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Supportive Relationships: A Little Help from My Friends

Supportive Relationships: A Little Help from My Friends. Interpersonal Relationships and Community Support. Regularly Found to Be Important Family Environment Parental Relationships Peer Relationships Community Constitution and Support School Environment.

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Supportive Relationships: A Little Help from My Friends

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  1. Supportive Relationships: A Little Help from My Friends

  2. Interpersonal Relationships and Community Support Regularly Found to Be Important • Family Environment • Parental Relationships • Peer Relationships • Community Constitution and Support • School Environment

  3. Importance of Relationships • Connectedness Is Among the Most Important Factors for Protecting Against Risk Factors and Succeeding Academically • E.g.: • Commission on Children at Risk (2003) • Anthony (2008) • Bernat & Resnick (2009) • Larson (2005)

  4. Family Environment • Black & Lobo (2008) • Flexibility • Communication • Shared Recreation & Family Time • Adherence to Routines & Rituals • Positive Outlook • Extended, Overlapping Network • E.g., Levitt et al. (2005)

  5. Family Environment (cont.) • Hart & Risely (1995) • Difference in Language Development Between High & Low SES During 0 – 3 YOs • Richness of What’s Said Not So Important • Largely Due to Amount of Talking & Interacting • (For Every Hour of TV Watching 0 -3 YOs Loose ~.1 IQ Points (Zimmerman & Christakis, 2005))

  6. Parental Relationships • Parental Warmth • Autonomy Granting • Supervision • Role Modeling and Expectations

  7. Fulton & Turner (2008) • “Perception of Parental Control” in Childhood Predicts College Grades • And Is Determined by: • Parental Warmth and Supervision in Girls • Only Parental Warmth in Boys • (Interparental Conflict May Affect Academics Primarily Through Perceived Threat & Instability (Ghazarian & Buehler, 2010.)

  8. Lanza & Taylor (2010) • Higher Levels of Family Routine • Routinely Talk About Homework • Regularly Do Chores • Keep a Set Bed Time • Protects Against Adolescents’ Delinquency in School

  9. Forehand, Rex, & al. (1986) , 11- 15 YOs • Externalizing Behavior Predicted by • Mother’s Level of Depression • Relationship with Mother (R2 ≈ .35) • School Grades Predicted by • Relationship with Father (R2 ≈ .15) • Taylor & al. (2004) • Home Socialization Prepares Children for the School Environment

  10. Responsive, Sensitive, Caring Promotes: Empathy Cooperation Social Competence and Social Orientation Ego Resilience Secure Attachment Style

  11. Caring but Firm (Also Explains to Kids the Causes and Consequences of Behavior) Authoritative Parenting

  12. Authoritative Parenting (Cont.) Loving No Limits Limits Unloving

  13. Authoritative Parenting (Cont.) • Effect of Authoritative Parenting Transcends: • SES • Culture • Ethnicity • E.g., Steinberg & al. (1991) • But Steinberg & al. (1992) • Predicts Academic Success in European Americans • Authoritative No Effect Without Peer Support in African Americans • Peer Support Offsets Effects of Authoritarian Style Among Asian Americans

  14. Peer Relationships • Grow in Importance with Age • Most Influential in Deciding: • Activities to Engage in • Long-Term Goal Setting • Expectations of Current and Future Success • E.g., Dennis, Phinney, & Chuateco (2005).

  15. Community Constitution and Support • Importance Remains Throughout Development and into Adulthood • Earlier, Primarily Threats and Expectations • Later, Primarily Opportunities and Resources

  16. E.g., Ianni’s “Youth Charter” • Francis Ianni (e.g., 1989, 1992) • Community's Unwritten Set of Expectations and Standards • Establishes Relatively Conventions, Normative Behaviors, Role Identities • Rather Than Specific and Definitive Rules

  17. Youth Charter (cont.) • More Then One Group Helping, Continuity and Congruence of All Groups Matters • I.e., Synergy When Coming From Multiple Sources • “Multiple Deficits” Can Create a Sense That “Nobody Cares” • But, Results in High Degrees of Altruism and Low Antisocial Behavior Among Young People When Positive • N.B., These Were Disadvantaged Communities

  18. Role Models • Appears Best When Model Is • Powerful/Competent • Nurturing of Child • But Not Overly Permissive

  19. School Environment • Teach Support Most Predictive of Academic Success • Over That of Parents & Peers • Condly (2006)

  20. What Can We as Teachers Do with This Knowledge? • Secure Attachment Style • Authoritative Parenting Style • Peer Selection of Activities • Peer Modeling of Expectations • Youth Charters • Role Models

  21. The End

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