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Enriching communication in families with special reference to parent-adolescent interaction

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dc.contributor.author Raath JEF (nee Hattingh) en
dc.date.accessioned 2016-09-22T11:18:05Z
dc.date.available 2016-09-22T11:18:05Z
dc.date.created 1980 en
dc.date.submitted 1988 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/109367
dc.description.abstract Parents, teachers and students complained that a communication gap existed between the parent and teenager. This problem had largely been dismissed as inevitable, as adolescence was assumed to be marked by 'storm and stress'. Upon closer examination, the researcher found that the conflict expressed in the home between parent and teenager, tended to centre around everyday issues, e.g. homework, tidiness and dating. Polarization within the family seemed to ensue, more on account of the different life-styles and values upheld by parents and their children. What had been termed a generation gap emerged more clearly as a communication gap between parents and their adolescents. Since parents have become bombarded with numerous child-rearing approaches, they have become confused because they can no longer rely on the tradition in which they were raised. Parents have wanted to be helpful but have not known how. This has been particularly true of parents in 'black/brown' communities in South Africa. The 'usual' conflicts experienced by teenagers and their parents have been exacerbated by the political situation in South Africa. Whilst teenagers have continued to assume political responsibility, parents have either taken the line of least resistance and 'turned a blind eye', or assumed an authoritarian position, fearing that their children might be injured or arrested. Both parents and teenagers have been trapped in the double bind. It was with this dilemma in mind, that the researcher wondered how the 'gap' between parents and teenagers could be turned into an opportunity' for improving their relationship. The writer assumed from the outset that whilst parenting was a universally shared experience there might be specific nuances in the 'Coloured' community related to the child's sex, language and religious values, which would influence the way in which conflict was perceived in the parent-adolescent relationship, by parents and teenagers alike. During Phase 1 of the study, in order to establish the areas of conflict teenagers experience in relation to their parents, the researcher held two 'Buzz Group' sessions with four groups of Std 8 students (N-29). The sample was stratified in terms of sex, language and religion. A Mooney-type Checklist was administered after the groups had the last group session, in each instance. The question of discipline and responsibility emerged as the greatest source of conflict for all these young people in relation to the parents. Peer relationships were perceived as a source of conflict by the females, particularly those who were Muslim, sibling relationships presented conflict to these teenagers, with respect to the division of household chores, and supervision of younger siblings. They indicated that religious and political values presented conflict in their relationship with their parents. These young people also indicated that they wished their parents showed an interest in school activities, e.g. sports meetings and PTA. The researcher developed a strategy to incorporate these insights into Phase 2 of the study, when the researcher offered Dr Thomas Gordon's Parent Effectiveness Training Course (PET) to parents of the Std 7 and Std 8 students if CJ Botha Senior Secondary School. The three groups (N=66) which comprised the research sample population were: the Experimental Group (N=22) - who volunteered to do the course; Control Group I (N-22) - who were parents motivated to do the course, but were not exposed to the course; and Control Group II (N=22) - who were parents from the Riverlea High School in Riverlea. These three groups were matched in terms of sex, religion and language. Some research tools were utilized in assessing the effectiveness of the PET programme in enriching parents' communication ability with their teenage children. These included tools to measure skills development: Parent adolescent Communication Inventory (PACI) and the Parent Effectiveness Training Skills Questionnaire. There were also tools to assess child-rearing practices of parents: Hereford's Parent Attitude Scale and the child-rearing Practices Report (CRPR). A Self Report Log was used by parents, to assess their self awareness and personal growth on a weekly basis. An Evaluation Sheet from the PET Workbook and the Parent Effectiveness Skills Questionnaire were used to assess the content, process and outcome of the programme. Group work process records utilizing Emmanuel Tropp's Developmental Approach were used to gauge how change had occurred in the parent education groups. en
dc.language English en
dc.subject Social work en
dc.subject Family care en
dc.subject 024 Psychology en
dc.title Enriching communication in families with special reference to parent-adolescent interaction en
dc.type Masters degree en
dc.description.degree MA (SW) en


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