enlightenment, Commercialism
VI. Historical Overview
A. Early 19th C
1. Autocratic parenting
2. Puritan views – parent is supreme
3. Break the will of the child
4. Thomas Hobbs: parents absolute authority
5. Puritan ethics
a. Tamed
b. Family as a mini-monarchy
6. Children regularly beaten
7. John Calvin: inherent sinfulness
8. Children: small adults, seen but not heard
B. Late 19th C
1. G. Stanley Hall: questioned autocratic parenting
2. Storm & Stress
3. Child study movements
4. Children not like adults
C. Early 20th C
1. Maria Montessori: children have absorbent minds
2. Freedom to explore and learn
D. 1920’s
1. John Watson: discouraged parenting; scheduling
a. Too much affection would color the children’s view of the real world
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b. Might become dependent, not self-sufficient

E. 1930’s
1. Freud: parents should respect children’s natural instincts
a. Harsh parenting detrimental
F. 1940’s
1. Spock: questioned lenient and unresponsive parenting
2. Attachment (Bowlby & Ainsworth)
3. Caroline Pratt: early childhood educator
a. Play: a child’s work
b. Experiencial learning
4. BF Skinner: operant conditioning
5. Rene Spitz: films on institutionalized children
G. 1950’s
1. Piaget: contradicted children as passive learners
2. Family systems theories
H. 1960’s
1. Erickson: psychosocial stages
2. Social learning theory
3. Rudolf Dreikers: democratic parent-child relations
I. 1970’s
1. Bronfenbrenner: ecological systems
2. Michael Lamb: paternal attachment
J. 1980’s
1. Galinsky: stages of parenting
2. Family Development
K. 1990’s
1. Feminist Theory
2. Multiple Caregivers
L. 21st C
1. Dual earner families
2. Collaboration with various agencies
3. Changing technology
VII. Family Systems Theory
A. Structure of related parts or subsystems
1. Spousal relationships
2. Parent-child
3. Personal
B. Boundaries between subsystems
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C. Each part carries out certain functions

D. Interaction is important
1. Pattern interactions: communications, roles, beliefs, and rules
E. Parenting
1. A pattern of interactions and how they act in relation to each other over time
F. Any change leads to disequilibrium
1. Emotional turmoil or stress
2. Restores equilibrium by forcing members to go back to its former state r balance
and create new equilibrium
G. Interactions must be studies in the context of family
H. Systems: open, closed, semi-permeable
I. Family: purposeful system, has a goal
J. Despite the resistance to change, system are changed over time
VIII. Helicopter Parenting
A. Extremely close attention on their children whether needed or not
B. 1991: first used
C. 2000’s: American college administrators
D. Hovers over their children
E. Start off with good intentions
1. Decreased confidence and self-esteem
2. How do you quantify or qualify this?
3. Undeveloped coping skills
4. Entitlement
5. Undeveloped life skills
IX. Lawnmower Parenting
A. Parents remove all obstacles for their children
B. Evolved breed of helicopter parents
C. Pre-empts possible parents
D. Signs
1. Bye, tagpi, muning
2. Picky-play dater
3. “red-shirt” up the wazoo
4. You “help with the homework”
5. You argue over every “85”
X. Symbolic Interaction Theory
A. Proponents
1. William James
2. John Dewey
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3. Charles Pierce
4. Josiah Royce
B. World: always changing
C. Social structures not fixed in time, but constantly changing and developing
D. Meaning not from the object but from the interaction of objects
E. How society’s and people change
F. People were desperate for information on how changing structures of society could
affect them
G. Societal changes made people feel they had little or no control over society
H. Gave popel back the feeling of hope
I. George Mead
1. Learn through interactions with others based on gestures
2. Interactions with others
3. Stages
a. Play stage
b. Game stage
c. Generalized others
d. Spontaneous vs. Social
J. Charles Cooley
1. Looking Glass self
K. William Isaac Thomas
1. One cannot understand human behaviour without understanding the subjective
perspectives of the people involved
L. Herbert Bloomer
1. Organized everything
st
M. 1 overarching theme
1. Basic assumptions
a. People will react to something according to the meaning it has for them
b. Meaning through interaction with others
c. Contacts with different things and experiences, they interpret what is being
learned
nd
N. 2 overarching theme
1. A human baby is a social being
2. Once individual develop a sense of self, this will provide motivation for future
behaviour
rd
O. 3 overarching theme
1. Individuals influenced by society
P. Terms and concepts
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1. Symbols
2. Interaction
3. Gestures
4. Social norms
5. Rituals
6. Roles
7. Salience
8. Identity
Q. Variants of SI
1. Role theory
2. Dramaturgy
3. Labelling Theory
XI. Social Exchange Theory
A. Exchange of resources at the lowest possible cost
B. Subjective cost-benefit analysis and comparison of alternatives
C. Likened to economic market
D. Attempts to explain interpersonal behaviour in terms of exchange rewards and costs
E. Marcell Mauss
1. Gifts are never truly free
2. “What power resides in the object given that causes its recipient to payback?”
F. Claude Levi-Strauss
1. Collectivist exchange
G. George Homans
1. Consolidated everything
H. Peter Blau
I. People do things that are rewarding
J. More similar to the past, most likely to be repeated
K. Rewards gain value when deprived
L. Assumptions
1. Motivated by self-interest
2. Maximum rewards, minimum costs
3. Rational beings
4. Characterized by independence
5. Costs
M. Terms
1. Rewards and costs
2. Perceived profit
3. Comparison level vs Comparison Level +
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4. Rationality
5. Exchange and equity
6. Principle of reward
7. Principle of experience
8. Value of outcome
9. Diminishing returns
10. Distributive justice
11. Least interest
XII. Bronfenbrenner’s Ecological Model
A. Systems
1. Microsystem: direct interaction of the child
2. Mesosystem: relationships or connections between the contexts within the
microsystem
3. Exosystem: social systems the child does not really participate in
4. Macrosystem
5. Chronosystem
B. Approaches the individual as a whole
C. Forged bridges among disciplines
D. Urie Bronfenbrenner
1. “the interpersonal relationships, including parent-child, do not exist in a social
vacuum”
E. Process of Parenting
1. On-going interaction between parent, child, and society
2. Children: own needs, temperament, etc.
3. Parents: rear children, meet needs, maintains marriages, work, and social
relationships
4. Society: defines the roles, basic requirements of parents, source of support or stress
F. Parents
1. Most important source or influence
2. Not only influence in the child’s life
3. Stimulators and providers of nourishment
4. Advocates for social changes for the rights of children
5. Difficult for state institutions to replace
G. Growing Chaos
1. Decline in competence
2. Less parent-child interactions
3. Parents work longer
4. Children less well-educated
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5. Decreased trust in authority

XIII. Bioecological Theory
1. Forces outside impacts children
2. Changes must happen inside and outside the home
3. Regularity and stability of children’s lives
4. Risk/protective factors
a. Strengths-based approach
XIV. Attachment Theory
A. Depends on the AO’s responsiveness and sensitivity
B. Ainsworth
1. Secure
2. Ambivalent/anxious
3. Avoidant
C. Bartholomew
1. 4 styles
2. 2 main reasons
a. Fear of rejection
b. Independent
3. Secure
4. Pre-occupied
5. Fearful
6. Dismissing
XV. Parenting Styles
A. Four Styles
1. Authoritative
2. Authoritarian
3. Dismissive
4. Permissive
B. Diana Baumrind
1. Demanding/undemanding
2. Responsiveness/unresponsiveness
C. E.E. Maccoby and J.A. Martine
D. Dimensions of Parenting
1. Warmth: affection
2. Control: rules
3. Styles
a. Authoritarian: low warmth, high control
i. Power orient, strict, threats, limits without freedom
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ii. Children: confused morality, low happiness and self-esteem, hostile, not
high achievers, passive, withdrawn
b. Permissive: high warmth, low control
i. No firm rules, luenient, freedom without limits
ii. Dependent, soft, aggressive, spoiled
c. Rejecting/neglectful: low control, low warmth
i. Few demands, detaches from the child, fills the basic obligations
ii. Rejected, abandoned, low self-esteem, low self-control, high in
delinquency, sexual activity, low school performance, social
d. Authoritative: high control, high warmth
i. Responsiveness, supportive, democratic, nurturing, forgiving, freedom
within limits, loving consistent, demanding
ii. Good decision makers, independent but seeks help, happy, capable,
successful, happy self-reliant, high achievers, cooperative, friendly,
generous