Chpt 3

1. Chpt 3 Outline Building Strong Families p70

2. Lesson 1The Context for Parentingp71 Objectives: • Describe the functions of the family • Identify the basic needs of children and how parents meet those needs. • Compare different types of family structures. • List the stages of the family life cycle. • Describe trends that affect families. • List sources of support that are available to families. • Identify ways people can help build strong families.

3. Lesson 1The Context for Parentingp71 Terms • Nuclear family • Single-parent family • Custodial parent • Blended family • Extended family • Legal guardian • Foster children • Intergenerational

4. Functions of the Family p71 Meeting the Basic Needs • Physical Needs: • Food, clothing, shelter, health, safety • Social and Emotional needs • Living in a family teaches how to share, take turns, work toward common goals, love, and be loved.

5. Meeting the Basic Needs cont • Intellectual needs Teach children, helps schools teach children, provide expectations re education, provide support, help get students involved in school and educational activities.

6. Preparing Children to Live in Society p71 “All I Really Need to Know I Learned in Kindergarten.” By Robert Fulghum The basic rules of life are learned in kindergarten such as: “share everything,” “play fair,” and “don’t hit people.”

7. Adults pass the basic rules of life to us in 3 ways: • Through example. • Through communication. • Through religious training. Learn the principles of what is right and wrong

8. Other things adults teach us: • Art, music, cooking, clothing styles, views about work and play also about society. • Traditions such as holidays • Demonstrate appropriate behavior and language as well as how we talk to adults.

9. Family Structure p73 • Nuclear Family=2 parents and at least 1 child • Single-Parent Family=one parent and child(ren) D/T - Never married, divorce, death Challenges • Little free time • No one to share chores, responsibilities • Less income • Rely on family, friends • Stressful, challenging • Custodial Parent (one with primary custody) shares children with the non-custodial parent.

10. Family Structure p73 cont. • Blended Families=someone with children remarries • Extended Families=parent(s), child, and other relatives such as grandparents, aunts, uncles etc. Some cultures like the Japanese find this very common. 70% of the grandparents live with their children. In our country the Amish practice this a lot.

11. Joining a Family p74 Children can join families in many ways. • Legal Guardian=appointed by the court to assume responsibility for raising the child. • Adoption=The child would have the same rights as a biological child. • Foster Children=people temporarily take car of the child while parents solve their problems or until adoptive parents are found.

12. Family Life Cycle p76 • Beginning Stage Couples establish a home and relationship • Parental Stage 1 (Expanding Stage) Prepares for and adjusts to parenthood • Parental Stage 2 Developing Stage) Parents work to support children’s changing needs and help children dev independence.

13. Family Life Cycle p76 cont. • Parental Stage 3 (Launching Stage) Children gradually leave home and parents help them get established. • Middle Age Couple renews their relationships and prepares for retirement. • Retirement Couple stops working and adjusts to spending more time together

14. Trends Affecting Families p77 • Mobility People don’t always live near where they grew up. They rely on themselves, friends, and neighbors. • Aging Population Advances in medicine, nutrition, Intergenerational=relationships between younger and older people

15. Trends Affecting Families p77cont. • Fluctuations in the Economy Both parents work, smaller families, starting families later in life, the demand for child care has risen. • Workplace changes Manufacturing jobs declined Jobs in technology and healthcare have increased Workers continue to need education More people working from home

16. Trends Affecting Families p77cont. • Technology Make family life easier and more complicated Cellular phones, internet, Need to protect children from these items Tend to isolate people – children sit and do this rather than talk and play

17. Mobility Assignment Mobility Research 30 pts 1. Research trends in mobility during the last three decades (30 yrs). 2. Which areas of the country have been experiencing an influx in population? 3. Draw conclusions as to why individuals are moving to these locations. **Attach internet resources used or assignment not accepted. Scoring Guide Question answered 15 pts Conclusions drawn 15 pts Mechanics (capitalization, spelling, grammar all correct) -1/2 pt each error Total Points 30 pts

18. Life Span Assignment Life Span 30 pts 1. Research the average life span of males and females in this country over the past five decades (50 yrs). 2. Create a line graph to display this data. 3. Label the graph as well as the (x) and (y) axis appropriately. 4. Indicate which line represents males and which represents females. **Attach internet resources used or assignment not accepted. • Scoring Guide • Life graph created and labeled accurately 20 • Both males and females represented with their own line 10 • Mechanics (capitalization, spelling, grammar all correct) -1/2 pt each error • Total Points 30

19. A Strong Family doesn’t “just” happen. • Sources of Family Support p79 • Relatives, friends, neighbors, co-workers, doctors, counselors, social workers, ministers, support groups, social services, • Building a Strong Family p 80 • It isn’t easy – it’s WORK • Just living and being together doesn’t make it happen.

20. How do you build a strong family? • Assignment – How do you build a strong family? • Use the internet, magazines, your text, and other resources you like to answer this question. How do you build a strong family? • Write a paper explaining your answer. • Share your findings with the class. • When using the internet key in the following: “how to build a strong family” and “characteristics of a strong family.” • A couple websites you can explore are: • http://uniforfamilies.unl.edu • www.ca.uky.edu/agc/pubs/fcs7

21. Assignment – How do you build a strong family? cont Top margin 1 ½ inches maximum Side margins 1 inch Bottom margin 1 inch Font #14 Scoring Guide • Question adequately answered. 20 pts • At least 6 factors to support your answer. 60 pts • Your paper should be at least 2 pages typed 20 pts • Mechanics (grammar, capitalization, punctuation correct) -1/2 pt each mistake • Total Points 100 pts

22. Assignment – How do you build a strong family? cont • **Attach the assignment sheet with scoring guide to your paper. Failure to attach it will result in a 10 pt deduction. • **Site your resources by copying and pasting the url or include your MLA documentation. Papers will not be accepted without it, resulting in a “zero” for your grade.

23. Building A Strong Family Involve such things as: • Traditions • Shared values • Handling family conflicts

24. Forming Traditions p80 • Time together - special and everyday activities vacation, meals, • Provide a sense of continuity, understanding and appreciation • Opportunities for families to have fun • Establish good memories that carry them through rough times • Provide a family with time together to communicate, heal from loss, adapt to new events affirm family values, celebrate connect to the past

25. Forming Traditions p80 3 types of traditions • Celebrations (special events, holidays, birthdays) • Family traditions (special activities, vacations, reunions) • Patterned family interactions (centered around daily routines – meals, bedtime)

26. Values • Beliefs held by individuals, families, communities or societies • Include feelings about the importance of acceptable behavior in terms of: Honesty Respect Responsibility Friendliness Kindness Tolerance

27. Values cont. • Values that parents pass to children are those of their parents and based on their life experiences and religious beliefs. • Society also helps shape family values • Assignment p82 • Review the Section Questions 1-7

28. Handling Family Conflict p81 • Keep Cool • Be an active listener • Use positive body language.

29. Section 2 Effective Parenting Skills p83 Objectives: • Identify the basic types of children’s needs. • Describe the three parenting styles and some characteristics each. • Give examples of effective techniques for encouraging appropriate behavior. • Explain how to set limits and why they are important • Identify ways of dealing with inappropriate behavior. • Explain the importance of consistency when guiding children.

30. Section 2 Effective Parenting Skills p83 Terms • Deprivation • Parenting style • Guidance • Self-discipline • Conscience • Positive reinforcement • Negative reinforcement • Time out

31. Meeting Children’s Needs p83 • Physical Needs Food, shelter, clothing, safety • Emotional and Social Needs Safe, loved, cared for • Intellectual Needs Opportunity to learn Deprivation=failure to meet critical needs and failure to provide an environment where the physical, emotional and intellectual needs are met.

32. Parenting Styles p87 Parenting style=how parents care for and discipline children 3 main styles • Authoritarian • Assertive-Democratic • Passive • Authoritarian

33. Parenting Styles p87 cont Authoritarian • Believes children should obey without questions. • Parents tell child what to do. • When rules are broken, the parent typically responds quickly and firmly.

34. Parenting Styles p87 cont Assertive-Democratic • Children have more input in the rules. • Children are given a certain amount of independence and freedom of choice. • Believe children learn best from accepting results of their actions Children work together to find accept discipline.

35. Parenting Styles p87 cont Permissive • Children are given a lot of freedom • Children may set their own rules. • Children encouraged to think for themselves and not follow trends. • Parents ignore rule breaking Parents often use more than one style of parenting.

36. Guiding Children’s Behavior p88 Guidance = using firmness and understanding to help children learn and behave. If done correctly, they will have self-discipline and a conscience. Self-discipline = the ability to control their own behavior, get along with others and express themselves appropriately. Conscience = an inner sense of what is right.

37. Effective Directions: • Be sure you have their attention. • Be polite. • Use positive statements. Please walk, rather than Don’t run. • Use specific words that they can understand. Be sure to keep the paint on the paper, rather than, Don’t be sloppy.

38. Effective Directions: cont • Begin with an action word. Pick up your socks. Get ready for bed. Sit still. • Give as limited number of directions at a time. • Be clear instead of vague. Stop screaming and hitting, rather than I don’t like your behavior.

39. Effective Directions: cont • Use appropriate tone of voice. • Give praise and love. Activity • How would you give directions in the following situation? Afour-year old is playing with finger paints. You need her to finish paining and clean up, but you don’t want her to get pain on herself or the furniture.

40. Effective Directions: cont • How would you word the following differently? Go upstairs, get undressed, take a bathe and don’t waste time. • Suggestions on next slide

41. Effective Directions: cont • You should be polite. • Use positive statements. • Give limited number of directions at one time • Give praise and love. • I’ll bet you could go upstairs and get undressed all by yourself. I will go run your bath, and we will be done in no time!

42. Be a role model. • Your children will model you language, behavior, bad habits – smoking, cursing, etc, good habits – neat, polite, etc.

43. Setting Limits p90 • Physical limits – Don’t cross the street. • Rule of behavior – We don’t hit. We don’t use that word.

44. Setting Limits p90 Ask yourself: • Does the limit allow the child to learn, explore, & grow? • Is the limit fair and age appropriate? Toddlers need a fenced in yard. Elementary kids may be allowed to play at the neighbors. • Does the limit benefit the child or is it for your convenience? • Limits need to be clear. You can have a snack is not clear. You can have an apple is clear. • Will need to be repeated often. • Young children don’t need an explanation. Older ones might.

45. Positive Reinforcement p92 Positive Reinforcement = a response that encourages a particular behavior. • Children are more likely to do the right thing and change inappropriate behavior with positive reinforcement. • If a behavior gets a positive result they are likely repeat it. .

46. Guidelines to encourage appropriate behavior. • Be specific You did a great job picking up your toys. • Comment on the behavior as soon as possible. • Recognize small steps If they got part of a good behavior accomplished, praise it so they will continue to work on it.

47. Guidelines to encourage appropriate behavior. Cont. • Help children take pride in their actions, Make what they do seem great. Dressing themselves, go to the potty, helping around the house without asking, etc. • Tailor the encouragement to the needs of the child. • Use positive reinforcement wisely. • If they are praised for everything they do, it no longer motivates them.

48. Dealing with inappropriate behavior. p93 As yourself. • Is the expected behavior appropriate, given their age and development? • Does the child understand the behavior is wrong? • Did the child do the behavior knowingly and deliberately, or was it beyond the child’s control?

49. Unintentional Misbehavior • Some behaviors may not need to be punished. Spilling milk. Picking flowers in the park when didn’t know is was prohibited.

50. Using Punishment Effectively p93 • Purpose • Remind children that appropriate behavior is important. • Teach there are consequences. • Change a behavior from negative to positive.