The Importance Of Relationships Work

The importance of maintaining professional relationships within pathology services will always have a significant and indirect effect towards the quality of service that the patients receive. Sustaining good working relationships within the laboratory staff and the service users can be maintained with good interpersonal skills. Communication between the laboratory team can influence the nature of a working relationship, thus simple verbal and non-verbal communication skills is essential. The ability to negotiate, solve problems, make decisions, and be assertive with good listening skills, is imperative to upholding stable working relationships and avoiding any conflict. Conflict can cause miscommunication between the staff in the

Psychologists have always debated the role of parenting styles and their influence on the development of children. Parenting styles can be defined as the psychological construct representing the basic strategies that parent use in raising their child (Matsumoto, Juang 2013 p.69). Parenting styles encompass two major aspects of parting those being parental responsiveness and paternal demanding. Paternal responsiveness is essentially the extent at which a parent fosters individuality, self-regulation, and self-assertion. While paternal demanding is the measure of which the parent makes the child

Personal relationships are based on emotions and are informal. Personal thoughts are shared just like in family or friend relationships.

A parent’s parenting styles are as diverse as the world we live in today. Nowadays, parents only want what is best for their children and their parenting styles plays a crucial role in the development of children which will in the long run, not only effect the child’s childhood years, but later prolong into their adult life as well.

I chose to interview three family members in order to evaluate similarities and differences on experiences on what it’s like to be a parent. I believe that there is no right or wrong way to define what family is, but the definition of family comes with a wide range of beliefs about parenting and what it means to be “good parents” to their children. Every person is different and when it comes to every parent, they have their own style of parenting due to the environments as well as experiences within their environment. Throughout the interviews, I hope to gain knowledge and to be able to understand what it’s like to be a full time parent. Therefore, I have completed three interviews with three separate members of my family that were all raised by the same parents in the same household so it would be interesting to get an insight of how each individuals perspective as parents are. Furthermore, I will present a summary of questions that I’ve asked, a summary of their answers as well as an analysis of their way of parenting with some information that I’ve gathered and compare it to what I’ve learned in class.

With over three hundred million Americans and over six billion people worldwide parenting skills are essential to maintain a healthy society. Parenting involves many aspects and requires many skills. It is a time to nurture, instruct, and correct to develop fundamental skills children will need to be mature, responsible, and contributing adults to a society. There are four commonly identified parenting styles; authoritarian, authoritative, permissive, and uninvolved parenting. Of the four parenting styles, two remain on opposite ends of the parenting spectrum. These two styles; authoritarian, and permissive both have deleterious results that are often visible throughout different developmental stages, such as rebellious behavior. As well

Parenting styles were developed by Diana Baumrind in 1966 at the University of California at Berkeley (Diana Divecha Ph.D, 2015). Baumrind used a model of demands and responsiveness to determine three types of parenting styles. These styles were authoritarian, authoritative, and permissive parenting. Because permissive parenting lacks in demand and discipline, it will not be discussed in this essay. In Baumrind’s model, demands refers to the amount of control parents exert onto and expect from their children. Responsiveness refers to how a parent nurtures and empathizes with their child. Parents with high demands and high responsiveness follow the authoritative parenting style. On

All parenting styles associate with the area of a child’s social skills, educational capability, psychosocial growth, and also the negative actions of a child. Parenting is extremely important in a child’s life in order to have a happy and successful life without dealing with unnecessary negative issues that can arise. This portion of the proposal describes literature relevant to the proposed study of this topic. It is organized into four sections: (1) the two aspects on how the parenting styles were based, (2) the four main types of parenting styles, (3) the effects that can result from the parenting styles, and (4) evaluation for results of previous research. The detail of effects on a child’s behavior will be further discussed in the methods section of the proposed study.

Parenting styles have been widely defined by Baumrind into three categories, authoritative, authoritarian and permissive. Parenting styles can be defined as a pattern of attitudes in how parents choose to express and communicate with their children. These styles are categorized based on the level of nurturance, parental control and level of responsiveness (Dwairy, 2004). Authoritative style exhibits high levels of demand, responsiveness and nurturance; authoritarian style exhibits high levels of demand but low levels of responsiveness, permissive style exhibits low levels of demand but high in responsiveness and nurturance (Dwairy, 2004). These parenting styles have been proposed to have a significant impact on a child’s

The 202 participants in this study consisted of 160 females, 40 males and 2 “other” genders enrolled in Developmental Psychology at RMIT University. Due to the age criteria of the study, which was 18-25 years, 25 participants over the age of 25 were excluded from the study. Ninty-eight percent of the participants studied full time, two percent studied part time, with ninety-nine point five precent not married. Ages ranged from 18-25, with a mean age of 20.12 years (SD=1.59). Participation was involuntary unless a viable reason was provided. Completion of the survey formed part of the “submission requirements” of the lab report. Selection of participants was through random convenient sampling.

The participants were obtained through volunteers from a classroom. There were 26 participants in total, with 8 males, 17 females, and 1 omission. Demographics that were recorded included age, sex, ethnic background, and social economic status. Participants were instructed to avoid adding any extra informative identification to protect their confidentiality as well as informed about their right to withdraw from the study. Participants were then told that the completion of the study will act as giving consent to participate. Upon completion, participants were given a debriefing that included an explanation of the nature of the study along with contact information whether they had any more questions.

Initially, the highest responsible head of the municipal social service organization was contacted by email with information about the study and a question if hen approved for the researcher to conduct the study within the local municipal social service organization. When the highest responsible manager approved by answering the email, an email was sent out to prospective participants with a letter explaining the purpose of the study and an offer to participate. In those cases, the informant had a manager that had to be informed an email was sent to get an additional consent. Each participant was contacted and a convenient location and time for the interviews were determined when it was clear that the informants wanted was allowed to participate in the study. Before the interviews took place the informants were given oral and written information about the study. In the information, it was stated that they participated by one free will on a voluntary basis and therefore could say no to further

The participants were from a small urban community. There were eight females who participated in the initial study. All eight were contacted for further investigation however, two agreed to participate. The participants were interviewed in the privacy of their own home with their child present. The researcher used an audiotape to record the responses to the open ended questions. The interview was very conversational as the investigator allowed the participants to elaborate and speak freely about their experiences. The interview carefully interpreted both of the participant’s responses to ensure accurate information. After an hour and half of collecting data from the participants, they both were given an opportunity to withdraw their thoughts and opinions however they both declined. That data was collected and

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Through use of a modified Parental Authority Questionnaire, parenting characteristics and perceived parenting style were measured. The qualitative data was collected through a 20-item questionnaire that included subscales to measure parenting style with no reverse scoring. The three parenting styles subscales were Baumrind’s authoritative parenting, authoritative parenting, and permissive-indulgent parenting (Baumrind, as cited in Hibbard & Walton, 2014). Participants were asked to rate their mothers and fathers separately and a combined score was taken to demonstrate the general parenting style in the home. The PAQ test-retest reliability, content validity, and discriminant validity were all valid measures. The internal consistency was adequate, Cronbach’s alpha level ranged