Analysis Of Parenting Style And Adolescents

Parenting Style and Adolescent Outcome
Levine states “a child cannot possibly develop resilience when his parents are constantly at his side, interfering with the development of autonomy, self-management and coping skills” (Levine, 2008 p.77). She says, affluent children don’t have the practical tools needed to survive on their own, they haven’t learned how to deal with problems, and they value others opinions over their own (Levine, 2008 p5). When parents feel like they have to step in to protect the health and welfare of their adolescent child they leave the child feeling disrespected or untrustworthy by their protective parents. (Levine, 2008 P223).
Chapter 8 of our textbook Parent-Child Relations: An Introduction to Parenting, (2014) focuses

Parents must discover ways to help teens learn to make decisions that minimize the potential harm to themselves and others, and parents must also gradually relinquish control and place increasing amounts of personal responsibility onto teens so that they become self-regulating.
Module 2.3 Richard Heffner tries to put a sarcastic spin on this issue when he asks what difference does it make then, in terms of our sense of our own identity if we move into a world for which we’ve been prepared to avoid the struggle not to have to deal with struggle, and then we move into a new world which is different from what you knew, why wouldn’t that create a disharmony psychologically speaking? I believe this to be his way of saying that affluent teens will have to learn to adapt to life changes in order to become proactive adults.
Families and

Problems need to be addressed with thought, insight, and empathy, not shoes and purses. When we throw materialistic goods at problems you are teaching them to depend on external “stuff” to help ease the emotional distress, but instead we should be teaching our kids how to deal with problems internally, because when we do this, we give them a lifelong gift rather than a seasonal gift like a pair of jeans” (Levine, 2008 p51).
Bronfenbrenner’s Bio-ecological Theory
Bronfenbrenner’s theory explains five distinct but related environmental settings in a child’s life that could be influential in promoting the best outcomes and he explains how individual and their family systems are influenced in their development, how relationships function, and how interactions take place. Bronfenbrenner’s five systems: ”(Bigner & Gerhardt, 2008).
• Microsystem the first system in which the teen interacts is that which comprises the environment provided by the family, peers, a school, or a neighborhood. ”(Bigner & Gerhardt, 2008).
• Mesosystem, which includes the microsystem and all the other systems that affect the teens. ”(Bigner & Gerhardt,