Child Parent Conflict and Academic Performance
Child-Parent Conflict and Academic Performance
Introduction
Education and family plays a major role in the psychological development of a child. Parent- child relationships are unique, but vary in complexity (Barber, 1994); however, the universal element among all relationships is conflict. Child-parent conflict is defined as a struggle, or trial of strength between a child (defined in my research paper as an individual under the age of 18) and their guardian(s). There are many different conflicts that may arise from different situations, different sources, and all of which have different outcomes. Several psychological problems may arise as a consequence of interrelationships between children and parents; some of which include physical and emotional stress, anxiety, etc. Child-parent conflicts cause the decrease in academic performance among young adults as a result from many negative outcomes, such as stressors, anger, and anxiety. The nature of such conflicts resides in diverse sets of sources some of which include family structure and parental dominance, which cause consequences in a child’s well-being, such as violence and stress. Background Information
Several structural changes have occurred in relation to family life and marriages in American families over the past three decades (Demo, 1992). Family scholars have empirically documented that rapidly changing values, social roles, behavioral patterns, and household arrangements which have negatively influenced child-parent relations (Demo, 1992). Demo conducts his research to lay out evidence on how child-parent relations have changed by examining structural changes in living arrangements and by gearing his research towards the effects of child-parent interaction and parental employment. According to Demo the negative consequences attributed to divorce, single-parent family structure, and maternal employment has caused the decrease in the well-being of American children. Demo’s proof assures that academic
Introduction
Education and family plays a major role in the psychological development of a child. Parent- child relationships are unique, but vary in complexity (Barber, 1994); however, the universal element among all relationships is conflict. Child-parent conflict is defined as a struggle, or trial of strength between a child (defined in my research paper as an individual under the age of 18) and their guardian(s). There are many different conflicts that may arise from different situations, different sources, and all of which have different outcomes. Several psychological problems may arise as a consequence of interrelationships between children and parents; some of which include physical and emotional stress, anxiety, etc. Child-parent conflicts cause the decrease in academic performance among young adults as a result from many negative outcomes, such as stressors, anger, and anxiety. The nature of such conflicts resides in diverse sets of sources some of which include family structure and parental dominance, which cause consequences in a child’s well-being, such as violence and stress. Background Information
Several structural changes have occurred in relation to family life and marriages in American families over the past three decades (Demo, 1992). Family scholars have empirically documented that rapidly changing values, social roles, behavioral patterns, and household arrangements which have negatively influenced child-parent relations (Demo, 1992). Demo conducts his research to lay out evidence on how child-parent relations have changed by examining structural changes in living arrangements and by gearing his research towards the effects of child-parent interaction and parental employment. According to Demo the negative consequences attributed to divorce, single-parent family structure, and maternal employment has caused the decrease in the well-being of American children. Demo’s proof assures that academic
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