Biological functions of the family

Answer 1

In a national way a man and a woman are united by marriage and live together to form a family. They produce children and bring them up. In this way descendants of family of the family are increase. This is the biological function of a family.

Answer 2

The family serves important biological functions by providing for the care, nurturing, and socialization of offspring. It also contributes to the passing down of genetic material and cultural traditions through generations. Additionally, families offer emotional support, protection, and a sense of belonging which are essential for individual development and well-being.

Answer 3

Healthy Families

__________________

1. clearly identified hierarchy

2. well-defined parental roles

3. flexibility & adaptability - Can respond to situational & maturational crises

4. consistent, clear rules & expectations

5. consistent affection

6. consistent limit-setting

7. open communication, bi-directional

8. increased degree of support nurturance and acceptance of family members

Dysfunctional families____________________________

1. Rigidity - lack of flexibility

2. Lack of individuation - emeshment /loss of autonomy

3. Extreme detachment

4. Scape-goating - family member (often child) who is the object of displaced conflict/criticism

5. Triangulation - Detouring conflict between 2 people by involving a third person, thereby stabilizing the relationship between the original pair

6. Faulty problem solving skills

7. Conflict avoidance

8. Inconsistent application of affection/discipline

9. Low levels of support/nurturance/acceptance

10. Increased degree of expressed hostility towards each other/other family members

1. control

_________

Parental control is conceptualized as the degree to which parents exert control and power over the child, as well as an indicator of the level of direct involvement in the activities of the child. It is defined in terms of the degree of supervision/monitoring of the child's activities, the quality, nature, consistency of discipline, and the parent's need to control the child.

Dimensions of parent control are:

DEMANDINGNESS - The degree to which parents will insist upon age appropriate behavior from child.

STRICTNESS - The degree to which parents will enforce their rules AND will resist child's attempts to

emotionally coerce parents into not carrying out punishment for misbehavior.

INTRUSIVENESS - The degree to which parents will interfere/control the child's activities & interpersonal

relationships.

RESTRICTIVENESS - The degree to which parents will limit both the range of activities in which the child

can engage and the child's opportunities for independence (engaging in activities

away from parents supervision).

POWER ASSERTION - The degree to which parents will utilize the legitimate power function assigned to

the parental role in order to control the child.

2. PARENTAL AFFECTION

Affection is defined as the amount of love, nurturance, support, and positive value demonstrated

towards the child. The degree of affection demonstrated towards the child may range from love-to-

indifference-to hostility.

3. PARENTAL INVOLVEMENT

Involvement is defined as the degree and frequency of interaction between parent and child, the

frequency and quality of communication between parent and child, interest in the activities of the child,

and the quality of interaction between the parent and child. This dimension addresses the frequency/

regularity of interaction, types of mutually-engaged activities , form/style of communication (linear =

Parent to Child/ transactional = bi-directional, parent <---> child).

4. QUALITY OF MARITAL RELATIONSHIP

The Baldwin-Shaeffer model examines the quality of the marital relationship as an indicator of how well the family is functioning. Research evidence indicates that marital discord adversely affects the child and translates into specific child-rearing practices. Conversely, high levels of marital satisfaction and communication will generally result in consistent, positive, and healthy parent-child relationships.

All families organize themselves along the dimensions of affection and control which will result in specific child-rearing techniques/approaches/behaviors. The family will demonstrate a unique pattern of affection, involvement, and supervision/control which will influence both the development and behavior of the child.

AFFECTION is defined as the amount of love, nurturance, support, and positive value demonstrated towards the child. The degree of affection demonstrated towards the child may range from love-to-indifference-to hostility.

INVOLVEMENT is defined as the degree and frequency of interaction between parent and child, the frequency and quality of communication between parent and child, interest in the activities of the child, and the quality of interaction between the parent and child. This dimension addresses the frequency/regularity of interaction, types of mutually-engaged activities , form/style of communication (linear = Parent to Child/ transactional = bi-directional, parent <---> child).

CONTROL is defined in terms of the aforementioned characteristics of parental control, as well as including the degree of supervision/monitoring of the child's activities, the quality, nature, consistency of discipline, and the parent's need to control the child.

BALDWIN-SHAEFFER FAMILY TYPE MATRIX

FAMILY TYPE

AFFECTION

INVOLVEMENT

CONTROL

CONSISTENT

DEMOCRATIC

HIGH

HIGH

LOW

INCONSISTENT

DEMOCRATIC

HIGH

MODERATE

LOW

PERMISSIVE

INDIFFERENT

MODERATELY

LOW

LOW

LOW

INDIFFERENT

DETACHED

VERY LOW

LOW

LOW

REJECTING

NEGLECTING

ABSENT

LOW

VERY LOW

ANTAGONISTIC

ABSENT

LOW

HIGH

AUTHORITARIAN

LOW

HIGH

VERY HIGH

OVERPROTECTIVE

HIGH

VERY HIGH

VERY HIGH

OVERINDULGENT

HIGH

VERY HIGH

MODERATELY HIGH

BALDWIN-SHAEFFER PARENTAL BEHAVIOR MODEL

Central to this family model is the belief that specific parental behavior results in both specific child-rearing techniques and specific emotional and behavioral outcomes in the child. The home climate is determined by the parent's level of affection for the child, his/her level of involvement, and the specific control dimensions/ techniques utilized. The chart below is a useful guide to the understanding of the inter-relationship between parental behavior and its impact on the child.

PARENT TYPE PARENTAL BEHAVIOR IMPACT

CONSISTENT DEMOCRATIC

HIGH IN AFFECTION

HIGH IN INVOLVEMENT

LOW IN NEED FOR CONTROL CONSISTENT ENFORCEMENT OF RULES/DISCIPLINE

FRIENDLY/ACTIVE/SECURE

GOAL DIRECTED/INDEPENDENT

GOOD FRUSTRATION TOLERANCE

GOOD SELF-CONTROL

INCONSISTENT DEMOCRATIC

HIGH IN AFFECTION

MODERATELY LOW INVOLVEMENT

INCONSISTENT ENFORCEMENT OF RULES

LAX/INCONSISTENT/ABSENT DISCIPLINE

IMPULSIVE

LOW LEVELS OF SELF-CONTROL

MANIPULATIVE

DIFFICULTY WITH AUTHORITY

DISOBEDIENT

INDIFFERENT

LOW IN AFFECTION

LOW IN INVOLVEMENT

LOW LEVEL OF CONTROL

LOW LEVELS OF MONITOR/

SUPERVISION

POOR IMPULSIVE CONTROL

ANGRY

SAD/DEPRESSED

AGGRESSIVE

LOW SELF-ESTEEM

REJECTING

NEGLECTING

ABSENT AFFECTION

LOW LEVELS OF INVOLVEMENT/ MONITORING/SUPERVISION

LOW LEVELS OF CONTROL

DEPRESSED

LOW SELF-ESTEEM

ANGRY/AGGRESSIVE

NON-COMPLIANT

ACTING OUT BEHAVIORS:

RUNAWAY/DRUGS/CRIME

ANTAGONISTIC

ABSENT AFFECTION

LOW LEVELS OF POSITIVE

INVOLVEMENT WITH CHILD

HIGH NEED FOR CONTROL

DEPRESSION

LOW SELF-ESTEEM

ANGRY/SELF-PUNISHMENT

INCREASED SUICIDAL RISK

AUTHORITARIAN

LOW AFFECTION

LOW LEVELS OF POSITIVE

INVOLVEMENT WITH CHILD

HIGH DEGREE OF CONTROL

WITHDRAWN

LOW SELF-ESTEEM

LOW IN GOAL DIRECTION

LOW LEVELS SELF-RELIANCE

LOW LEVELS INDEPENDENCE

OVERPROTECTIVE

HIGH LEVEL OF AFFECTION

HIGH LEVEL OF INVOLVEMENT/

SUPERVISION/MONITORING

HIGH DEGREE INTRUSIVENESS

HIGH DEGREE RESTRICTIVENESS

SUBMISSIVE

DEPENDENT

DIFFICULTY ASSERTING NEEDS

LOW LEVELS SELF-RELIANCE

LOW LEVELS INDEPENDENCE

OVERINDULGENT

HIGH LEVEL OF AFFECTION

HIGH LEVEL OF INVOLVEMENT

LOW DEGREE OF DEMANDINGNESS

IRRESPONSIBLE

DIFFICULTY SEPARATING FROM PARENTS

LOW LEVELS SELF RELIANCE

LOW LEVELS INDEPENDENCE

BAUMRIND'S MODEL OF PARENTAL BEHAVIOR

1. Baumrind (1967;1971;1986;1991) examined the relationship between parental behavior and children's competence. Operationally defined parenting behavior along dimensions of CONTROL, COMMUNICATION, DEMAND FOR MATURITY, & NURTURANCE (AFFECTION/ACCEPTANCE/SUPPORT). Research revealed 3 parent types and subsequent outcome on child's behavior. Found correlation between parenting style/personality and child' level of social competence.

PARENT TYPE/STYLE

AUTHORITARIAN

AUTHORITATIVE

PERMISSIVE

CONTROL

HIGH

HIGH

LOW

CLARITY OF

COMMUNICATION

LOW

HIGH

HIGH

MATURITY DEMANDS

HIGH

HIGH

LOW

NURTURANCE

LOW

HIGH

HIGH

CHILDREN'S LEVEL OF COMPETENCE

AUTHORITARIAN

AUTHORITATIVE

PERMISSIVE

CHILDREN'S

CHARACTERISTICS

WITHDRAWN

LACK OF ENTHUSIASM

SHYNESS (GIRLS)

HOSTILITY (BOYS)

LOW ACHIEVEMENT

MOTIVATION

LOW SENSE OF

COMPETENCE

(ABILITY)

SELF-ASSERTIVE

INDEPENDENT

FRIENDLY

COOPERATIVE

HIGH ACHIEVEMENT

MOTIVATION

HIGH COMPETENCE

IMPULSIVE

LOW SELF-RELIANCE

LOW SELF-CONTROL

LOWER LEVELS OF AGE APPROPRIATE

BEHAVIOR

AGGRESSIVENESS

LACK OF RESPONSIBILITY

MACOBY & MARTIN'S CLASSIFICATION OF PARENTING PATTERNS

This model is predicated on the earlier research of Diane Baumrind (1976). According to Baumrind, parental child rearing practices influence the child's progress towards becoming a capable adult. Parents can foster individuation and psychological maturity by HOW they exercise and demonstrate their authority, their affection for the child, and their interest and involvement with the child.

Research has confirmed that patterns of parental authority can be described in terms of how DEMANDING and RESPONSIVE parents are towards the child. PARENTAL DEMANDINGNESS refers to establishing expectations and rules of conduct for children and monitoring their commitment to these expectations and their compliance with these rules. PARENTAL RESPONSIVENESS refers to being sensitive to children's needs, being supportive of the child's efforts, and being interested in the thoughts, feelings, and activities of the child. Working with these dimensions, Baumrind (1968,1971,1976) was able to demonstrate 3 separate parental styles - AUTHORITATIVE, INDULGENT, AUTHORITARIAN. It was the further work of Macoby & Martin (1983) which identified the NEGLECTING parent style.

AUTHORITATIVE PARENT - These parents are caring and warm, make appropriate demands of the child and execute reasonable punishments for violations of rules. They tend to use inductive discipline which involves explaining the purpose of rules, the costs for violation of the rules, and an openness to discuss and modify the rule. Research has found that children from these homes are self-reliant, socially competent, and report fewer problems.

AUTHORITARIAN PARENT - These parents exercise firm control on the basis of power assertion. They set forth rules in an arbitrary fashion, are more likely to make excessive demands, and to utilize harsh punishments. Often, they believe that children should be in a subordinate role and should have their autonomy severely limited. These parents may be unresponsive to the needs of the child and may be low in affection for the child. Child with authoritarian parents demonstrate lower levels of social competence and self-reliance. Child often wants to avoid the parent from whom he/she feels alienated.

INDULGENT PARENT - These parents are responsive to their children but do not place few demands or restrictions on the child. Parents believe that complete trust in the child and a minimal amount of restrictions is most beneficial to the parent-child relationship. Parent's philosophy is to glorify freedom and to perceive that restrictions limit growth. Children from these homes have been shown to have difficulty with impulsivity and goal setting. They have been found to have more behavior problems and a less positive orientation toward school. They may be more socially competent & self-reliance than children from authoritarian & neglecting homes.

NEGLECTING PARENT - These parents are unresponsive to the needs, feelings, and activities of the child. They exert little control over the child and are disengaged from child rearing responsibilities. These parents are detached from the child, indifferent to his/her needs, display little interest in the child's activities, spends little time in direct interaction with child. Children from these homes have been found to have significantly more problems related to school misconduct, drug use, delinquency, anxiety, depression, and somatic complaints. They were less socially competent, self-reliant, received poorer grades, and have less favorably attitudes toward school.

MACOBY & MARTIN MODEL (1983)

PARENTING STYLES AND CHILDREN'S BEHAVIOR

ACCEPTING

RESPONSIVE

CHILD-CENTERED

REJECTING

UNRESPONSIVE

PARENT-CENTERED

DEMANDING

CONTROLLING

RESTRICTIVE

AUTHORITATIVE

RECIPROCAL

HIGH IN 2-WAY

COMMUNICATION

AUTHORITARIAN

POWER ASSERTIVE

UNDEMANDING

LOW IN CONTROL

PERMISSIVE

INDULGENT

PERMISSIVE

LAISSEZ-FAIRE

NEGLECTING

INDIFFERENT

UNINVOLVED

PARENT TYPES

SECURE - These parents are confident of their techniques. If they make a mistake, they are able to change their approach with no harm done. They assume they will cope successfully and look on parent as exciting.

INSECURE - This parent believes that everything they do inevitably influences their child's destiny. Often feel overwhelmed by role of parent; anything to do with child perceived as a major stressor. Do not see that when things go well it was partly due to them --> external locus of control.

INTIMIDATED - This parent demonstrates a consistent lack of ability to be firm (strictness) with their children. Motivation to appease children may be fear of doing a "bad job" or "not being loved" by child OR anxiety about role of parent & ability to perform role OR guilt about being firm & denying child's wishes OR stress (role conflict/role overload/role expectation).

OVER-INTERPRETIVE - This parent feels a strong need to analyze and explore every nuance of a child's thoughts, feelings, and actions. Feel compelled to examine in depth the complex psychological meanings and motivations behind their child's behavior.

VICTIMIZED - This parent feels betrayed, unappreciated, and as if life is unfair when things do not work out as planned. They view child's problems/misbehavior as proof of the unfairness of life, especially in light of all that they have sacrificed and done for the child.

PATHOLOGICAL - This parent suffers from some form of mental illness which interferes with their role functions of parent. This person may not be emotionally available to child à may not be able to provide affection, supervision, and interaction.