Hayes Finalpap
-
Upload
sarah-hayes -
Category
Documents
-
view
230 -
download
0
Transcript of Hayes Finalpap
-
7/30/2019 Hayes Finalpap
1/17
PARENT-ADOLESCENT COMMUNICATION 1
Running head: COMMUNICATION BETWEEN PARENTS AND ADOLESCENTS
The Effects of Early Adolescence on Parent-Adolescent Communication
Sarah Hayes
School of Communication Studies
James Madison University
In fulfillment of the requirements for SCOM 280
Dr. Michael Smilowitz
May 6, 2011
mailto:[email protected]:[email protected]:[email protected] -
7/30/2019 Hayes Finalpap
2/17
PARENT-ADOLESCENT COMMUNICATION 2
Adolescence is a stage during child development in which childrens communication
with their parents experiences immense changes. The proposed research suggests there is
significance in understanding early adolescence and how early adolescence affects parent-
adolescent communication. The following will discuss the importance of parent-adolescent
communication, the research goal of studying early adolescence in relation to parent-adolescent
communication and an argument for the significance of the research. There will also be a review
of the relevant literature that was written on parent-adolescent communication and a proposed
method to conduct a study on parent-adolescent communication in relation to topic-avoidance.
Throughout the time of adolescence, communication between parents and children begins
to change for various reasons. As children increase in age, they want more independence from
their parents (Mazur & Ebesu Hubbard, 2004; Dailey, 2006). The communication between
parent and child begin to decrease as they enter this stage of their lives. When parent-adolescent
communication becomes less frequent, it is important to know why a child is withdrawing or
avoiding from communication. Previous studies have shown childrens desire forprivacy is a
significant reason for the decline in communication (Mazur & Ebesu Hubbard, 2004; Caughlin &
Malis, 2004). Although there is research that discusses what occurs during adolescence between
children and parents, studies regarding how children learn to avoid or withdraw from topics
during the early stages of adolescence would provide essential information for communication
among the family environment.
The goal of the proposed research is to identify how early adolescence in children affects
communication with their parents. Mazur and Ebesu Hubbard (2004) state that during late
adolescence, children begin to create their identity and avoid certain topics with their parents.
Previous studies have illustrated that during child development, a balance between autonomy and
-
7/30/2019 Hayes Finalpap
3/17
PARENT-ADOLESCENT COMMUNICATION 3
communication with parents is fundamental (Mazur & Esbesu Hubbard, 2004; Dailey, 2006). To
achieve this balance during adolescence, it is important to know when children learn to avoid
topics and conversations with their parents. Information regarding childrens communication
behavior during early adolescence would illustrate when children learn to avoid or withdraw
from conversations.
Existing research shows a relationship between avoidance and adolescence (Mazur &
Ebesu Hubbard, 2004; Caughlin & Malis, 2004). Studying the processes by which adolescents
reduce their interaction with their parents is important in providing more information on how
parents can know when a child is avoiding or withdrawing from conversations. Also, it can help
parents relate more to their children to better understand when they withdraw or avoid specific
topics. The proposed research is significant because it has an emphasis on early adolescence in
comparison to a different stage such as late adolescence. The research will improve the
understanding of the processes in which early adolescents communicate with their parents.
-
7/30/2019 Hayes Finalpap
4/17
PARENT-ADOLESCENT COMMUNICATION 4
Literature Review
The following reviews the relevant literature associated with early adolescence and topic
avoidance within parent-adolescent communication. Early adolescence is an important stage in
child development and communication between a parent and child is crucial during this phase.
The first section discusses an overview of early adolescence and how a child develops
throughout this period. The second section explains topic avoidance and how it effects
interaction between a parent and child. The third section analyzes confirmation in parent-
adolescent communication. The final section compares the influence that the father and mother
have on their child during topic avoidance and self-disclosure.
Ear ly Adolescence
The stage of early adolescence is important in understanding the communication changes
that occur between the children and parents. Early adolescence is characterized as children
between the ages of 11 and 17 in contrast to late adolescence, which takes place between 18 and
22 years of age (Mazur & Edesu Hubbard, 2004). The period of early adolescence is also named
the developmental stage because of the physical, emotional and cognitive changes that occur
(Mazur & Edesu Hubbard, 2004). Parent-adolescent relationships experience a great amount of
change in a short period of time during child development (Sillars, et al. 2005). One area of
change is a decrease in communication between parent and adolescent to move toward autonomy
and independence (Mazur & Edesu Hubbard, 2004). Autonomy is important to adolescents
because it establishes their freedom from their parents. Children experience a change in their
privacy rules as they create their own identity, separate from their family (Ledbetter, et al. 2010).
Privacy, identity and boundary management are changes that adolescents go through as
their communication with their parents develop. Sillars, et al. (2005) states that adolescents
-
7/30/2019 Hayes Finalpap
5/17
PARENT-ADOLESCENT COMMUNICATION 5
seem to share the core beliefs and values of their parents. These similar beliefs and values will
vary throughout the stage of adolescence. There is also an increase in conflict between parents
and children as they begin to age (Sillars, et al. 2005). Boundary maintenance can be
experienced in a parent-adolescent relationship when adolescents want their own privacy and it
is invaded by their parents (Mazur & Edesu Hubbard, 2004; Ledbetter, et al. 2010).
Early adolescence is the time when children are beginning to develop their own identity.
The literature on early adolescence shows a clear understanding of the developmental stage in a
childs life. Adolescents want more autonomy and independence and as adolescents continue to
move toward these goals, they also push away from their parents by creating privacy boundaries.
Parent-adolescent communication then becomes more sporadic during this time. This lack of
communication leads to relational dissatisfaction. Although there is research of the changes in
parent-adolescent relationships, there are little findings on how children learn to have a decrease
in communication with their parents. It is unclear on whether this is a reason children want to
become more independent from their parents by creating boundaries, privacy and topic
avoidance.
Topic Avoidance
Studies have shown that topic avoidance is becoming an important issue in
communication, especially in family environments (Afifi & Afifi, 2009; Mazur & Ebesu
Hubbard, 2004; Baxter & Akkoor, 2011). Topic avoidance occurs often as children enter
adolescence because they want to keep certain subjects private from their parents. Topic
avoidance is defined as when an individual decides not to share information on a specific topic
with another individual (Mazur & Ebesu Hubbard, 2004). Guerrero & Afifi (1995) discuss three
reasons for topic avoidance in family relationships. Topic avoidance is a main element in
-
7/30/2019 Hayes Finalpap
6/17
PARENT-ADOLESCENT COMMUNICATION 6
creating the scope and boundaries in relationships, helps restrict communication and individuals
maintain privacy. Adolescents primarily avoid certain topics such as relationship issues,
negative life experiences and friendships (Afifi & Afifi, 2009).
There is a strong correlation between topic avoidance and relationship dissatisfaction.
Caughlin & Afifi (2004) state that avoidance will be determined by the reasons that an individual
avoids certain topics and the topic avoidance creates a privacy boundary between individuals.
When an adolescent discloses too little in a conversation, it leaves parents disconnected and
dissatisfied and when this happens, new communication rules develop (Guerrero & Afifi, 1995).
Caughlin & Malis (2004) found that parent-demand/adolescent-withdraw are associated
inversely with satisfaction. Their study does not investigate how adolescents learn to withdraw
from conversation with their parents.
Parent and adolescents experience topic avoidance in their communication as their
relationship develops. Research states that adolescents want to protect themselves and the
relationship from a negative experience by avoidance during conversation. Deception is an
important response that adolescents tend to use when communicating with their parents to give
an illusion of openness about a topic. The use of deception throughout conversation will avoid a
negative experience. When parents and adolescents communicate there is a certain level of
dissatisfaction because they fear a negative outcome. Although topic avoidance is a technique
used to create boundaries and privacy, it is unknown from research how early adolescents learn
and acquire the skills to avoid certain topics in communication with their parents.
Conf irmation in Parent-Adolescent Relati onships
Confirmation between parents and adolescents during communication is important in
having a positive relationship. Confirmation theory proposes an individuals need to be accepted
-
7/30/2019 Hayes Finalpap
7/17
PARENT-ADOLESCENT COMMUNICATION 7
by others to achieve strong personal development (Dailey, 2006; Dailey, 2009; Dailey 2010).
Confirmation from parents allows for more openness within the relationship and adolescents
disclose more to accepting parents (Dailey, 2006). Dailey (2006) found that perceived parental
confirmation was strongly related to adolescent openness. In contrast, disconfirming responses
are negative in communication because it causes individuals not to value themselves (Dailey,
2008). Confirming responses from parents create a more positive environment for self-
disclosure and reduces topic avoidance. Both confirming responses and affectionate behaviors
are important to a childs social development (Schrodt, et al. 2007).
Parents are more likely to confirm with their children because they want to have an open
relationship. Dailey (2008) observed that parents confirmation levels are higher than
adolescents. Parental confirmation behaviors included acknowledging the childs feelings,
asking for the childs opinion, and attentively listening when the child was speaking (Schrodt, et
al. 2007). Adolescents also use more disconfirmation to show their independence by creating
their own identity (Dailey, 2008). Parents who are more open with their emotions and
communication tend to serve as models for their children to be more open and there will be
successful confirmation responses (Gentzler, et al. 2005). Confirmation from parents makes
adolescents want to be more open with certain topics and provides a solution for topic avoidance
during adolescence.
The proposed study expands on explanation for children entering early adolescence
understand how to avoid certain topics. Confirming responses seems to create open
communication between parents and adolescents when parents listen to their child when he or
she is speaking and they acknowledge their childs opinions. An acceptance from parents is
significant in creating better conversation and development of the adolescent. Although
-
7/30/2019 Hayes Finalpap
8/17
PARENT-ADOLESCENT COMMUNICATION 8
confirmation is important between parents and adolescent, research does not show how early
adolescents develop a topic avoidance outlook when interacting with their parents. Further
research would create a better understanding for the first stages of adolescence and the
communication that takes place with parents.
I nf luence of Father versus Mother
Children have different relationships with both their mother and their father. The
influences of each parent have an impact on their sense of self and the interactions they have as a
parent-adolescent dyad. Guerrero & Afifi (1995) state that relationship type affects avoidance
and disclosure norms. During adolescence, daughters tend to have high self disclosure with their
mothers and share common experiences that create an open communication environment
(Bishop, 1992). Sons feel similar that they can talk to their mothers about personal issues rather
than their fathers (Guerrero & Afifi, 1995). Guilamo-Ramos, et al. (2006) found that if a mother
is seen as being trustworthy, she is also seen has having expertise. This expertise helps the
relationship that mothers have with their children because children will want to disclose
information to their mothers. Also, mothers tend to verbally stimulate their sons more than their
daughters (Weizman, et al. 1985).
Fathers relationships with their children have different characteristics depending on the
childs gender. In father-son relationships, the more actively involved a father is in his sons life,
the more open his son will be (Morman & Floyd, 2002). In contrast, daughters appear to be
withdrawn and uncomfortable self-disclosing to their fathers because of fear of unresponsiveness
(Guerrero & Afifi, 1995; Punyanunt-Carter, 2008). Punyanunt-Carter (2008) found that there is a
relationship between dissatisfaction and family communication patterns in fathers and daughters.
Morman & Floyd (1990) found that there is a relationship between communication closeness and
-
7/30/2019 Hayes Finalpap
9/17
PARENT-ADOLESCENT COMMUNICATION 9
supportiveness. Fathers who are more supportive of their sons have more interaction with their
son. There is a variety of research on associations between child and their parent, specifically
the differences between the mother and father. Further research on when children first begin to
associate with either their mother or father in relation to self-disclosure and topic avoidance
would provide understanding for how children learn to avoid topics with the other parent.
The relevant literature on childrens interaction with their mother and father shows how
much children are willing to share and tell each parent. There are vast differences between
mothers and fathers when comparing their relationships with their children. The understanding
of how children interact with their different parents is important for knowing how children learn
to avoid certain conversations. Children are more willing to share information with their parents
if they are open and supportive. Sons and daughters are both more likely to disclose personal
information to their mothers than their fathers. The literature fails to discuss how adolescents
learn to avoid certain topics with their mother or father. Research does not look into what
specific age adolescents begin to withdraw from communication with each parent.
The literature shows that topic avoidance, confirmation and parent influence have a
significant impact on adolescence. As children enter the adolescent stage, they experience many
changes that affect their relationships with their parents and how they communicate. They want
to have more independence and privacy as they grow into their own identity. The subject of
topic avoidance tends to play a major role in this shift from childhood to adulthood. Adolescents
do not want to discuss certain subjects with their parents for various reasons because it may
cause a negative effect on the relationship. Confirmation from parents help make a parent-
adolescent dyad more open because the children receive acceptance and they feel more prone to
share personal information. The willingness to self-disclosure seems to depend on the mother or
-
7/30/2019 Hayes Finalpap
10/17
PARENT-ADOLESCENT COMMUNICATION 10
the father and how comfortable the child feels with each parent. The proposed study seeks to
investigate how a child learns to avoid and withdraw from certain topics during early
adolescence. There is little research on early adolescence and the development of parent-
adolescent communication during this stage. Given that the literature does not illustrate how a
child learns to establish topic avoidance and withdrawal from communication, the following
research question is proposed:
RQ1: How does an early adolescent learn to avoid and withdraw from topics duringcommunication with their parents?
Method
The goal of the proposed research is to understand how early adolescents learn to avoid
topics during communication with their parents. Research will look at the different ways
teenagers in the stage of early adolescence acquire behaviors to avoid certain subjects with their
parents. The methods used will be a qualitative and quantitative data analysis of adolescents and
their responses. The use of an ANOVA test will provide results of two age groups in relation to
topic-avoidance.
Subjects
One hundred adolescents will be randomly selected from address books and chosen from
the elementary, middle and high school in the Harrisonburg, Virginia area. These three types of
schools will be public schools and will be randomly selected. The age of the participants will be
ranging from 11 to 17 years old to have the various ages of adolescents represented for the study.
The participants will complete a questionnaire. The questionnaire will be emailed to the students
or their parents emails if they do not have one. The questions will measure topic avoidance in
parent-adolescent communication. Prior to the distribution of the survey, both the parent and
-
7/30/2019 Hayes Finalpap
11/17
PARENT-ADOLESCENT COMMUNICATION 11
participant will receive a letter explaining the reasons for the study, how the study will be
administered and what will be accomplished during the study.
Design
Once the participants are selected, they will be randomly assigned in two groups. The
first group will be an age range of 11-14 years old and the second group will be from ages 15-17.
The use of the two groups will allow for a comparison between the beginning stages of
adolescence with the end of adolescence. A questionnaire consisting of both open-ended and
closed-ended questions will be administered to the participants through email. The questions on
the survey will provide a greater understanding of how adolescents avoid and withdraw from
topics during communication with their parents. The questions will also be clear and
straightforward to avoid any issues that might arise during the study. The closed-ended
questions will be put first on the survey followed by the open-ended questions. To assess the
two sample groups for comparison with topic avoidance, an ANOVA test will be used.
Measuring Instruments
There will be two sample groups used in the study who will fill out the same
questionnaire and separating the two groups by age ranges, the questionnaire should prove
different results. These results will help with understanding the differences between being in the
stages of early and late adolescence. The questionnaire that is administered will provide
information about how adolescents learn to avoid topics in communication with their parents.
Types of questions asked on the survey will read as follows:
1. How old are you?2. Are you a male or female?3. Do you avoid certain topics with your parents?
-
7/30/2019 Hayes Finalpap
12/17
PARENT-ADOLESCENT COMMUNICATION 12
a. Yes or no4. Do you remember the first time you avoided a topic while talking to your parents?
a. Yes or no5. What is the topic you avoided?6. Why did you avoid this topic with your parents?7. Do you have a better relationship with your father or mother?8. What topics do you tend to avoid when communicating with your parents?
Data Analysis
To compare the two sample groups of early and late adolescence, a t-test will be used for
the closed-ended questions. The question that asks: Do you avoid certain topics with your
parents? will help determine whether the results will be problematic. An answer of no to this
question will shift the results of the procedure. The t-test statistic uses only two sample groups
and is appropriate for this study because of the sample age group of 11-14 years old and the other
sample group of 15-17 years old. According to the t-test, we assume the two samples are related
and create a correlation while calculating results. The open-ended questions on the questionnaire
will provide a qualitative analysis of the difference between early and late adolescence to
determine how adolescents learn to avoid certain topics. The correlation of the two age groups
will offer information to see when and how adolescents learn to have topic-avoidance during
communication with their parents.
-
7/30/2019 Hayes Finalpap
13/17
PARENT-ADOLESCENT COMMUNICATION 13
References
Afifi, W. A., & Afifi, T. D. (2009). Avoidance among adolescents in conversations about their
parents' relationship: Applying the theory of motivated information management. Journal of
Social & Personal Relationships, 26(4), 488-511.
Baxter, L. A., & Akkoor, C. (2011). Topic expansiveness and family communication patterns.
Journal of Family Communication, 11(1), 1-20.
Bishop, C. (1992). Self-disclosure in mother daughter dyads: The forgotten areas of study in
interpersonal communication. Journal of the Northwest Communication Association, 20(1),
57-75.
Caughlin, J. P., & Afifi, T. D. (2004). When is topic avoidance unsatisfying? examining
moderators of the association between avoidance and dissatisfaction. Human
Communication Research, 30(4), 479-513.
Caughlin, J. P., & Malis, R. S. (2004). Demand/Withdraw communication between parents and
adolescents as a correlate of relational satisfaction. Communication Reports, 17(2), 59-71.
Dailey, R. M. (2009). Confirmation from family members: Parent and sibling contributions to
adolescent psychosocial adjustment. Western Journal of Communication, 73(3), 273-299.
Dailey, R. M. (2006). Confirmation in ParentAdolescent relationships and adolescent openness:
Toward extending confirmation theory. Communication Monographs, 73(4), 434-458.
-
7/30/2019 Hayes Finalpap
14/17
PARENT-ADOLESCENT COMMUNICATION 14
Dailey, R. M. (2008). Assessing the contribution of nonverbal behaviors in displays of
confirmation during parent-adolescent interactions: An actor-partner interdependence
model. Journal of Family Communication, 8(1), 62-91.
Gentzler, A. L., Contreras-Grau, J., Kerns, K. A., & Weimer, B. L. (2005). ParentChild
emotional communication and children's coping in middle childhood. Social Development,
14(4), 591-612.
Guerrero, L. K., & Alfifi, W. A. (1995). Some things are better left unsaid: Topic avoidance in
family relationships. Communication Quarterly, 43(3), 276-296.
Guilamo-Ramos, V., Jaccard, J., Dittus, P., & Bouris, A. M. (2006). Parental expertise,
trustworthiness, and accessibility: Parent-adolescent communication and adolescent risk
behavior. Journal of Marriage & Family, 68(5), 1229-1246.
Ledbetter, A. M., Heiss, S., Sibal, K., Lev, E., Battle-Fisher, M., & Shubert, N. (2010). Parental
invasive and children's defensive behaviors at home and away at college: Mediated
communication and privacy boundary management. Communication Studies, 61(2), 184-
204.
Mazur, M. A., & Ebesu Hubbard, A. S. (2004). "Is there something I should know?": Topic
avoidant responses in parent-adolescent communication. Communication Reports, 17(1),
27-37.
Morman, M. T., & Floyd, K. (1999). Affectionate communication between fathers and young
adult sons: Individual- and relational-level correlates. Communication Studies, 50(4), 294.
-
7/30/2019 Hayes Finalpap
15/17
PARENT-ADOLESCENT COMMUNICATION 15
Morman, M. T., & Floyd, K. (2002). A 'changing culture of fatherhood': Effects on affectionate
communication, closeness, and satisfaction in men's relationships with their fathers and their
sons. Western Journal of Communication, 66(4), 395.
Punyanunt-Carter, N. (2008). Father-daughter relationships: Examining family communication
patterns and interpersonal communication satisfaction. Communication Research Reports,
25(1), 23-33.
Schrodt, P., Ledbetter, A. M., & Ohrt, J. K. (2007). Parental confirmation and affection as
mediators of family communication patterns and children's mental well-being.Journal of
Family Communication, 7(1), 23-46.
Sillars, A., Koerner, A., & Fitzpatrick, M. A. (2005). Communication and understanding in
parent -- adolescent relationships. Human Communication Research, 31(1), 107-128.
Weitzman, N., Birns, B., & Friend, R. (1985). Traditional and nontraditional mothers
communication with their daughters and sons. Child Development, 56(4), 894.
-
7/30/2019 Hayes Finalpap
16/17
PARENT-ADOLESCENT COMMUNICATION 16
-
7/30/2019 Hayes Finalpap
17/17
PARENT-ADOLESCENT COMMUNICATION 17