PCRS - An assessment, please read the title. PDF

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An assessment, please read the title....

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parent child relationship scale

AIM: The aim is to find out the relationship between parent and child using parent and child relationship scale developed by DR. Nalini Rao.

INTRODUCTION: The term parent-child relationship refers to the unique and enduring bond between a caregiver and his or her child. It includes the ways that parents and children interact with one another physically, emotionally, and socially. Infants who have caregivers meeting their basic needs will grow into trusting adults, but infants whose needs are not met will develop feelings of mistrust in future relationships. (Erikson,1950). Social learning theory likened parents to models who demonstrate behaviour that children then copy. (bandura, 1977) Types of parenting styles: Your parenting style can affect everything from how much your child weighs to how she feels about herself. It's important to ensure your parenting style is supporting healthy growth and development because the way you interact with your child and how you discipline her will influence her for the rest of her life. Researchers have identified four types of parenting styles Authoritarian parents are famous for saying, "Because I said so," when a child questions the reasons behind a rule. They are not interested in negotiating and their focus is on obedience. Authoritarian parents may use punishments instead of discipline. So rather than teach a child how to make better choices, they're invested in making kids feel sorry for their mistakes. Authoritative parents invest time and energy into preventing behaviour problems before they start. They also use positive discipline strategies to reinforce good behaviour, like praise and reward systems. Children raised with authoritative discipline tend to be happy and successful. They're also more likely to be good at making decisions and evaluating safety risks on their own Permissive parents usually take on more of a friend role than a parent role. They often encourage their children to talk with them about their problems, but they usually don't put much effort into discouraging poor choices or bad behaviour. Kids who grow up with permissive parents are more likely to struggle academically. They may exhibit more behavioural problems as they don't appreciate authority and rules. Uninvolved parents expect children to raise themselves. They don't devote much time or energy into meeting children's basic needs. Uninvolved parents may be neglectful but it's not always intentional. A parent with mental health issues or substance abuse problems, for example, may not be able to care for a child's physical or emotional needs on a consistent basis.

Importance of parent child relationship: ●

● ● ● ●

Children who have a healthy relationship with their parents are more likely to develop positive relationships with other people around them. They can establish secure bonds and friendships with peers. They are better at regulating their emotions when faced with stress and difficult situations. A secure attachment with parents helps promote a child’s cognitive, emotional and social development. It also helps kids exhibit positive social behaviours. The healthy involvement of parents in their children’s day to day life helps ensure that their kids can perform better socially and academically. Children who have a secure and positive relationship with their parents learn essential skills and values that set them on the path for future success. Application of parent child relationship scale: ● It can be used for family counselling ● It can be used for research purposes ● It can be used in school settings to know the reason of low performance of the student. ● This scale can also be used for studying and solving the social, psychological and school factors

Review of literature: Boucher and gaham et al. (2017) conducted a study to know the link between parent child relationship and development of borderline personality disorder. Forty studies were reviewed and divided into three categories: perspective of BPD probands, perspective of their parents and perspective of family. It was found that low parental care and high parental overprotection may represent a general risk factor for psychopathology, different from normal controls but common to BPD and other mental disorders. Jacobsen and holck et.al (2014) studied the effects of dyadic music therapy intervention on parent child interaction, self-report parenting stress, self-report parent child relationship in families at risk and families with emotionally neglected children. Randomised controlled trial study was conducted. The results showed that who received music therapy intervention were less stressed and improved their parent child relationship Mishra and Richards (2014) conducted a study to know parent-child relationship quality and positive mental well-being. Medical Research Council National Survey of Health and Development data was used. Results indicate that Greater well-being was seen for offspring with higher combined parental care and lower combined parental psychological control. Nomaguchi (2012) studied Parenthood and psychological well-being to Clarify the role of child age and parent–child relationship quality. A national survey of families and household took place where rewards of parenthood, parental relationship satisfaction with their children

were focused. the findings suggests that parents whose oldest child is under age five report higher satisfaction with the relationship with their children, higher self-esteem, higher self-efficacy, and less depression than do parents whose oldest child is school-age or adolescent.

Yuan and Fischer et al. (2016) analysed the role of parent child relationship and successful academic performance on European Americans and Asian Americans. Survey was done on 258 undergraduate students. It was found that European American college students’ self-efficacy levels are less dependent on parent–child relationship quality, but for Asian Americans college students it may be important for educators to facilitate communication and family support so students may continue to use family as a resource for self-efficacy levels.

Description of test: About the test: the scale includes 100 items divided in 10 dimensions namely protecting, symbolic punishment, rejecting, object punishment, demanding, indifferent, symbolic reward, loving, object reward, and neglecting. Items are same for both father and mother. The scale has found to be very useful. Reliability: test-retest reliability was from .770 to .871 for boys and .772 to .873 for girls. Validity: face validity was established. Construct validity and the coefficient correlation ranged from .289 to .578 was significant at .05 level or above. Scores of one hundred and 22 students from secondary schools on the five scales of Indian adaptation of CRPBI, namely , rejection, acceptance , positive involvement, hostile control and lack discipline (23) were correlated with the scores on the PCR scales. All the coefficients of correlation ranging from .328 to .457 were significant at .05 level or above.

Methodology: Subject preliminary Name: xyz Age: 15 Gender: male

Material required: pen, pencil, scale, parent child relationship scale etc.

Rapport formation: The participant was made sit comfortably. The conversation took place to make them relax. it was told that her scores will be kept confidential.

Instructions: A number of statements are given below which describe different ways that fathers and mothers acts towards their children. Read each statement carefully and think how well it describes the behaviour of your father and mother towards you. Apply them to your father and answer all the statements then apply them to your mother and answer them once again. Write your Reponses in the column under father and mother for each statement. If the behaviour is found always then mark 5 for many times mark 4 for sometimes mark 3 for rarely mark 2 and for very rarely mark 1. Administration: the scale is self-administered appropriate for individual and group testing. It was administered on 194 students. The sample consisted of 92 boys and 98 girls in age group of 13 to 16. Good rapport between the client and the psychologist is there. The instructions were given on the cover the subject have to mark separately for mother and father and there is no time limit. It was emphasized that nothing is wrong and right. And confidentiality was assured. Introspective report: “I enjoyed doing this test a lot. It helped me to learn new things.” Observational report: “The subject was excited before the conduction of test. He enjoyed it and all her queries were answered and she was comfortable while doing the test.

Scoring: The Scale is to be scored separately for both Mother & Father as per marking preferences from 5, 4, 3, 2, 1 for both Father and Mother separately by the testee. On each page of the scale at the bottom there is space for recording the total of the preferences of the child for Mother and Father separately tor all 10 areas. Page-wise totals be transferred on page 2 in the scoring table in consumable booklet. Since the scale has Five positive areas and Five negative areas, z-score norms have been separately prepared for both types of areas. In Table 3, z-scores norms have been given. For positive Five areas, and in Table 4, norms for interpretation of the z-scores of Tables 3 In table 5 z-score norms for the Five negative areas for both mother & father have been given, and in table 6 norms for interpretation of the z-score of tables 5 have been given. In table 7 zscore norms for the total scale for both mother & father have been given and in table 8 norms for interpretation.

Result and discussion: The aim is to find out the relationship between parent and child using parent and child relationship scale developed by DR. Nalini Rao. There were 10 dimensions for both mother and father namely protecting, symbolic punishment, rejecting, object punishment, demanding, indifferent, symbolic reward, loving, object reward, and neglecting. The child score below average relationship with mother and above average relation with father. The reason for this could be time the mother is spending with child is less.

Area 1 (protecting) the child score more for father i.e., 36 (average favourable) rather than mother i.e., 32 (below average favourable) which means that father protects the child from all the harmful situations and shelter his child more than mother. In Area 2 (symbolic punishment) child score 33 (highly negative) for father and 28 (above average negative) for mother which means father is more careful for the child’s misbehaviour and tries to scold him and correct him more as compared to mother. In Area 3 (rejecting) score for father is 18 (above average positive) and for mother is 20 (above average positive) means that the father is less rejecting and he tries to spend more time with the child as compared to the mother. The father is maybe more friendly with the child. In Area 4 (object punishment) the score for father and mother are 21 (neutral) for father and (above average positive) for mother which means that both father and mother tries not to give punishment at the same level. In Area 5 (demanding) score for father is 28 (above average negative) and for mother is 27 (above average negative) which means that both the parents do not commands the child to do anything. And do not tries to take complete control over the child. In Area 6 (indifferent) score for father is 20 (Unfavourable) and for mother is 23 (below average favourable) means that father has less passive behaviour towards child. In Area 7 (symbolic reward) the score for father is 39 (above average favourable) and for mother is 31 (average favourable) which means that father and mother both reward the child by encouraging him. In Area 8 (loving) where father score is 40 (above average favourable) and score for mother is 29 (average favourable) which means that father is more loving than mother i.e., father is more affectionate than mother. In Area 9 (object reward) score for father is 34 (average favourable) and for mother is 24 (below average favourable) means that father is motivating or reinforcing the child more as compared to mother. In Area 10 (neglecting) score for father is 19 (neutral) and for mother is 23 (neutral) it means that father is less ignorant and less disregarding as compared to mother. The level of child father relationship is 288 i.e., above average relationship and child mother relationship is 258 i.e., below average relation There could be several reasons for this like separation between father and mother which is impacting the child’s relation with his mother. Or the mother is careless. So, mother should spend more time with the child and she should be more available for his child, help him in solving his problems and should have loving interaction with the child. Similar finding was done by Mishra and Richards (2014) conducted a study to know parent-child relationship quality and positive mental well-being. Medical Research Council National Survey of Health and Development data was used. Results indicate that Greater well-being was seen for offspring with higher combined parental care and lower combined parental psychological control.

Result table: Score for mother:

Dimension 1

Raw score 32

Z score -0.06

Grade E

2

28

0.98

E

3

20

-0.22

C

4

21

-0.07

C

5

27

0.83

E

6

23

-1.23

E

7

31

-0.19

D

8

29

-0.45

D

9

24

-1.10

E

10

23 258

0.22 -0.51

D E

Dimensions 1

Raw scores 36

Zscores 0.45

Grades D

2 3

33 18

1.74 -0.53

F C

4 5

21 28

-0.07 0.98

D E

6 7

20 39

-1.62 0.84

F C

8

40

0.97

C

9

34

0.19

D

10 Total

19 288

-0.37 0.76

D C

Total

Level Below average favorable Above average negative Above average positive Above average positive Above average negative Below average favorable Average favorable Average favorable Below average favorable Neutral Below average relationship

For father: Level Average favourable Highly negative Above average positive Neutral Above average negative Unfavourable Above average favourable Above average favourable Average favourable Neutral Above average relationship

References: Boucher, M. and gaham, S. et al. (2017). Parent-child relationship associated with the development of borderline personality disorder: A systematic review. Personal Ment Health, 11(4), 229-255. https://doi.org/10.1002/pmh.1385 Jacobsen, S. and Holck, U. et al. (2014) Effects of a Dyadic Music Therapy Intervention on Parent-Child Interaction, Parent Stress, and Parent-Child Relationship in Families with Emotionally Neglected Children: A Randomized Controlled Trial. Journal of music therapy, 51(4), 310-332. https://doi.org/10.1093/jmt/thu028 Mishra, G. and Richards, M. (2015) Parent–child relationships and offspring’s positive mental wellbeing from adolescence to early older age. The journal of positive psychology, 11(3), 327-337. https://doi.org/10.1080/17439760.2015.1081971 Nomaguchi, K. (2012) Parenthood and psychological well-being: Clarifying the role of child age and parent-child relationship quality. Soc Sci Res, 41(2), 489-498. doi: 10.1016/j.ssresearch.2011.08.001 Yuan, S. and Fischer, J. (2016) Self-efficacy, parent–child relationships, and academic performance: a comparison of European American and Asian American college students. Soc psychol educ,19, 261-280. https://doi.org/10.1007/s11218-015-9330-x

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