2. How to help children with SN
• Parental skills training
• Differentiated educational strategies
• Child-focused psychological interventions
• Behavioural modification and social communication
enhancement strategies
3.
4. Family Dynamics
A family dynamic is the scheme of family member’s
relations and interactions including family
arrangements, hierarchies, rules and patterns of family
interactions.
Each family is unique in its characteristics, having several
helpful and unhelpful dynamics.
5. Family structure and its functioning
• A kinship unit consisting of a group of individuals united by
blood or by marital, adoptive, or other intimate ties.
• UNESCO report stated that a family is a kinship unit and that even
when its members do not share a common household, the unit may
exist as a social reality.
6. Nuclear Family
• Nuclear family refers to a couple with or without children.
Supplemented nuclear family
Indicates a nuclear family plus one or more unmarried, separated, or widowed relatives of
the parents, other than their unmarried children.
Subnuclear family
A fragment of a former nuclear family for instance a widow/widower with her/his
unmarried children or siblings (unmarried or widowed or separated or divorced) living
together.
Single person household
Supplemented subnuclear family
Refers to a group of relatives, members of a formerly complete nuclear family along with
some other unmarried, divorced or widowed relative who was not a member of the
nuclear family. For instance, a widow and her unmarried children may be living together
with her widowed mother-in-law.
7. Joint Family
Collateral joint family: It comprises two or more married couples between whom there is a sibling bond.
In this type, usually a brother and his wife and another brother and his wife live together with unmarried
children.
Supplemented collateral joint family: It is a collateral joint family along with unmarried, divorced or
widowed relatives. The supplemented relatives are generally the widowed mother of the married
brothers or the widower father, or an unmarried sibling.
Lineal joint family: Two couples, between whom there is a lineal link, like between a parent and his
married son or some times between a parent and his married daughter, live together.
Supplemented lineal joint family: It is a lineal joint family together with unmarried, divorced or widowed
relatives who do not belong to either of the lineally linked nuclear families; for example, the father’s
widower brother or the son’s wife’s unmarried brother or sister.
Lineal collateral joint family: In this type three or more couples are linked lineally and collaterally. For
instance we can have a family consisting of parents and their two or more married sons together with the
unmarried children of the couples.
Supplemented lineal - collateral joint family: In this type are found a lineal collateral joint family plus
unmarried, widowed, separated relatives who belong to one of the nuclear families (lineally and
collaterally linked), for example, the father’s widowed sister or brother or an unmarried nephew of the
father
8. • Childless Family
• Single-Parent Family
• Stepfamily
• Extended Family
• Grandparent Family
9. • A parenting style is a psychological construct representing
standard strategies that parents use in their child rearing
2.2 Parenting styles
10. • Preschoolers exhibited distinctly different types of behavior. Each
type of behavior was highly correlated to a specific kind of
parenting.
• There is a close relationship between the type of parenting style
and children’s behavior
• Different styles of parenting can lead to different child
development and child outcomes.
The parenting styles commonly used in psychology today are based on the
work of psychologist Diana Baumrind, a developmental psychologist at the
University of California at Berkeley, in the 1960s. Later Maccoby and Martin
added more styles.
12. Warm and Accepting
& Demanding
Authoritative
Warm and Accepting
& undemanding
Permissive
Cold and Unaccepting
& Demanding
Authoritarian
Cold and Unaccepting & undemanding Uninvolved
13. Warm and Accepting
& Demanding Authoritative Let us talk about it
Warm and Accepting
& undemanding
Permissive You are the boss
Cold and Unaccepting
& Demanding
Authoritarian Because I said so
Cold and Unaccepting & undemanding
Uninvolved You are on your own
14. Warm and Accepting
& Demanding
Authoritative Let us talk about
it
encourage open communication
Reciprocal
Responsive
High Expectations
Clear Standards
Democratic
Assistive
Flexible
Objective punishment
Warm and Accepting
& undemanding
Permissive You are the boss Avoiding confrontation
Few rules, lenient, non directive, low
expectation
15. Cold and Unaccepting
& Demanding
Authoritarian Because I said
so
Little warmth
High expectation
Autocratic
Highly Structured
Rigid
Clear rules
Emotionally disconnected,
Punishing ( Subjective)
Cold and Unaccepting &
undemanding
Uninvolved You are on
your own
No rules
Passive
Distancing
Neglectful
Uninterested
16. Warm and Accepting
& Demanding Authoritativ
e
Let us talk
about it
encourage open communication
Reciprocal
Responsive
High Expectations
Clear Standards
Democratic
Assistive
Flexible
Objective punishment
Warm and Accepting
& undemanding
Permissive You are the
boss
Avoiding confrontation
Few rules, lenient, non directive, low expectation
Cold and Unaccepting
& Demanding
Authoritarian Because I said
so
Little warmth
High expectation
Autocratic
Highly Structured
Rigid
Clear rules
Emotionally disconnected,
Punishing ( Subjective)
Cold and Unaccepting &
undemanding
Uninvolved You are on No rules
Passive
17. Effect of Parenting Styles on Children
The child’s
feeling of
rejection
Unacceptable
behaviour
and
symptoms of
disturbance
Reactive
personal
rejection
18. Authoritarian Parenting
• Expect their children to follow the strict rules established by them.
• They don’t state the reason behind these rules and if asked to explain, they simply might reply, “Because I
said so.” Also, if children fail to follow such rules, it often results in punishment.
• These parents are not ready to negotiate and focus on obedience.
• While parents using this style of parenting have high demands and expectations, they do not respond to
their children.
• Authoritarian or disciplinarian parents expect their children not to make errors and behave exceptionally.
• They don’t believe in involving children in problem-solving challenges, rather form the rules and enforce the
consequences without the child’s opinion.
• They often harshly punish, rather than teaching discipline.
• Authoritarian parents are invested in making kids feel sorry for their mistakes instead of teaching them better
decision-making.
• The approach of authoritarian parents is “spare the rod and spoil the child” and these parents are often
described as domineering and dictatorial.
• Children raised using this approach often develop self-esteem problems as their opinions aren’t valued.
• These children tend to follow rules but their obedience comes at a price.
• They often become hostile or aggressive.
• They focus more on the anger they feel towards their parents, losing the track of thinking about how to do
things better in the future.
• One of the most damaging effects is these children may grow to become good liars to avoid punishment.
19. Authoritative Parenting
• Parent puts a lot of effort into creating and maintaining a positive relationship with the child.
• Explains the reasons behind the rules.
• enforce rules and give consequences, but consider the child’s feelings.
• Authoritative parents expect a lot of their children but they also validate their children’s opinions.
• When children fail to meet the expectations, they provide warmth, adequate support, and feedback.
• They are more nurturing and forgiving rather than punishing.
• Disciplinary methods that are supportive, rather than punitive.
• These parents want their children to be assertive as well as socially responsible, and simultaneously self-
regulated and cooperative.
• The children raised using an authoritative parenting style tend to be happy and successful.
• They likely become responsible adults who are more likely to be good at decision-making, evaluating safety risks
risks on their own, and those who are comfortable in expressing their opinions.
• The combination of support and expectation helps children develop skills such as independence, self-control,
and self-regulation.
20. Permissive Parenting
• Parents are low on expectations from their children to be mature and self-controlled.
• Rarely discipline their children and have very few demands on their children.
• set rules but rarely enforce them.
• Do not give out consequences very often.
• Think the child will learn best with little interference from the parent..
• These parents are more of a friend to their children and often encourage their children to talk
with them about their problems. But they usually don't discourage poor choices or bad
behavior of their children.
• Children raised using a permissive parenting approach are more likely to struggle academically.
• These kids might also show behavioral issues as they haven’t learned to appreciate authority
and rules and also often have low self-esteem.
• They may also report a lot of sadness.
• Not only this, these children are at a higher risk of various health problems like obesity and
dental cavities because permissive parents are low at limiting junk food intake and enforcing
good habits
21. Uninvolved Parenting(Maccoby & Martin)
• Rarely know where your child is or who she is with.
• do not spend much time with the child.
• Uninvolved parents have less idea of their children’s activities and there tend to
be few rules in this type of parenting.
• Children raised using this parenting approach might not receive much guidance,
parental attention, and nurturing.
• Effect on Children
• Uninvolved parenting somewhere has similar effects on children as permissive
parenting.
• Children raised using uninvolved parenting are also likely to perform poorly in
academics and also might develop self-esteem issues.
• These children tend to exhibit frequent behavior problems and low happiness.
