Parenting for Ethics: Five Proven Practices Stratford Academy Parents February 2009.
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Transcript of Parenting for Ethics: Five Proven Practices Stratford Academy Parents February 2009.
![Page 1: Parenting for Ethics: Five Proven Practices Stratford Academy Parents February 2009.](https://reader035.fdocuments.net/reader035/viewer/2022062417/551ab3ce55034656628b517f/html5/thumbnails/1.jpg)
Parenting for Ethics: Five Proven Practices
Stratford AcademyParentsFebruary 2009
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“Good Kids” have: Components of Moral Life
• Empathy• Conscience• Altruism• Moral Reasoning
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Prequiz 1
• Other than school, what 2 demands must my kids live up to?
• When was the last time I communicated those demands / standards?
• Would my kids say my standards are hard to live up to?
• Do I monitor living up to demands, or do I trust?
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Prequiz 2
• When my kids need me, am I there for them?
• When my kids need me, am I fully present for them?
• When my kids have trouble living up to the standards I set, what do I do?
• Is love and support both verbalized and demonstrated?
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Parenting Styles DEMANDINGNESS
high low
unengaged
high
NURTURANCE
low
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Unengaged
No preschooler optimally competent Teens highest level of drug/alcohol
abuse Teens highest depression, anxiety Teens lowest achievement scores
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Parenting Styles DEMANDINGNESS
high low
permissive
unengaged
high
NURTURANCE
low
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Permissive parents
children not self regulated, prosocial, achievement oriented
adolescents more likely to abuse drugs
permissiveness fosters dependency
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Parenting Styles DEMANDINGNESS
high low
permissive
authoritarian unengaged
high
NURTURANCE
low
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Authoritarian parents
children gave into peer pressure poorer academic skills greater rates of anxiety, depression
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Parenting Styles DEMANDINGNESS
high low
authoritative
permissive
authoritarian unengaged
high
NURTURANCE
low
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Authoritive vs Authoritarian
Authoritative use behavioral control (overt, confrontive, aims at compliance)
Authoritarian use behavioral AND psychological control (covert, intrusive, manipulative of world and child’s identity) (psychological control includes guilt induction, threats of loss of love)
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Wounding Words (Coercive)
Cause more harm to good adjustment than harsh physical punishment
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Variable effects of styleDiana Baumrind, Ph.D.
• agentic• communal• anxiety/depression• substance abuse issues• moral reasoning skills
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moral reasoning fact:
Adolescent moral reasoning is predicted positively by authoritative parenting style, negatively by permissive parenting
(THUS: high standards, demands AND high levels of nurturance, support)
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Kids of authoritive parents
More willing to try to change parents’ minds rather than defiant disobedience
More agentic AND community oriented
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Quiz 1 : Demands
• Other than school, what 2 demands must my kids live up to?
• When was the last time I communicated those demands / standards?
• Would my kids say my standards are hard to live up to?
• Do I monitor living up to demands, or do I trust?
(To what extent do I monitor?)
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Quiz 2 : Nurturance
• When my kids need me, am I there for them?
• When my kids need me, am I fully present for them?
• When my kids have trouble living up to the standards I set, what do I do?
• Is love and support both verbalized and demonstrated?
![Page 21: Parenting for Ethics: Five Proven Practices Stratford Academy Parents February 2009.](https://reader035.fdocuments.net/reader035/viewer/2022062417/551ab3ce55034656628b517f/html5/thumbnails/21.jpg)
Prequiz 3: Models
• Do I live up to the standards I set for my kids?• What two virtues do I want my kid to show most?
(kindness, respect for people & property, loyalty to family & friends, responsible academic behavior, responsibility for taking part in family duties, honesty…)
• Do I model these two virtues for my kid?• Do I comment on TV shows, current events, music,
etc. to reflect my concern for these virtues?• Do the people, movies, books and magazines I
bring into my home demonstrate (or coexist with) these virtues?
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Modeling:“Be the arrow you want to shoot”
Kids watch Actions speak louder than words We are the most important moral
tools we have Models are also who/what we
bring into our homes Practice what you preach, but
preach what you practice
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Prequiz 4 : Role to Play
• Does my child have responsibilities at home, other than basic politeness and academics?
• Do I solicit my child’s opinion on matters?• Do I include my child in family discussions?• Does my son/daughter feel as though he/she
is an important part of the famly?• Are there skills (of community living) I want
my child to learn before he or she leaves home? (negotiating differences, solving interpersonal problems, fighting fairly…)
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Meaningful & Inclusive Family Interactions
Involvement in discussionsOpinion sought, listened to,
respectedRole in decision making (when
appropriate)(Key role in schools, too)Kids learn the skills of ethical life in
such interactions
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“By the way …”
you do not need to be a perfect parent kids come in a variety of sizes, shapes,
and temperaments kids are amazingly resilient we can teach further resilience starting late is better than not starting
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Quiz 4 : Role to Play
• Does my child have responsibilities at home, other than basic politeness and academics?
• Do I solicit my child’s opinion on matters?• Do I include my child in family discussions?• Does my son/daughter feel as though he/she
is an important part of the famly?• Are there skills (of community living) I want
my child to learn before he or she leaves home? (negotiating differences, solving interpersonal problems, fighting fairly…)
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Prequiz 5• How about spanking?• At what age should disciplinary sanctions stop?• Do I have a philosophy of discipline I try to stick to?• Does my child need to be punished consistently?• Does the disciplinary system I use coexist
comfortably with the virtues I identified in Prequiz 3?
• Does my child leave the heat of disciplinary situations feeling feeling competent, autonomous, and like a beloved member of the family?
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Induction is perhaps the single most powerful parental influence on
children’s moral development
Marvin W. BerkowitzMcDonnell Professor of Character
Education,UMSL
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Induction entails
pointing out the child’s actions and effects, plus…
expressing your concern about the behavior and
the behavior’s implications for the child and others
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why the importance of induction?• It teaches or reinforces knowledge, with
feeling• it links the self and others• it stimulates understanding of reasons
for picking one course of action vs another
• research links induction to greater empathy more highly developed conscience higher levels of moral reasoning altruism
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“Good Kids”: Components of Moral Life
• Empathy• Conscience• Altruism• Moral Reasoning
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Two Truths about DisciplineMarilyn Watson, Ph.D.
The goal of discipline is to develop the skills, understandings, and personal desire to be kind, fair, responsible and wise.
Children can be trusted
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Quiz 5: Induction & Discipline
• Spanking perhaps not harmful?• At what age should disciplinary sanctions stop?• Do I have a philosophy of discipline I try to stick to?• Does my child need to be punished consistently?• Does the disciplinary system I use coexist
comfortably with the virtues I identified in Prequiz 3?
• Does my child leave the heat of disciplinary situations feeling feeling cometent, autonomous, and like a beloved member of the family?
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Five Keys to Parenting TeensJudith Smetana, Ph.D.
Set standards and expectations high
Be responsive Don’t withdraw love or support in
hard times Give freedom, but carefully Keep track
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Things to avoid Being a helicopter parent Punishment, to the extent
possible Fighting over the small stuff
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Final Words: when times are bad
• Don’t give up, especially when the going gets tough.
• When it’s tough is when our kids need us most.
• Valuable skills are learned in tough times.