Parental Involvement in Adolescents Peer Relationships :: essays research papers

PARENTS DIRECT INVOLVEMENT IN ADOLESCENTS PEER RELATIONSHIPSOne of the ways in which parents play a precise role in their sons and daughters kind development is by encouraging their interactions with other youth in this way parents provide opportunities for girls and boys to develop kindly cognitive and blood 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 races operate through two pathways corroborative socialization and level involvement (Parke & Buriel, 1998). Models of in enjoin 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 relationship 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 fresh 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 unfledged 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 slight is known about parents direct involvement in adolescents peer relationships. The nature of parents involvement in their childrens social relationships may differ dramatically across development al periods. For example, during early childhood parents directly intervene in and supervise childrens peer interactions, whereas in middle childhood, parents may use a slight intrusive entree 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 flyspeck about parents direct role in adolescents friendship and peer relationships (for exceptions, see late(a) 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 colleagues model of parenting (Parke & Buriel, 1998), which describes parents direct involvement as encompassing a variety of roles including instructional activities (e. enate Involvement in Adolescents Peer Relationships essays research papers PARENTS DIRECT INVOLVEMENT IN ADOLESCENTS PEER RELATIONSHIPSOne of the ways in which parents play a vituperative 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 relationship 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 schoolgirlish 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 invo lvement 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 cost 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 inadequate 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 colleagues model of parenting (Parke & Buriel, 1998), which describes parents direct involvement as encompassing a variety of roles including instructional activities (e.