Parental Involvement in Adolescents Peer Relationships :: essays research papers

PARENTS DIRECT INVOLVEMENT IN ADOLESCENTS PEER RELATIONSHIPS whizz of the ways in which p bents play a critical role in their sons and daughters loving developing is by support their interactions with other youth in this way parents bear opportunities for girls and boys to develop friendly cognitive and relationship physical composition skills (Ladd, Profilet, & Hart, 1992). According to the dumbfound of parenting processes proposed by Parke and colleagues, paternal captures on girls and boys peer relationships employ by dint of 2 pathways confirmative socialization and site affaire (Parke & Buriel, 1998). Models of in work out socialization, such(prenominal) as attachment and social learning perspectives, suggest that parents influence their childrens peer interactions in engineerly, through the much general influence of parent-child relationship experiences on childrens social increment and peer competence (e.g., Elicker, Englund, & Sroufe, 1992 MacDonald & Parke, 1984). Parents who are characterized as unattackable and accepting parents, for example, turn tail to have children who are more than socially competent with peers (MacDonald & Parke, 1984). The focus of late(a) research, and of this investigation, is the second pathway, parents direct efforts to guide their offsprings peer relationships, such as when they grapple peer interactions, engineer opportunities for their children to spend time with peers, and broadly manage childrens social lives (Ladd et al., 1992 Parke & Buriel, 1998). Studies of young childrens peer relationships indicate that children benefit from more frequent and more positive interactions with peers and higher levels of social acceptance when parents are involved in those relationships (Bhavnagri & Parke, 1991 Ladd & Goiter, 1988 Lollis, Ross, & Tate, 1992). Considerably less is known about parents direct involvement in adolescents peer relationships. The nature of parents involvement in their childrens soci al relationships may discord dramatically across developmental periods. For example, during early puerility parents directly deputise in and supervise childrens peer interactions, whereas in nerve centre childhood, parents may delectation a less intrusive approach such as encouraging friendships and monitoring social activities (Rubin & Sloman, 1984). With the exception of the literature on the connections between parental monitoring and deviant peer influences (e.g., Patterson, DeBaryshe, & Ramsey, 1989 Steinberg, 1986), we know precise about parents direct role in adolescents friendship and peer relationships (for exceptions, tick off recent conference proceedings, McCoy, 1996 Mounts & McCoy, 1999). The first goal of this investigation was to describe and oppose mothers versus fathers direct involvement in adolescents peer relationships. Our choice of measures was guided by Parke and colleagues model of parenting (Parke & Buriel, 1998), which describes parents direct invol vement as encompassing a vicissitude of roles including instructional activities (e.Parental Involvement in Adolescents Peer Relationships essays research text file PARENTS DIRECT INVOLVEMENT IN ADOLESCENTS PEER RELATIONSHIPSOne of the ways in which parents play a critical role in their sons and daughters social development is by encouraging their interactions with other youth in this way parents provide opportunities for girls and boys to develop social cognitive and relationship formation skills (Ladd, Profilet, & Hart, 1992). According to the model of parenting processes proposed by Parke and colleagues, parental influences on girls and boys peer relationships operate through two pathways indirect socialization and direct involvement (Parke & Buriel, 1998). Models of indirect socialization, such as attachment and social learning perspectives, suggest that parents influence their childrens peer interactions indirectly, through the more general influence of parent-child relati onship experiences on childrens social development and peer competence (e.g., Elicker, Englund, & Sroufe, 1992 MacDonald & Parke, 1984). Parents who are characterized as warm and accepting parents, for example, tend to have children who are more socially competent with peers (MacDonald & Parke, 1984). The focus of recent research, and of this investigation, is the second pathway, parents direct efforts to guide their offsprings peer relationships, such as when they supervise peer interactions, engineer opportunities for their children to spend time with peers, and generally manage childrens social lives (Ladd et al., 1992 Parke & Buriel, 1998). Studies of young childrens peer relationships indicate that children benefit from more frequent and more positive interactions with peers and higher levels of social acceptance when parents are involved in those relationships (Bhavnagri & Parke, 1991 Ladd & Goiter, 1988 Lollis, Ross, & Tate, 1992). Considerably less is known about parents dir ect involvement in adolescents peer relationships. The nature of parents involvement in their childrens social relationships may differ dramatically across developmental periods. For example, during early childhood parents directly intervene in and supervise childrens peer interactions, whereas in middle childhood, parents may use a less intrusive approach such as encouraging friendships and monitoring social activities (Rubin & Sloman, 1984). With the exception of the literature on the connections between parental monitoring and deviant peer influences (e.g., Patterson, DeBaryshe, & Ramsey, 1989 Steinberg, 1986), we know little about parents direct role in adolescents friendship and peer relationships (for exceptions, see recent conference proceedings, McCoy, 1996 Mounts & McCoy, 1999). The first goal of this investigation was to describe and compare mothers versus fathers direct involvement in adolescents peer relationships. Our choice of measures was guided by Parke and colleague s model of parenting (Parke & Buriel, 1998), which describes parents direct involvement as encompassing a variety of roles including instructional activities (e.