Distrubed and Distrubing Behaviour
It is sometimes claimed that parents are the primary cause of disturbed and disturbing behaviour in their children. Discuss evidence for and against this claim.
Many development psychologists refer to children’s behaviour as “typical”, however not all children conform to this style of behaviour. There are a minority of children who do not adjust well to situations in which they find themselves; their behaviour can be seen as difficult, bizarre, disturbed or disturbing (Woodhead, Rhodes & Oates 2005). Psychosocial developmental problems do not necessarily have biological causes and psychologists will often look to features of the child’s social environment to be able to understand the cause of these problem behaviours (Woodhead et al., 2005). It has often been claimed that parents are the primary cause of their children’s disturbed or disturbing behaviours. This essay will give an overview of the perspectives around problem behaviour and define what is meant by disturbed and disturbing behaviour in children. It will provide evidence to support the claim that parents are the primary cause of shaping problem behaviours in their children. Identify the role that children play in the development of disturbed behaviours and how this interacts with parental responsiveness. Finally consider the relevance of a transactional model on the parent-child process and how this links to disturbed behaviours.
There are two psychological perspectives around problem behaviours in children, the medical model which describes problem behaviours as “disorders”. These are deemed to be part of the child’s psychological makeup and therefore view the child as the centre of explanation for these problem behaviours. (Woodhead et al., 2005, pg57). However, in terms of emotional and behavioural difficulties it is believed that these are part of the developmental processes that takes place in social relationships both at home and at school (Woodhead et al., pg57). The second
Many development psychologists refer to children’s behaviour as “typical”, however not all children conform to this style of behaviour. There are a minority of children who do not adjust well to situations in which they find themselves; their behaviour can be seen as difficult, bizarre, disturbed or disturbing (Woodhead, Rhodes & Oates 2005). Psychosocial developmental problems do not necessarily have biological causes and psychologists will often look to features of the child’s social environment to be able to understand the cause of these problem behaviours (Woodhead et al., 2005). It has often been claimed that parents are the primary cause of their children’s disturbed or disturbing behaviours. This essay will give an overview of the perspectives around problem behaviour and define what is meant by disturbed and disturbing behaviour in children. It will provide evidence to support the claim that parents are the primary cause of shaping problem behaviours in their children. Identify the role that children play in the development of disturbed behaviours and how this interacts with parental responsiveness. Finally consider the relevance of a transactional model on the parent-child process and how this links to disturbed behaviours.
There are two psychological perspectives around problem behaviours in children, the medical model which describes problem behaviours as “disorders”. These are deemed to be part of the child’s psychological makeup and therefore view the child as the centre of explanation for these problem behaviours. (Woodhead et al., 2005, pg57). However, in terms of emotional and behavioural difficulties it is believed that these are part of the developmental processes that takes place in social relationships both at home and at school (Woodhead et al., pg57). The second
References: Oates, J. Lewis, C. & Lamb, M. (2005) “Parenting & Attachment” in Ding, S & Littleton, K. (eds) Children’s Personal and Social Development, Oxford, Blackwell/The Open University Woodhead, M. Rhodes, S. & Oates, J. (2005) “Disturbed and Disturbing Behaviour” in Ding, S & Littleton, K. (eds) Children’s Personal and Social Development, Oxford, Blackwell/The Open University Sameroff, A. (2005) “Reading A: The Social Context of Development ” in George, R. Oates, J. & Wood, C (eds) Methods and Skills Handbook, Oxford, Blackwell/The Open University