Parent-Child Relations An Introduction to Parenting, 9E Jerry J. Bigner Solution ManualParent-Child

Instructor’s Resource Manual for

Parent-Child Relations: An Introduction to Parenting Ninth Edition Jerry J. Bigner Colorado State University, Professor Emeritus

Clara Gerhardt Samford University Prepared by Clara Gerhardt Samford University

Preface Each Parenting course should carry the unique stamp of its instructor. Instructors are the experts concerning what works for them and their students, and for that reason a support manual can at best only be a stepping stone towards the goals the instructor has in mind. It is up to instructors to flesh out the themes they regard as important within their specific context using their individual pedagogic strengths.

The support material addresses the learning outcomes that open each chapter and serve as guidelines for content and instruction. Bullet points summarize the topics an instructor could address to achieve these learning outcomes. The suggested interactive class activities can be adjusted to suit the needs of the instructor and the class size. The most useful websites are listed at the end of each textbook chapter. Many contain helpful suggestions, mini video clips and interactive material to supplement classroom instruction.

Typically this course is taught in semester format of 16 weeks which coincides with the 16 book chapters. A chapter a week could be covered (or omit some material), to allow time for evaluations and exams. Using web based teaching platforms such as Blackboard® and Moodle®, contribute to efficiency and free up available class time.

Both textbook authors have taught Parenting courses for almost two decades in very diverse settings, requiring different pedagogical approaches. Dr. Bigner taught very large classes. Dr. Gerhardt perfected active- and problem-based learning techniques in smaller settings. She also supervised parent educator implementations in non-academic and in therapeutic settings.

We appreciate constructive suggestions and hope that you share our enthusiasm about the topic of Parenting. Welcome to the instructor’s manual accompanying Parent-Child Relations: An Introduction to Parenting, 9th Edition.

Clara Gerhardt, MBA, PhD : Samford University

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Table of Contents Part I Parent-Child Relations in Social Context CHAPTER 1 The Ecology of Parent-Child Relations

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CHAPTER 2 Cultural Perspectives

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CHAPTER 3 Theoretical Perspectives on Parent-Child Relations

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CHAPTER 4 Parenting Styles and Strategies

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Part II The Work of Parenting CHAPTER 5 The Transition to Parenthood

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CHAPTER 6 Pregnancy and Childbirth

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CHAPTER 7 Parenting Infants and Toddlers

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CHAPTER 8 Parenting Preschoolers

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CHAPTER 9 Parenting School-Age Children

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CHAPTER 10 Parenting Adolescents and Young Adults

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Part III Challenges for Contemporary Parents and Children CHAPTER 11 Parenting in Single-Parent Family Systems

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CHAPTER 12 Parenting in Blended Family Systems

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CHAPTER 13 Adolescent Parents

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CHAPTER 14 Family Formation and Parenting in Same-Sex Couples

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CHAPTER 15 Parent-Child Relations in High-Risk Families

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CHAPTER 16 Best Practices in Parent-Child Relations

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Audiovisual Resources

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CHAPTER 1: The Ecology of Parent-Child Relations Learning Outcomes After completing this chapter, readers should be able to 1. Explain the current views that support formal parenting education.

2. Explain the implications of the different perspectives concerning parent–child relations.

3. Explain the social factors that contributed to the changing trends in parenthood over the past century.

4. Describe the factors that contribute to the parenthood role, and reflect on the relevance of each of these factors during the life-span development of the parent.

Addressing Learning Outcomes

Explain the current views that support formal parenting education.

▪

In the past formal parenting education was undervalued (pp.3-4).

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Currently formal parenting education is voluntary and optional (except for foster parenting, or court ordered participation in parenting courses) (p.4).

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Parenting skills can be improved and optimized with formal training.

▪

Better outcomes for children, better outcomes for parents.

Explain the implications of the different perspectives concerning parent–child relations.

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Parenthood is a social construct; based on complex interacting assumptions. It provides a societal context for procreation, and ensures raising of the offspring (pp.5-7).

▪

The parental subsystem is part of a larger societal system (p.7).

▪

Parenting is bidirectional; influences between parent and child go in both directions (p.7).

▪

It is a developmental role; it changes as both parents and children progress on lifespan. It

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continues for the duration of the lifespan (p.9).

Explain the social factors that contributed to the changing trends in parenthood over the past century.

▪

The emotional and societal value of children in our current society (p.10).

▪

Compare to the value in historic times, facing very high infant mortality rates (p.10).

(Refer to Figure 1-1, p.10).

▪

The gradual development of a more child oriented society, where laws and public policy address the needs of children; recognizing the uniqueness of child lifespan development.

(Refer to Table 1-1, pp.8-9).

▪

Note the role of the United Nations (UNESCO) and their universal aspirational goals for the well being of children globally (p.15). These goals are described in greater detail in Chapter 16 (p.347).

▪

Note that there can be many variations of the persons taking on the parenting roles, discuss the important concept of coparenting (p.5).

Describe the factors that contribute to the parenthood role, and reflect on the relevance of each of these factors during the life-span development of the parent.

▪

The text describes eight interacting factors that contribute to parental role behavior.

▪

The manner in which the primary parenting functions of providing care are played out, are influenced by the above interacting factors (pp.16-20).

Interactive Class Activities Family-of-origin influences. Students can work in groups or in pairs to recall one negative experience of having been parented that they are willing to share. This is followed up by one positive memory. Note it is important to end on a positive note. Generate a list of desirable outcomes in terms of constructive parenting based on the class responses.

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Media Review of Family Functioning. Ask students to survey current popular magazines for advertisements that portray families at certain stages of the family life span. Allow the entire class to view these. Discuss the ways that media influences contribute to a romanticized view of family functioning that may portray a one-sided image of family life.

Movie Clips. Show a three minute clip of a chaotic family, and then a three minute clip of a well functioning family. Contrast and compare.

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CHAPTER 2: Cultural Perspectives Learning Outcomes After completing this chapter, readers should be able to 1. Describe the roles of socialization, cultural identity, traditions, and assimilation in effective parent–child relations.

2. Describe the principal features, forms, and structures found in contemporary American families.

3. Explain how parents and coparents can contribute in promoting multicultural competence.

4. Describe the unique characteristics and challenges of parent–child relations in ethnically diverse families in the United States.

Addressing Learning Outcomes

Describe the roles of socialization, cultural identity, traditions, and assimilation in effective parent–child relations.

▪

Culture as a virtual short hand to transmit values, customs, beliefs. Culture imparts a sense of belonging. Part of identity of the individual (p.23). Note the role of mirror neurons in mimicking behavior. It is presumed they play a role in language acquisition and in adopting cultural values (p.23).

▪

The parental role: parents as the initial transmitters of cultural values.

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Diversity within the American society; about 20% of American children have one foreign born parent.

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Highlight concepts of cultural humility and cultural competence (p.23).

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1. Describe the principal features, forms, and structures found in contemporary American families.

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The roles and functions of families (p.25).

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A variety of family forms, such as two-parent, single parent, binuclear, blended and kinship families. Note the special challenges of military families (p.33).

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Factors that can influence family functioning: poverty, family income, which parent/s work outside the home, child care implications.

▪

Note the group of military families and the implications of being a deployed parent (coparenting from a distance) or the ‘stay-at-home’ parent who has to hold the fort.

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Military families have specific concerns that affect the children and family life in general (pp. 33-34).

Explain how parents and coparents can contribute in promoting multicultural competence.

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Definition of multicultural competence (p.23) and the related concept of cultural humility (p.23).

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Parental role models. Parental examples.

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What have we learned from history?

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Being part of the solution, not part of the problem.

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Multicultural competence and related cultural humility is a necessity in many professions (p.23).

Describe the unique characteristics and challenges of parent–child relations in ethnically diverse families in the United States.

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Five groups of Americans are described with focus on family strengths and parenting outcomes (pp.38-44). The risks of stereotyping (p.38).

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The statistics of the US Bureau of the Census tell us about the changing demographics of the USA (pp.30-32, 37-38 and 44-46).

Interactive Class Activities Cultural Influences. Ask students to generate a list of various cultural values that are expressed in families, e.g., attitudes about religiosity, the value of money, the importance of honesty, the rewards from hard work, food, etc. List these on the board or on an overhead transparency. Then, ask how these translate into childrearing practices.

Parenting in Inter-Racial, Inter-Ethnic Families. Invite two parents coming from inter-racial or inter-ethnic families to discuss challenges in their parenting situations. Alternatively, invite a parent who immigrated to the US to share the immigration experience. If an adult child is willing to share their experience as well, it is interesting to see the perspectives of two generations, and how it differs for each generation.

Popular Film that illustrates cultural aspects and immigration: The Joy Luck Club.

Exchange Students. Invite two or three exchange students to class. These students may be studying at the university where you teach. Preferably select students from different countries of origin. Ask them to share their impressions on studying in the US. It may be helpful having two members of the class serve as interviewers to facilitate the discussions.

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CHAPTER 3: Theoretical Perspectives on Parent-Child Relations Learning Outcomes After completing this chapter, readers should be able to: 1. Explain how a family can be described as a social system.

2. Describe the role of attachment in parent-child relations.

3. Explain Bronfenbrenner’s Ecological Systems theory by referring to the multiple nested layers. Distinguish between the various layers in terms of proximity to the parent-child relationship.

4. Explain how Ecological Systems theory assists in understanding individuals within the context of their family system.

5. Describe how Psychosocial theory addresses parent-child relations.

6. Explain how other psychological theories address aspects of parent-child relations.

Addressing Learning Outcomes Explain how a family can be described as a social system.

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It can be helpful to illustrate the systemic concepts using a mobile (p.56).

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Discuss the concepts pertaining to family systems by using examples of real families (disguised to protect their privacy).

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This learning outcome is addressed in the section on ‘Family Systems Theory’ (p.55 – 61).

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This approach is important as it is the theoretical model of choice of most family therapists (pp.48-49).

Describe the role of attachment in parent-child relations.

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Introduce this section by describing the context for the early research on attachment:

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Studying some of the devastating effects of WWII on children. Children who were separated from parents and children who were orphaned. Various researchers who contributed to fleshing out aspects of the attachment theory (pp.50-51).

▪

Reference the animal studies; i.e. the Harlow monkeys and the Lorenz goslings (pp.5153).

▪

The importance of attachment theory and parenting (pp.50-51). It forms the basis for so much that we discuss in the context of parenting, and it threads itself throughout the textbook.

1. Explain Bronfenbrenner’s Ecological Systems theory by referring to the multiple nested layers.

Distinguish between the various layers in terms of proximity to the parent-child relationship.

▪

Illustrate this theory by using colored nesting bowls, the visual metaphor is helpful.

▪

The illustration of Bronfenbrenner’s model in the textbook is a good visual reference point to explain the theory (Figure 3-1, p.53).

▪

Note that the interactions between the various layers are bidirectional (represented by arrows pointing in two directions, on a horizontal plane from the center of the diagram to the 3 o’clock point – if the circle were visualized as a dial).

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Note that the mesosystem communicates within itself as well; note the arrows that form a circular pattern within this layer. (pp.54-55).

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The exosystem is an interface (buffer zone) between the meso- and the macrosystems, hence it is represented with white cut outs in the diagram (Figure 3-1, p.53).

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The chronosystem adds the three dimensional component to the diagram. We can use the examples of different generations moving through time as a cohort, e.g. the Millennials.

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▪

Refer to the succinct summary in table form concerning the various systems (pp. 54 – 55).

2. Explain how Ecological Systems theory assists in understanding individuals within the context of their family system.

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An individual is embedded within a family. That family is in turn embedded within an immediate social context. This expands outwards in ever growing contexts (p.53).

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Students can apply this model by putting themselves into the center of the Bronfenbrenner model and writing down what influences have affected them personally on each level.

3. Describe how Psychosocial theory addresses parent-child relations.

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In essence this refers to Erik Erikson’s work (pp.64-66).

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Note the eight critical stages and their implications, summed up in Table 3-1, p.66.

4. Explain how other psychological theories address aspects of parent-child relations.

▪

Instructors may find the summarized chart helpful (Focus On 3-2, pp. 72-75). Key concepts are highlighted after each theorist’s contribution, as it specifically pertains to parenting.

Interactive Class Activities Bronfenbrenner’s Family Ecological Theory. Use a set of colored nesting bowls to illustrate the different systems.

The Family as a System. Use a mobile to illustrate the family as a system. For example, the concept of wholeness is immediately grasped when the mobile is seen by students. The concept of interdependence is understood when one component of the mobile is pushed and the other parts move in response. This may also be used to illustrate how a crisis (change) affects the family system. The concepts of negative entropy and homeostasis are illustrated when the mobile parts slowly return to a more stable position after being disrupted.

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My Ideal Parent. Ask the class to generate a list of qualities, attributes, or behaviors they would expect to observe in an ideal parent (mother or father). Discuss how these attributes can act as guides and goals for behavior that may be unrealistic in nature. What happens, for example, when an ideal parent does not have an ideal child?

The Effect of Children on Parental Behavior. Select a portion of a film that features parent-child interaction. Use this also as a means for illustrating how the environmental setting influences and contributes to the behaviors of adults toward children. Students can also make the film selections, and use a clip of about 2 minutes to illustrate a concept.

Bronfenbrenner Model. Students can apply this model by virtually putting themselves into the center of the Bronfenbrenner model and writing down what influences have affected them personally on each level.

Popular Film that illustrates parent-child interactions: Childhood: The Enchanted Years.

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CHAPTER 4: Parenting Styles and Strategies Learning Outcomes After completing this chapter, readers should be able to: 1.

Explain the qualities that characterize a competent parent by reflecting on the teaching aspect of parenting.

2.

Explain the definition of discipline and what contributes to making parents effective disciplinarians.

3.

Explain why structure and nurture are the cornerstones of effective discipline.

4.

Describe the common elements of the basic methods of discipline and how these programs can be applied.

5.

Describe some of the behavioral problems that are considered a normal aspect of children’s development. Distinguish between developmentally appropriate and developmentally inappropriate behavior problems.

Addressing Learning Outcomes

Explain the qualities that characterize a competent parent by reflecting on the teaching aspect of parenting.

▪

The increasing complexity of life in most developed countries requires extended parenting to prepare and equip children for adulthood.

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Refer to the points summarized in bullet points on p.81.

Explain the definition of discipline and what contributes to making parents effective disciplinarians.

▪ Discipline is seen as guidance, the parent leading the child towards learning. Refer to

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definition on p.81 as well as the bullet points on the same page.

Explain why structure and nurture are the cornerstones of effective discipline.

▪ It is helpful to use Figure 4-4, p. 102 to explain the interaction between structure and nurture. The diagram is self explanatory. One can illustrate each position with an example.

▪ The outcomes of these interactions can be visually represented in Figure 4-1, p.85.

Describe the common elements of the basic methods of discipline and how these programs can be applied.

▪ Parenting strategies are based on theoretical perspectives. The summary of the three major theoretical approaches and one eclectic or multimodal approach can be found on p.88.

▪ In applying parenting programs it is helpful if they are evidence based and that the outcomes of a specific program is studied.

▪ Students need to be aware that there is a national registry of evidence based programs and practices (Table 4-1, p.90).

▪ A program that has been repeatedly held up by various experts as being exemplary, is “Incredible Years” by Carolyn Webster-Stratton (p.89). It may be helpful to pull up the website of this program in class to show students how a program can be accessed and what it entails. It may have different target groups, address parents through trained facilitators and the like.

▪ Tables 4-1, 4-2 and 4-3 provide greater clarity on parenting programs in summarized format.

Describe some of the behavioral problems that are considered a normal aspect of children’s

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development. Distinguish between developmentally appropriate and developmentally inappropriate behavior problems.

▪ Refer to the paragraph on p.105.

▪ Additionally it is useful to point out that if a family is a system, then parents can be part of both the problem as well as the solution. Both parents and children can interact in ways that can be on a continuum from constructive to outright harmful, although parents by virtue of their parenting role should be able to guide and direct behavior constructively (Figure 4-1, p. 85).

Interactive Class Activities Parenting Programs. This task requires advance planning. Divide students into groups. Allocate one parenting program from the tables summarizing parenting programs in chapter 4 to each group. The students are required to find a video clip of about 3 minutes illustrating a dysfunctional family. They then have to explain how they would apply the parenting strategy to guide this imaginary family towards improved parenting.

Parental Discipline. Place two containers labeled plus (+) and minus (-) on a table in front of the classroom. Ask students to write down those disciplinary practices used by their parents that they perceive to have been positive or negative in nature and outcome. Ask students to deposit responses into the appropriate container. On completion read a variety of responses from each container. Discuss with the class. For negative responses, elicit suggestions how these could be modified to become more positive.

Debate: Discipline or Child Abuse? Divide the class into two groups. Each will prepare a presentation that will: (1) distinguish when discipline becomes child abuse; and/or (2) address the question of the community’s responsibility in regulating parents’ use of discipline with children.

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CHAPTER 5: The Transition to Parenthood Learning Outcomes After completing this chapter, readers should be able to: 1. Explain how some of the justifications for parenthood have shifted over the centuries and how the decision to become a parent has become more complex.

2. Explain the impact of first-time parenthood on a couple’s committed relationship.

3. Describe some of the typical adjustments and reactions to pregnancy.

4. Describe some of the challenges, legal as well as social, in fostering or adopting children.

5. Explain why new parents could benefit from support and describe the types of support systems generally available to them.

Addressing Learning Outcomes

Explain how some of the justifications for parenthood have shifted over the centuries and how the decision to become a parent has become more complex.

▪

Economic factors. Couples may postpone parenthood until they are financially stable (p.110).

▪

Costs of raising a child to adulthood (Figure 5-1, p.110 and Figure 5-2, p.111).

▪

Medical advances: have made family planning options are available, as well as assisted reproductive technology.

▪

Explain the impact of first-time parenthood on a couple’s committed relationship.

▪

Preparation for parenthood role (pp.115-116).

▪

Dynamics within a family become more complex with parenthood (Figure 5-4, p.116). Role strain.

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▪

Meeting societal expectations.

Describe some of the typical adjustments and reactions to pregnancy.

▪ Some of the interacting factors are displayed in Figure 5-3, p. 112.

▪ It can be an expression of a committed relationship (p.115-116).

▪ Role strain: p.116.

Describe some of the challenges, legal as well as social, in fostering or adopting children.

▪ Adoption: pp. 119-122.

▪ Foster parenting: pp.122- 123.

Explain why new parents could benefit from support and describe the types of support systems generally available to them.

▪ This is dealt with in the section “Facilitating the transition to parenthood” pp. 123 – 125.

Bullet points highlight the most important concepts.

Interactive Class Activities Preparing for Childbirth. Audiovisual on prenatal development.

The Foster Care System. Invite a representative of the local Child Protective Service to present experiences in placing foster children. Also invite a parent who has fostered children to provide their side of the story.

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CHAPTER 6: Pregnancy and Childbirth Learning Outcomes After completing this chapter, readers should be able to 1.

Explain why the critical factors influencing the course of a pregnancy include several dimensions such as social, biological, and psychological factors.

2.

Explain why prenatal care includes planning for the pregnancy before conception and describe aspects to be considered in this planning process.

3. Describe the current trends in childbirth management and why they have significantly reduced birth trauma, as well as infant and mother mortality.

4. Explain some of the contributing factors as to why some mothers do not access medical support during prenatal and perinatal care.

5. Explain the emotional considerations accompanying pregnancy and childbirth.

6. Describe the effects of public awareness regarding postpartum depression and sudden infant death syndrome (SIDS) and how these issues are currently addressed.

Addressing Learning Outcomes Explain why the critical factors influencing the course of a pregnancy include several dimensions such as social, biological, and psychological factors.

Explain why prenatal care includes planning for the pregnancy before conception and describe aspects to be considered in this planning process.

▪ Ensures best outcomes for both mother and infant (p.129 and p.135).

▪ Can prevent problems (p.133-135).

▪ Ideally both parents need to plan for conception and adopt healthy lifestyles (p.135).

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▪ Important recent research concerning older fathers and mutations in the genetic material (pp. 130 & 135).

▪ Important recent research: Barker Hypothesis (pp. 131 – 132) emphasizes that there may be some fetal origins of adult disease. Concept of influences in gene expression.

Describe the current trends in childbirth management and why they have significantly reduced birth trauma, as well as infant and mother mortality.

▪ Medically supervised and managed in hospital environment. Provides necessary support especially in emergency situations (Focus Point, p.144).

▪ Be prepared; birthing plan, anticipate events (p.133).

▪ Father involvement (p.140).

▪ Prenatal screenings (Table 6-1, p.136).

Explain some of the contributing factors as to why some mothers do not access medical support during prenatal and perinatal care.

Explain the emotional considerations accompanying pregnancy and childbirth.

▪ Bonding and attachment (p.142).

Describe the effects of public awareness regarding postpartum depression and sudden infant death syndrome (SIDS) and how these issues are currently addressed.

▪ Post partum depression (p.143). Early recognition and support by significant others is important as the mother herself may be in denial about the condition. Or the mother hides her true despair and her significant others are unaware. Be sensitive and observant. If a mother cannot care for her infant, the infant may fail to thrive.

Intervention is crucial.

▪ Pregnancy and infant loss: miscarriage, SIDS (p.135 – 136).

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Interactive Class Activities

Fathering: Invite two fathers as guest speakers to provide their perspectives on the experience of transitioning into parenthood. This should highlight involvement of both parents, as well as the father’s support. Mention a program such as “Boot Camp for New Dads®”.

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CHAPTER 7: Parenting Infants and Toddlers Learning Outcomes After completing this chapter, readers should be able to 1. Describe the principal developmental landmarks of infancy and how they guide the parents in meeting infant needs appropriately.

2.

Explain the differences and similarities between parenting and parent–infant relations.

3. Explain why the parenthood role is a constantly evolving role.

4.

Explain why community supports are important to parents of infants and toddlers, especially while dealing with stressors.

Addressing Learning Outcomes

Describe the principal developmental landmarks of infancy and how they guide the parents in meeting infant needs appropriately.

▪ Developmental landmarks (p.147) ▪ Importance of breast feeding, in terms of immunity, bonding and other health benefits (p.148).

▪ The infant’s brain is developing rapidly and the appropriate parental response is crucial.

Focus on the important recent research findings on parenting and brain development (Focus On 7-3, p.153). This section of the chapter is extremely important.

▪ Focus on the critical role of attachment and bonding (pp.153 - 155). Early attachment is important in setting the stage for later interpersonal interactions. Children who suffered from neglect (e.g. in international orphanages) may display signs of reactive attachment disorder (pp.153 – 154).

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Explain the differences and similarities between parenting and parent–infant relations.

▪

Parenting is bi-directional and it is developmentally focused, as it responds to the needs of the child. In the parent-infant relationship both these aspects play an important role as well, but parenting requires the parent to be proactive as well as responsive in parenting an infant.

▪

Early months and first year (infancy) there is a great focus on nurture (p.151). Elements of structure are introduced in the toddler years, although a routine is important in infancy.

Explain why the parenthood role is a constantly evolving role.

▪ It is constantly evolving because it is an expression of the parents’ own lifespan and personality, as well as being a response to the needs of the child. The child’s requirements vary developmentally as well.

▪ Because it is bidirectional there will always be fresh combinations of parent-child interactions.

Explain why community supports are important to parents of infants and toddlers, especially while dealing with stressors.

▪ Parents can suffer from role overload.

▪ Importantly discuss caretaker/parental despair. In these situations the caretaker or parent suffers from an episode of mini burnout and does not respond effectively to infant needs. It is important that parents anticipate their reactions and that they learn emotional regulation, so that help is called in pre-emptively (Figure 7-4, p.159).

▪ Obtain the DVD on “The Period of Purple Crying®” for class use. It is distributed free of charge from www.purplecrying.info (p.159).

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Interactive Class Activities Developmental Assessment. An excellent way to feature developmental tasks and events in infancy is to bring one or two infants and their parents into class and a developmental assessment specialist to demonstrate developmental status. An infant’s cooperation is sometimes unreliable and differences in developmental progress can also be demonstrated if both children cooperate.

Parent-child interactions also become relevant.

Infant Crying is also infant communication. Learn what an infant is expressing to respond and care appropriately. Obtain the DVD on “The Period of Purple Crying” for class use. It is distributed free of charge from www.purplecrying.info

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CHAPTER 8: Parenting Preschoolers Learning Outcomes After completing this chapter, readers should be able to 1. Explain why it is helpful to know the principal developmental landmarks of early childhood in order to facilitate effective parenting behavior.

2. Explain how the parent–preschooler relationship changes in comparison to the relationship during infancy.

3. Explain why positive methods of guidance work well with young children.

4. Describe some common behavioral problems observed in young children.

5. Describe the kind of community support required by families with preschoolers.

Addressing Learning Outcomes

Explain why it is helpful to know the principal developmental landmarks of early childhood in order to facilitate effective parenting behavior.

▪

Define the period covered by early childhood (p.170).

▪

To parent effectively the parent needs to be aware of the developmental concerns of this period (p.171 onwards) and summarizing Focus On 8-1 on p.173.

Explain how the parent–preschooler relationship changes in comparison to the relationship during infancy.

▪

In response to the child’s developmental changes, the parenting has to change as well.

Increasing structure is added while maintaining nurture.

▪

Beginning socialization (p.176).

Explain why positive methods of guidance work well with young children.

▪

Note the zone of constructive parenting as depicted in Figure 8-1 (p.176). Individual

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differences in negotiable and non-negotiable structure.

▪

The ends of the continuum tend to represent less optimal outcomes when parents are either over controlling and rigid, or disengaged and emotionally absent (p.176).

▪

Positive guidance is supported by the many theories pertaining to parenting (Chapter 3) and the specific parenting approaches (Chapter 4).

▪

Some of the positive approaches can imply pre-emptive structure, where potential difficulties are avoided by addressing them positively before they even occur (p.177178). The importance of offering age-appropriate choices in decision making to support cognitive development.

Describe some common behavioral problems observed in young children.

▪

Discuss attachment as a cornerstone for healthy and optimal development (p.180) and reference the work on attachment as discussed in chapter 3 on theories.

▪

Important to discuss in the context of international adoptions and in situations where children have suffered extreme physical and/or emotional neglect in their early years: reactive attachment disorder (RAD) (p.181). Emotional bonding and attachment as it occurs in parenting has a significant influence on brain development.

▪

Other behavioral problems are discussed pp. 187-189.

Describe the kind of community support required by families with preschoolers.

▪

Parents may need non parental care for their children as increasingly both parents work outside the home (p.189-193).

▪

The options used by parents are depicted in Figure 8-3 (p.191).

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Interactive Class Activities Preschoolers’ Thinking Styles. Demonstrate the type of thinking of preschool-age children at the preoperational stage of cognitive development. Invite several preschoolers to class, or observe them in a preschool center. Present them with several Piagetian tasks such as conservation of volume or mass. Include a three-year-old and a five-year-old for contrast. Lead a discussion following the demonstration about how this relates to the way that parents provide structure to preschool-age children. Note how to formulate the wording of rules so that preschool-age children can understand these and the importance of offering choices as part of rule structure.

Your Inner Child. Ask students to draw a house, a tree, and a person on separate sheets of paper.

Subsequently show them copies of similar drawings by preschool-age children. Let students discuss the similarities and differences between their own drawings and those of the preschoolers.

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CHAPTER 9: Parenting School-Age Children Learning Outcomes After completing this chapter, readers should be able to 1. Explain how the principal developmental landmarks of middle childhood support parents in applying parenting techniques that are developmentally appropriate.

2.

Explain the subtle changes that occur in the transition from parenting preschoolers to parenting school-age children.

3.

Explain how some common behavioral problems observed among school-age children differ from what was observed among younger children.

4.

Describe the challenges that affect the ability of the parents of children with special needs to raise their children effectively and describe the kinds of assistance available to these families.

5.

Explain how the effects of maternal employment exert a ripple effect on the entire family

Addressing Learning Outcomes Explain how the principal developmental landmarks of middle childhood support parents in applying parenting techniques that are developmentally appropriate.

▪

Define middle childhood (p.196).

▪

Developmental landmarks (pp.197-198) summarized in Focus On 9-1 (p.198).

▪

In terms of parenting the control becomes less stringent, Figure 9-1 (p.202).

▪

Address peer group importance (pp.202-203).

▪

Address bullying and harassment (pp.203-204). Four important factors: safe school environments, peer group empathy, buddy support elicited, pro-social values and civic engagement supported by parental values. Excellent support material including video

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clips with guidelines on the government created website addressing bullying: www.stopbullying.gov ▪

Cyberbullying Focus On 9-3, p.209.

Explain the subtle changes that occur in the transition from parenting preschoolers to parenting school-age children.

▪

As cognitive skills expand, parenting can be less stringent and address cognitive understanding of rules.

▪

Internalizing of values.

▪

Importance of laying down the basis of pro-social behavior encouraged by civic engagement.

▪

Creating a conducive home environment (p.207).

Explain how some common behavioral problems observed among school-age children differ from what was observed among younger children.

▪

Behavioral problems are discussed pp. 209-211.

Describe the challenges that affect the ability of the parents of children with special needs to raise their children effectively and describe the kinds of assistance available to these families.

▪

Children with disabilities are discussed pp.211-213.

▪

Importantly effects on the family system (p.212).

▪

Support for families including within the school system and as part of legislation (pp.213215).

▪

The eligibility criteria for special education address 13 categories (p.214).

Explain how the effects of maternal employment exert a ripple effect on the entire family.

▪

Maternal employment is discussed pp.215-218.

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▪

Two components: the effect of maternal employment on the parents, e.g. role strain, self fulfillment, eocnomic concerns, necessity for childcare (pp.216-217). Effects on the children (p.217).

▪

Summary presented in Figure 9-2, p.217.

▪

Mention the sandwich generation: parents with responsibilities towards the generation above and below them (p.218).

Interactive Class Activities Child’s Play. Select one or two noncompetitive, fun games for class participation; on a nice day they can be played outside. Ask students how they could modify the games if they were to use them in the context of teaching English as a second language (ESL). Could the game situation be used to facilitate language acquisition?

Design a toy or an activity. Keeping developmental stages in mind, students can design an activity or a toy that addresses the needs of a child at a particular developmental stage. Second stage of this activity: how can the activity or game be used in a context where one of the participants has special needs?

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CHAPTER 10: Parenting Adolescents and Young Adults Learning Outcomes Parenting Adolescents After completing this chapter, readers should be able to: 1.Explain why it is important for parents to be familiar with the principal developmental milestones of adolescence.

2. Explain why parenting an adolescent is different from parenting a younger child.

3. Explain how parents adjust their parenting styles so that there is bidirectionality in meeting the particular needs of adolescent children, as well as the needs of the parents.

Addressing Learning Outcomes

Explain why it is important for parents to be familiar with the principal developmental milestones of adolescence.

▪

Define adolescence and differentiate from puberty (p.223).

▪

Developmental landmarks (pp.224-225) and Focus On 10-1, p.224.

Explain why parenting an adolescent is different from parenting a younger child.

▪

Parenting styles have to be revised to adapt to adolescence (p.225).

Explain how parents adjust their parenting styles so that there is bidirectionality in meeting the particular needs of adolescent children, as well as the needs of the parents.

▪

Increasing autonomy of the adolescent.

▪

Parental role shifts yet again to become less authoritarian, and more authoritative, towards appropriate permissiveness (p.225). Parent as a role model and parent encouraging civic engagement and pro social behavior. Setting the stage for increasing

28

autonomy of the offspring.

▪

Summary of adjustment of parenting styles, Figure 10-2, p.230.

Interactive Class Activities Teen Trends. This task requires advance notice. Students can highlight current teen trends; language (slang), fashion, music and the like by a teen sibling, and report back to class. They can also compare the current teen fashions to what was trendy when they themselves were teenagers.

Learning Outcomes Parenting Young Adults After completing this chapter, readers should be able to: 1. Describe the unique challenges of parenting young adults while respecting their autonomy.

2. Describe why grandparenting is playing an increasingly important role in contemporary families.

3. Explain the factors contributing to this shift in family roles and some of the unique challenges of the grandparenting role.

Addressing Learning Outcomes Describe the unique challenges of parenting young adults while respecting their autonomy.

▪

Defining early/young adulthood (pp.235-236). Refer to the work by Arnett (p.236).

▪

Note current changes as a ripple effect of the economic stressors; young adults returning to parental homes (boomerang kids – p.239), prolonged dependency (p.236-237).

▪

Renested family systems: where the children return to the home (pp.239-240).

Describe why grandparenting is playing an increasingly important role in contemporary families.

▪

Economic stressors, dually employed parents require grandparental back up (p.241).

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▪

Longer lifespan expectations; grandparents are present and can be supportive within the family system.

Explain the factors contributing to this shift in family roles and some of the unique challenges of the grandparenting role.

▪

Grandparents may still be employed and do not have as much time available to support their children and grandchildren.

▪

With high divorce rates, grandparents are often called upon to support the single parent.

Grandparents with health concerns become an added responsibility for the middle generation (p.241).

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CHAPTER 11: Parenting in Single-Parent Family Systems Learning Outcomes After completing this chapter, readers should be able to 1. Explain the major factors responsible for creating single-parent family systems.

2. Explain how divorce affects parents as individuals and as caregivers.

3. Explain how children are affected by parental divorce.

4. Describe the important issues related to child custody decisions.

5. Describe the characteristics of a single-parent family headed by a woman and that headed by a man. Explain how parenting is conducted in each of these family systems.

6. Describe the major adjustments made by single-parent families. Describe the support systems available to these families.

Addressing Learning Outcomes Explain the major factors responsible for creating single-parent family systems.

▪

Divorce, death and child born to single parent (p.251). See Figure 11-1 (p.250).

Explain how divorce affects parents as individuals and as caregivers.

▪

Parental adaptations (pp.251-252).

Explain how children are affected by parental divorce.

▪

Children’s adaptations (pp.252-255).

Describe the important issues related to child custody decisions.

▪

Custody arrangements (pp.255-256). Also note the role of post divorce coparenting (p.257).

Describe the characteristics of a single-parent family headed by a woman and that headed by a man. Explain how parenting is conducted in each of these family systems.

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▪

Single-parent families headed by mothers (pp.258-260). Note especially financial difficulties and roles strain. Single-parent families headed by females have high rate of poverty risks.

▪

Single-parent families headed by a man: (pp.260-262). Note especially the gender equalizing effects in terms of parenting (p.262) as the fathers have to adopt nurturing roles as well.

▪

Note the special challenges faced by the nonresidential parent (p.263).

Describe the major adjustments made by single-parent families. Describe the support systems available to these families.

▪

Strengths (p.263). Useful websites that include support for single-parent families listed at end of chapter.

Interactive Class Activities Single Parents. Invite one or two single parents to class, or a single parent and the child of single parents. The class participates in the interview.

Child Custody. This task requires advance prep work. Create a scenario depicting a dispute concerning legal custody. It might be helpful to consult with a lawyer or social worker for information on what to include. This exercise highlights difficulties in deciding how “the best interests” of children and parents can be met.

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CHAPTER 12: Parenting in Blended Family Systems Learning Outcomes After completing this chapter, readers should be able to 1.

Describe the distinguishing characteristics of blended families, and indicate how these families can be formed.

2.

Distinguish between the stepmother and stepfather roles by referring to similarities, as well as differences.

3.

Describe the developmental changes observed in blended family systems, and how these changes relate to the development of the individuals within that system.

4.

Describe the strengths of blended families, as revealed when major adjustment challenges have to be resolved.

Addressing Learning Outcomes Describe the distinguishing characteristics of blended families, and indicate how these families can be formed.

▪

Blended families can be formed through remarriage which can occur after divorce or being widowed (p.271). The characteristics of the blended family are discussed on pp.268-270.

Distinguish between the stepmother and stepfather roles by referring to similarities, as well as differences.

▪

In blended families, the parent who is not biologically related to a child assumes the stepparent role. Stepmothers are often stereotyped with negative images (p.274), whereas stepfathers are typically seen more positively as filling in the vacant space left by a previous parent (p.275).

Describe the developmental changes observed in blended family systems, and how these changes 33

relate to the development of the individuals within that system.

▪

The developmental stages of blended families are summed up in Focus On 12-1, pp. 271273.

Describe the strengths of blended families, as revealed when major adjustment challenges have to be resolved.

▪

The major challenges and adjustments are discussed on p.278. They include giving up unrealistic expectations, and committing to a new family system, as well as clarifying the feelings and needs of each family member.

Interactive Class Activities The Stepfamily Experience. Invite two stepparents to visit the class to informally discuss their experiences with the students. This may be a good opportunity to allow the class to study stepfamilies who are at different stages of the stepfamily life cycle.

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CHAPTER 13: Adolescent Parents Learning Outcomes After completing this chapter, readers should be able to 1.Describe the principal factors that contribute to adolescent parenthood.

2. Explain the implications for adolescents who become parents.

3. Distinguish between the short- and long-term consequences of a teen pregnancy.

4. Describe the role of community support for teenagers who become parents.

5. Explain initiatives that could contribute to lowering teen pregnancy rates.

Addressing Learning Outcomes Describe the principal factors that contribute to adolescent parenthood.

▪

Factors include social influences, knowledge of sexual matters, inadequate knowledge pertaining to sexual matters, and increased participation in sexual activities at earlier ages (pp.284-289). Summary: Focus On 13-1, p.285.

Explain the implications for adolescents who become parents.

▪

Options include single parenthood, marriage and adoption, including open adoption (pp.287-289).

▪

Implications include interrupted education, lower economic prospects and high risk for poverty (pp.289-290).

Distinguish between the short- and long-term consequences of a teen pregnancy.

▪

Short term may be educational interruptions; long-term includes limited career options and poorer economic prospects. Social implications in terms of family formation (pp.289-290).

▪

Implications for the child of an adolescent as well (p.294).

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Describe the role of community support for teenagers who become parents.

▪

Currently greater support than in the past decades.

▪

Programs such as Even Start allow teenagers complete schooling, while they also receive instruction in childcare and parenting (pp.295-297).

▪

Educational programming (pp.295-296).

Explain initiatives that could contribute to lowering teen pregnancy rates.

▪

Greater focus on developmentally appropriate sex education (p.287 & pp.296-297).

Interactive Class Activities Guest Speaker. A clinical social worker can share experiences with abusive parents and their children.

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CHAPTER 14: Family Formation and Parenting in Same-Sex Couples Learning Outcomes After completing this chapter, readers should be able to: 1. Explain how several complex factors interact in determining sexual orientation, and describe how both biology and the environment can play a role.

2. Explain the unique challenges, including legal challenges that same-sex partners may face in forming families.

3. Discuss the research-based parenting concerns regarding children who are being raised by same-sex parents.

4. Describe some parental concerns if children identify themselves as lesbian, gay, bisexual, or transgender (LGBT).

Addressing Learning Outcomes Explain how several complex factors interact in determining sexual orientation, and describe how both biology and the environment can play a role.

▪

Current research on the determinants of sexual orientation focus on several areas: including genetic influences, variations in brain structure, and the role of parental hormones on the developing fetus during critical prenatal developmental stages, maternal variables, individual variables, epigenetics and life experiences (pp. 301-304).

Explain the unique challenges, including legal challenges that same-sex partners may face in forming families.

▪

Legal matters (pp.300-301).

▪

Family formation in same sex couples (pp. 308-309).

▪

Family dynamics in same-sex couples (pp.314-315).

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Discuss the research-based parenting concerns regarding children who are being raised by same-sex parents.

▪

Parent-child relations in same sex couples (pp. 299-300) and (pp.309-314).

Describe some parental concerns if children identify themselves as lesbian, gay, bisexual, or transgender (LGBT).

▪

Parental concerns and disclosure or coming out (pp.306-308).

▪

Family snapshot (pp.316-317).

Interactive Class Activities Panel discussion or guest speakers.

Discussion of photos in this chapter of the textbook.

The black and white photos in this chapter were taken by award winning photographer Carolyn Sherer. Photographs from her book on Americans with disabilities received awards from the World Health Organization. Students can discuss the significance that the photos appearing in the chapter on same-sex parenting have been displayed in the ‘Birmingham Civil Rights Institute’. Why would the exhibition in 2012 have been called ‘Living in Limbo’? (http://livinginlimbo.org/artist.html)

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CHAPTER 15: Parent-Child Relations in High-Risk Families Learning Outcomes Abusive Parents and Their Children After completing this chapter, readers should be able to: 1. Name the major issues related to abusive parents and child neglect.

2. Describe the characteristics of abusive parents and their children, and explain the major consequences of abuse for children.

3. Describe intervention strategies that help parents control their abusive behavior and provide support for children.

Addressing Learning Outcomes

Name the major issues related to abusive parents and child neglect.

▪

Child maltreatment or abuse (pp.320-322).

▪

Models of family violence (pp. 322-325).

▪

Facts about abuse and neglect Focus On 15-1 (p.323).

Describe the characteristics of abusive parents and their children, and explain the major consequences of abuse for children.

▪

Parental characteristics (p.326).

▪

Effects of abuse on children (pp.326-329).

Describe intervention strategies that help parents control their abusive behavior and provide support for children.

▪

Treatment and intervention for abusive parents (pp.329-330).

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Learning Outcomes Families Affected by Parents with Addictive Disorders After completing this chapter, readers should be able to: 1. Describe the effects observed in a family and its members when one or both adults are affected by substance use and addictive disorders.

2. Explain the factors that interact to place a family system at high risk. Reference the contexts that contribute to fragile families.

Addressing Learning Outcomes

Describe the effects observed in a family and its members when one or both adults are affected by substance use and addictive disorders.

▪

Families and family dynamics (p.330) and Focus On 15-3 (p.327).

▪

Effects on the family system (pp.330-331).

▪

Children affected by parental addictive disorders (pp.332-333).

Explain the factors that interact to place a family system at high risk. Reference the contexts that contribute to fragile families.

▪

Fragile families: summary text block p.320.

▪

Points to consider (pp.333-334).

Interactive Class Activities Guest Speaker. Social worker.

Site visit to a juvenile detention center. If the class is small enough, it is possible to set up a visit to a juvenile detention center, affiliated to the family court system. This shows how children become the responsibility of the state, or how the legal system has to intervene when parenting goes wrong.

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CHAPTER 16

Best Practices in Parent-Child Relations

Learning Outcomes After completing this chapter, readers should be able to 1. Describe the risk and resilience model in terms of good parenting outcomes.

2. Explain the ecological system of support promoting good parenting and resilient outcomes.

3. Describe the major protective factors in supporting good parent–child relations.

Addressing Learning Outcomes Describe the risk and resilience model in terms of good parenting outcomes.

▪ Both risks as well as protective factors influence the developing child and the family system in which the child’s development takes place (pp.335-337).

▪ Resilience is best described as a process, rather than as a personal characteristic (Coleman & Hagell, 2007) ( p.337 ).

▪ This approach to resilience emphasizes the ongoing and developmental nature of resilience. It is not a static quality, as it requires making good choices, and using opportunities in an ongoing manner (pp.337-339).

▪ Great emphasis is placed on protective buffers that absorb the effects of adversity.

Explain the ecological system of support promoting good parenting and resilient outcomes.

▪

Based on the Bronfenbrenner model, resilient outcomes can be linked to each level of this model, i.e. micro-, meso- and macro-systems (pp.336-337).

▪

Use Figure 16-1 to illustrate the resilience factors in the context of a system (p.336).

Describe the major protective factors in supporting good parent–child relations.

▪

Education is a very powerful instrument in promoting positive outcomes (pp.337-340).

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▪

In this chapter the global situation is also mentioned, so that students become aware of the great discrepancies between for instance education in developed and developing nations. This would be part of the macro systemic context (p.339).

▪

Gender equality, also in the context of global education, is discussed (p.340).

▪

Civic engagement is another powerful agent of constructive change. This too can occur on many societal levels, from the individual through to corporate and public policy concerns (pp.345-346).

▪

Stable family environments with effective and nurturing parents, who also provide structure, provide strong protective influences. Public policy and laws supporting the family in a constructive manner provide the societal support individual families may need to raise children with a better and more hopeful future (pp.345-346).

▪

Emphasize the theme of being part of the solution, not part of the problem, when it comes to matters pertaining to parenting and family function (pp.346-347).

Interactive Class Activities

Guest Speakers. Community projects encouraging civic engagement. Valuable themes focus on individuals who have displayed resilient behavior in their personal lives and overcame challenges; thus conveying messages of hope.

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Audiovisual Resources Notes to Instructors ▪ ▪ ▪ ▪ ▪

Educational audiovisual material can be expensive; consider rental and online streaming.

The suggested websites at the end of each textbook chapter were current at time of going to press, and are considered reputable sources. Many contain excellent instructional material.

Some catalogues do not clearly publish the year an educational program was made, or the reissue date is listed. Beware of dated material. Acquire recent and up to date material.

The titles listed below have been taken from catalogues based on catalogue descriptions.

Listing titles of audiovisual material in instructor support material does not represent an endorsement by the authors or the publisher.

Educational Audiovisual Material Sources Davidson Films, Inc. www.davidsonfilms.com www.davidsonfilmsstore.com Fanlight Productions www.fanlight.com Films for Humanities and Sciences www.films.com Films Media Group www.filmsmediagroup.com Insight Media www.insight-media.com Magna Systems, Inc. www.magnasystems.com New Day Film Library www.newday.com

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PART I: Parent-Child Relations in Social CHAPTER 1 The Ecology of Parent-Child Relations Family. Insight Media.

Families and Households. Insight Media That’s A Family. New Day Films The New Family. Films Media Group

CHAPTER 2 Cultural Perspectives Culture, Identity, and Behavior. Insight Media Discovering What Motivates You: How Your Family Upbringing Influenced You. Insight Media Diversity Rules: The Changing Nature of Families. Insight Media Family Matters: Family Types. Insight Media Multigenerational Influences: Cultural Patterns. Insight Media The Changing American Family: Decline or Transition? Insight Media The Latino Family. Insight Media

CHAPTER 3 Theoretical Perspectives on Parent-Child Relations Erik H. Erikson: A Life’s Work. Davidson Films Family Influences. Insight Media Vygotsky’s Developmental Theory. Davidson Films

CHAPTER 4 Parenting Styles and Strategies Common Sense Parenting: Building Relationships. Insight Media Communication Rules and Family Secrets. Insight Media Discipline. Films Media Group Essentials of Discipline. Insight Media Family Influences. Insight Media History of Parenting Practices: Child Development Theories. Films Media Group Parenting Tips from the Pros. Films Media Group Positive Discipline = Positive Children. Insight Media Rituals, Rules, and Routines. Insight Media The History of Parenting Practices. Insight Media Understanding Families. Insight Media Understanding Parenting Styles: Authoritarian, Democratic, Permissive. Films Media Group

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PART II

The Work of Parenting

CHAPTER 5 The Transition to Parenthood Joys and Concerns of Parenting. Films Media Group Joys and Concerns of Parenting. Insight Media Not Me, Not Mine: Adult Survivors of Foster Care. Insight Media Parenthood Paradox. Insight Media Postpartum: From Pregnant to Parent. Insight Media

CHAPTER 6 Pregnancy and Childbirth Birth. Films Media Group Learning Infant Care: In Kenya, In Harlem. Insight Media Pregnancy. Insight Media Reducing Risk Factors. Insight Media

CHAPTER 7 Parenting Infants and Toddlers Bringing Baby Home: A How-To Guide for New Parents. Films Media Group Learning Infant Care: In Kenya, In Harlem. Insight Media Toddler Trouble! Films Media Group Toilet Training. Films Media Group Styles of Parenting. Insight Media

CHAPTER 8 Parenting Preschoolers Childcare Centers: What to Look For. Insight Media Parenting Young Children. Insight Media The Preschool Parent: Building Confidence and Curiosity. Films Media Group The Toddler and Preschool Years. Films Media Group

CHAPTER 9 Parenting School-Age Children Challenged Kids. Films Media Group Communication and the Work/Family Juggling Act. Insight Media Family Crisis. Insight Media Juggling Family and Work. Films Media Group Living With ADHD. Films Media Group One of the Family. Insight Media The Middle Years (Ages 5 to 12). Films Media Group 45

Working Parents. Insight Media VHS Tape

CHAPTER 10 Parenting Adolescents and Young Adults Grandparents. Films Media Group Parenting Our Elderly Parents. Insight Media The Teen Years (Ages 13 to 18). Films Media Group

PART III

Challenges for Contemporary Parents and Children

CHAPTER 11 Parenting in Single-Parent Family Systems And Baby Makes Two: Single Motherhood. Films Media Group Fatherless in America. Insight Media Grandparents Raising Grandchildren. Fanlight Productions Importance of Fatherhood: Disappearance of the Father. Insight Media Joint Custody: A New Kind of Family. New Day Films Kids and Divorce. Films Media Group Single Dads. Insight Media Turning Points: Steps to Success for Single Parents. Films Media Group

CHAPTER 12 Parenting in Blended Family Systems Blended Families: Yours, Mine and Ours. Insight Media Communication Patterns in Stepfamilies. Insight Media Stepfamilies: A Coming Together. Insight Media The Scoop on Blended Families. Insight Media Yours, Mine, and Ours. Insight Media

CHAPTER 13 Adolescent Parents Growing Up Fast. Films Media Group Teen Parents. Films Media Group Young Men as Fathers. Insight Media

CHAPTER 14 Family Formation and Parenting in Same-Sex Couples Caught in the Crossfire: Children of Gay and Lesbian Parents. Insight Media Daddy and Papa. New Day Films

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Love Makes a Family. Fanlight Productions Not All Parents Are Straight. Cinema Guild Other Families. Insight Media Straight From the Heart. Cinema Guild

CHAPTER 15 Parent-Child Relations in High-Risk Families Broken Child: Case Studies of Child Abuse. Insight Media Child Abuse 1: Neglect and Sexual Abuse. Insight Media Child Abuse 2: Psychological and Physical Abuse. Insight Media Codependency, Emotional Violence, and Domestic Abuse. Insight Media DVD Family and Survival. Films Media Group Hope Beyond the Breaking Point: No Child Ever Deserves to Be Abused. Films Media Group Hurting With Words: Understanding Emotional Violence and Abuse. Insight Media Living a Lie: The Alcoholic Family. Insight Media Straight From the Heart: Stories of Mothers Recovering From Addiction. Insight Media The Day Dad Got Fired. Films Media Group The Ten Reasons Why Parents Abuse. Insight Media

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