Attachment and Parenting Styles Essay Example for Free

Attachment and Parenting Styles Essay Everyone has had some type of caregiver some point in his or her life. The only difference is the type of method used for parenting. â€Å"Parenting styles have been grouped into four different styles: indulgent, authoritarian, authoritative, and uninvolved† (Darling Eric, 1999. para. 3). With each kind of parenting style, there are pros and cons that help or disrupt a child’s well-being. Parents should make sure the type of parenting style they expose their child to will be positive and not negatively affect the child. A negative impact could hinder a child’s current behavior and future behavior. Parenting Styles The authoritarian approach provides children with a set of rules that must be followed without questioning. There is a â€Å"do as I say not as I do† attitude. The authoritarian parenting style is the stricter style. According to the textbook, â€Å"The authoritarian child-rearing style is low in acceptance and involvement, high in coercive control, and low in autonomy granting† (Berk, 2010, pg. 279). Parents who use this method set strict limits and show little or no love appearing to be cold. If a child resists the parent, the parent will result into a forceful punishment. It is not uncommon for a parent with this approach to shame, blame, punish, and tease his or her child. The most common reason for parents using this method is that they do not want their children to become failures. The uninvolved approach rejects and neglects a child. According to the textbook, â€Å"the uninvolved child-rearing style combines low acceptance and involvement with little control and general indifference to issues of autonomy† (Berk, 2010, pg. 280). A parent will usually make few to no demands from the child. It is not uncommon for a parent to be overcome with his or her life that he or she express’s little or no interest in the child causing neglecting. A child who is around this type of atmosphere may have several problems that include antisocial behavior and developing a low self-esteem. It is possible for a parent to focus on his or her own problems that they do not realize how separate he or she is with the child and the lack of emotional support given. Types of Attachments A child who may have a parent whose parenting style is authoritarian may have a resistant attachment. â€Å"Resistant attachment affects about 10 percent of infants† (Machteld, 2011, para. 7). With resistant attachment a child is likely to be clingy, angry, and distressed. A child may cry for longer periods and cannot feel comfort as easily as other children. An uninvolved parent may have a child who expresses avoidant attachment. â€Å"This attachment affects about 15 percent of infants† (Machteld, 2011, para. 9). During this attachment a child may show a lack of interest when the parent is around. He or she will not be distraught when the parent leaves. They are not going to be clingy and will treat strangers the same as they do his or her parents. The reasons for choosing these attachments are because they go hand-in-hand with the type of parenting styles chosen. If a child has a parent with the authoritarian style of parenting he or she is likely to go through the resistant attachment. A child who has a parent uninvolved is likely to go through the avoidant attachment. Each type of parenting style will have a different type of attachment. Culture Impact and Examples Different cultures vary in the way they raise children and what is thought to be the right or wrong way. Culture can play a role in the impact of raising a child. What may be satisfactory in one culture may be wrong in another. The textbook provides several examples of culture impact and attachment patterns. â€Å"German infants show considerably more avoidant attachment than American babies do. But German parents value independence and encourage their infants to be non-clingy† (Berk, 2010. pg. 199). In one culture independence is encouraged and a child with avoidant attachment is not seen as a negative impact. In another culture a parent may believe this attachment is neglectful and not want his or her child to express this type of attachment. â€Å"Infants in Africa showed no avoidant attachment to their mothers. Even when grandmothers are the primary caregivers† (Berk, 2010. pg. 199). It is common for a Japanese baby to show resistant attachment. This is not because of any insecurity, but because a Japanese mother will normally not leave her child in anyone else’s care. Japanese parents see this as normal. Conclusion Each parent must figure out which type of parenting style works best for him or her. The type of parenting style not only affects the parent but also the child. As a responsible parent it is his or her job to make sure that the obstacles of everyday life does not hinder him or her from being a good parent. With the authoritarian style or uninvolved style a child will be shown and acquire his or her morals. It is not right to neglect or over discipline a child. A parent can be strict and loving at the same time. A child needs to have both discipline and love to be well-rounded. Too much discipline can force a child to have problems just as neglecting a child will also. There has to be a middle where the parent can realize when enough is enough. References Berk, L. E. (2010). Development through the lifespan. (5th ed., pp. 119-215). Boston, MA: Allyn Bacon. Darling, N., ERIC Clearinghouse on Elementary and Early Childhood Education, C. L. (1999). Parenting Style and Its Correlates. ERIC Digest. Machteld, Hoeve (2011). Maternal and paternal parenting styles: Unique and combined links to adolescent and early adult delinquency. Journal of Adolescence, 34813-827. doi: 10.1016/j.adolescence.2011.02.004

The Effects of the Digital Millennium Copyright Act of 1998 Essay

The Effects of the Digital Millennium Copyright Act of 1998 The verb copy is defined as â€Å"To reproduce an original.† (Webster, 57-58) This idea of copying has been around for hundreds of years. In the current time, laws have had to be written to protect against the idea of copying someone else’s work. There are ways around the copyright laws. â€Å"A copy is in violation of a copyright if the original can be â€Å"perceived, reproduced, or otherwise communicated by or from the copy, directly or indirectly.† As years go on, copyrights become more and more specific as to what uses and kinds of copying are covered. (Baase, 239) Copyrights, in general, have been around for well over 200 years. â€Å"The first U.S. copyright law was passed in 1790. This copyright only protected books, maps, and charts. The copyright law of 1790 was later revised, covering photography, sound recording and movies.† (Baase, 239) Back then, that was their version of new technology where as today, if that copyright was all we had, no one would have an original of anything and no one would probably make nearly as much profit as they do now with new copyright laws that have been passed to protect the new up to date technology. Some examples of copyrights changing with the new technology come in years following. One of these examples of a copyright being revised is the copyright of 1976 and 1980. These copyright laws were revised to include software. (Baase, 239) An example of these ever-changing laws is the Digital Millennium Copyright Act of 1998. Under this act, people are prohibited in â€Å"making, distributing or using of tools, which are devices, software or services, to circumvent technological copyright protecti... ...Act of 1998 can be seen as both a positive thing and a burden on some things. The act was generated to protect the originality of work and has successfully done so. To the artists it has helped and to the users of such things as Napster, it has hurt. At any rate, the act is an important one and when used correctly prevents fraud of a different sort. Works Cited Baase, Sara. (2003). A Gift of Fire (2nd ed.).Upper Saddle River, NJ: Prentice Hall. 1994). Webster’s Dictionary. Nickel Press. Lee, J. (2001, July). U.S. Arrests Russian Cryptographer as Copyright Violator. [15 paragraphs]. The New York Times. Available: www.nytimes.com/2001/07/18/technology/18CRYP.htmll?todaysheadline Brown, J. (2000, May). Napster throws Metallica a curveball. [8 paragraphs]. Salon.com. Available: http://dir.salon.com/tech/log/2000/05/10/napster_metallica/index.html

Child Development Theories Essay

While theorists have different ideas and perspectives, insight on child and adolescent development can assist teachers and parents in helping children reach their full developmental and learning potential. Having knowledge about the development of a child and adolescent provides clues in understanding behavior and what is â€Å"normal,† or typical, in growth and development in the early months and years of life. Three developmental theories are broken down to understand the concepts, points of similarity and difference, and the interaction of cognitive, physical, and emotional development of a child. The three theorist perspectives analyzed in this essay include Erikson, Kohlberg, and Piaget. Erikson’s Psychosocial Stage Theory Erikson’s view Erikson’s theory is from a psychoanalytic perspective, which believes that development forms by uncontrollable forces that drive human behavior. He expands on Freud’s theory of psychosexual stages, but Erikson focuses on social changes instead of sexual (Heffner, 2004). Erikson’s theory of psychosocial development breaks down in eight stages throughout the human lifespan, and believes â€Å"personality is influenced by society and develops though a series of crisis† (Papalia, D. & Olds, S. & Feldman, R., 2006). Each of Erikson’s stages are described as a crisis in personality requiring a positive and negative trait. When the outcome of each stage (or crisis) is  successful, a virtue (or strength) develops. The eight stages include: Basic trust vs. mistrust (birth to 12-18 months); baby develops sense of whether the world is a good and safe; the virtue is hope Autonomy vs. shame (12-18 months- 3 years); child develops balance of independence and self-efficiency over shame and doubt with virtue of will Initiative vs. guilt (3-6 years), child develops initiative without guilt with the virtue being purpose Industry vs. inferiority (6 years to puberty),child must learn skills of culture or face feelings of incompetence; the virtue is skill Identity vs. identity confusion (puberty to adulthood), adolescent must determine sense of self, or confusion about roles may be experienced; the virtue is fidelity Intimacy vs. isolation (young adulthood), person seeks to make commitments to others and when unsuccessful, isolation and self-absorption may result; the virtue is love Generativity vs. stagnation (middle adulthood), adults are concerned guiding the next generation or feels personal impoverishment; the virtue is care Integrity vs. despair (late adulthood), acceptance of own life and death, or despairs over inability to relive life; the virtue is wisdom (Papalia, et al., 2006, table2-2) Kohlberg’s Moral Understanding Stage Theory Kohlberg’s view Kohlberg builds off of Piaget’s moral reasoning theory, but Piaget’s  viewed the concepts of development of children as fairness through interaction of peers; whereas, Kohlberg thought â€Å"all social relationships offer opportunities for social role-taking—taking the perspective of others—and thus stimulate moral development† (Papalia, et al., 2006). Kohlberg’s focus was a child’s development of right, wrong, and justice; he argues that child developments progress consecutively, and are based on spirituality and God through stages of â€Å"thought processing, implying qualitatively different modes of thinking and of problem solving† (Cory, 2006). Kohlberg explains moral reasoning in three levels and divides each into two stages. The first level, from ages 4 to 10, Kohlberg calls preconventional morality. Stage one of reasoning in preconventional morality level is a child’s orientation toward punishment and obedience. In this stage, children obey rules to avoid punishment. In stage two, instrumental purpose exchange, children â€Å"conform to rules out of self-interest and consideration for what others can do for them† (Papalia, et al., 2006). Conventional morality is the second level, reached after age 10. Maintaining mutual relations and getting approval of others, wanting to please and help others happens at stage three. In stage four, an individual begins social concern and having a conscience, and understanding the principles of authority. In level three, post-conventional morality, development is in early adolescence, young adulthood—or never. Stage five of level three describes a person developing, or understanding morality of contract, individual rights, and democratically accepting the law. In this stage, people are aware of principles and think rational deciding between human need and the law. Morality of universal ethical principles is the concept of stage six. Piaget’s Cognitive Development Stage Theory Piaget’s view Jean Piaget’s theory focused on cognitive development as mental operations mature based on â€Å"simple sensory and motor activity to logical, abstract thought† (Papalia, et al., 2006). Piaget’s view was that growth occurs as a child matures and interacts with his or her surroundings; he  looks at the human mind as a focal point and base for everything around it (Heffner, 2004). Cognitive development occurs in three interrelated processes, according to Piaget. The interrelated processes are organization, adaptation, and equilibration. Piaget’s stages of cognitive development are broken down and explained in a web page created by James Atherton: Sensori-motor (0-2 yrs) Differentiates self from objects and recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise; Achieves object permanence: realizes that things continue to exist even when no longer present to the sense Pre-operational (2-7 years) Learns to use language and to represent objects by images and words. Thinking is still egocentric: has difficulty taking the viewpoint of others. Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color. Concrete operational (7-11 years) Can think logically about objects and events; Achieves conservation of number (age 6), mass (age 7), and weight (age 9) .Classifies objects according to several features and can order them in series along a single dimension such as size. Formal operational (11 years and up) Can think logically about abstract propositions and test hypotheses systematically; becomes concerned with the hypothetical, the future, and ideological problems. (Atherton, 2009) Similarities, differences, & key concepts The major points of similarity, or agreement, in each viewpoint are; development occurs in stages in all three perspectives, and all theorists believe development begins from birth. One of the differences is each theorist’s interest. Erikson’s interest was in how children socialize and how this affects their sense of self. His concept was that if a stage of  crisis were unsuccessful, the result would be an inability to get to the next stage; which in turn contributes to an unhealthy personality and sense of self. Kohlberg’s interest was how children get a sense of right and wrong, with a theory that originates from character of God. Piaget’s interests were intellect and the ability to see relationships mature, with a concept based off sensory and motor activity. A difference between Kohlberg and Piaget’s theory is that Kohlberg’s theory may not apply equally to genders and cultures; whereas, Piaget’s theory is believed to be a fixed order in all children and cultures, with ages of each stage varying from child to child. The importance of understanding normal child and adolescent development Conclusion Indeed, while theorists have different ideas and perspectives, parents and teacher who have some knowledge have a better chance in helping children reach their full developmental and learning potential, and they will be more aware when development and growth are in the normal range. References Cory, R. (2006, August 13). Kohlberg’s Stages of Moral Development. Retrieved June 29, 2009, From Aggelia Internet Publishing: http://www.aggelia.com/htdocs/kohlberg.shtml Heffner, C. L. (2004, March 21). Erikson’s Stages of Psychosocial Development. Retrieved June 29, 2009,from All Psych Online: The Virtual Psychology Classroom: http://allpsych.com/psychology101/social_development.html Papalia, D. & Olds, S. & Feldman, R. (2006). A Child’s World: Infancy Through Adolescense . NY, NY: McGraw-Hill.

Personal Values and Ethical Issues Essay - 1531 Words

Personal Values and Ethical Standards Shelley Fischer BSHS 331 October 11, 2011 Jenise Caetana Personal Values and Ethical Standardss I was born in the late 1950s and spent my childhood in the 1960s and teen years in the 1970s. My upbringing was shaped very much, by how I was taught and raised. My parents were both members of a conservative religious organization and so with that said I learned this way of thought. We were raised to believe that the 10 commandments were the basis of all things right and wrong, that if we followed them our lives would be as God wanted. Not to mention our parents! As a child, we first believe all that our parents teach us. They are like God to us and must be right no questions asked. I had by then†¦show more content†¦However, I do know from then on I had no belief in him as my father or in the goodness of grown men. Because of my family dynamics I didn’t tell anyone, but I remember being so angry and telling myself I would never let that happen again and if he ever touched me I would tell my mom. I went through life seemingly fine on the outside and was known by all to be a good girl. What people did not realize is that I was emotionally dead in my soul. I trusted no one and especially not myself. I never told another person until I was 26 and did not go into therapy until I was 33. There is so much that I learned through my counseling and it is primarily the reason I want to be a counselor now. I feel that in spite of what happened to me the basic belief in the Bible and God is what have gotten me to where I am today. Counseling has also helped me to address issues I ignored for too long. I can empathize with others in many areas of molestation, anger repression, family dynamics, and learning to know and love yourself. I feel that because I have gone through this and come out the other side fairly sane –smile, I can make a difference for someone else who is currently where I used to be. In thinking of an ethical dilemma, I can only think of the molestation as the one major event in my life. It had major repercussions and if I had not been so afraid, I know that my father would have been arrested and maybe he would not haveShow MoreRelatedEthical Dilemmas in Workplace1634 Words   |  7 PagesEthical Dilemmas in Workplace Personal values may conflict with ethical decision making if those personal values are different than the organizational norms of the business or institution. Constructing, and maintaining personal ethics in the workplace rests with the individual, and how willing he or she is in assimilating to the evolving cultural dynamic of the corporate world. 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