Human Relation Seminar

7/25/2019 Human Relation Seminar

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SEMINAR ON

Submitted To :

Submitted By :

SR. TESSY SEBASTIAN MR. MAHESH DURAPHE

PRINCIPAL 1STM. Sc. NURSING

SRMM CON, SAWANGI (M) SRMM CON, SAWANGI (M)


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Import!c" o# H$m! R"%t&o! &! Gro't ! D"*"%opm"!t

NAME O+ STUDENT MR. MAHESH DILEEP DURAPHE

NAME O+ E-ALUATOR SR. TESSY MADAM

CLASS I YEAR M.SC.NURSING

DATE

-ENUE I YEAR M.SC.NURSING CLASSROOM

TIME

PRE-IOUS NOWLEDGE

O+ GROUP


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AIM At the end of seminar the group will be able to understand importance of

human relation in growth and development and apply knowledge while caring for achild.

SPECI+IC OB/ECTI-ES

At the end of seminar the group will be able to

- Understand the meaning of key terms

Relation

Human relation

Growth

Development

- Differentiate periods of growth

- Describe the principal of growth and development

- ist the theories of development.

- !numerate the principles of human relation.

- Discuss the relation formed during the growth and development.

- Discuss theories related to human relation and growth and development.

- "now the relation between human relation and development of child.

- #dentify attitudes of parents towards growth and development.

- Understand the problems of poor family relationship.


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MEANING

GROWTH$- #t is a change and increase in si%e. #t can be measured &uantitatively. #ndicators of growth

include height' eight' bone si%e and dentition. (he pattern of physiologic growth is similar for all people.

However growth rates vary during different stages of growth and development . (he growth rate is rapid

during the prenatal' neonatal' infancy and adolescent stages and slows during childhood. )hysical growth

is minimal during adulthood.

DE-ELOPMENT0 #t is anincrease in the comple*ity of function and skill progression. #t is the

capacity and skill of thr person to adopt to the environment. Development is the behavior e*cept

of growth +e.g. a person develop the ability to walk' talk' and to run,

Growth and development are independent interrelated processes for e.g. an infants muscle' bones

and nervous system must grow to a certain point before the infant can sit up or walk. Growth

generally takes place during the first years of life/ development continues after that gradual

change and e*pansion/ advancement from lower to more advanced stages of comple*ity/ the

emerging and e*panding of the individuals capacities through growth' maturation and learning.

RELATION- an abstraction belonging to or characteristic of two entities or parts together

HUMAN RELATIONSHIP- a relation between people/ the preferred usage of 0relationship1 is

for human relations or states of relatedness,/ 2the relationship between mothers and their

children2

PERIODS O+ GROWTH

1) Pr"!t% p"r&o

a, 3vum - to 45 days

b, !mbryo - 45 days to 6 weeks

c, 7etus - 6 weeks to birth.

) P"r&!t% p"r&o - weeks of gestation to 8 days after birth.

2) Po3t!t% p"r&o
http://www.thefreedictionary.com/relationhttp://www.thefreedictionary.com/relation


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a, 9ewborn - 4st 5 weeks after birth

b, #nfancy - 4st year

c, (oddler - 4 to : years

5, )reschool child - : t o; years

4) Scoo% 5" c&% - ; to 4 years

6) Ao%"3c"!c" - 4 to years

7) Yo$!5 $%too - to 5 years

8) M&%" $%too 0 5 to ;< years

9) Mt$r&t: ; o% 5" 0;< years to Death

PRINCIPLES O+ GROWTH AND DE-ELOPMENT

Growth and development are continuous ' orderly' se&uential process influenced by

maturational' environmental and genetic factors.

All human follow the same pattern of the growth and development.

(he se&uence of each stage is predictable' although the time of onset' the length of the

stage and the effect of each stage vary with the person.

Development depends on maturation and learning.

Development proceeds from the simple to the more comple* or single acts to the

integrated acts.

7or e.g. the child must first learn a series of single acts/ eye hand coordination' grasping'

hand mouth coordination' controlled tipping of the cup and then mouth' lip and tongue

movements to drink and swallow.

Development becomes increasingly differentiated. Differentiated development begins

with a generali%ed response. 7or e.g. an infant initial response to a stimulus involves the

whole body/ a < year child can respond more specifically with the laughter and fear.

(he pace of growth and development is uneven. #t is knows that growth is greater during

infancy than during childhood. A synchronous development is demonstrated by rapid

growth of the head during infancy and e*tremity at the puberty.


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THEORIES O+ DE-ELOPMENT

(here are various advanced theories about the stages and aspects of growth and development.

D"*"%opm"!t% T3< t"or:

+Havighurst' 46-4664,$- Robert Havighurst believe that learning is basic to

life and that people continue to learn through out life. He describe growth and

development as occurring during si* stages' associated with ; to 4 tasks to be

learned.

P3:co3oc&% t"or&"3

)sycho social development refers to the development of personality.

1) P3:co3"=$% D"*"%opm"!t (+r"$)

7reud considered the se*ual instincts to be significant in the development of personality.

However' he used the term psychose*ual to describe any sensual pleasure. During the childhood

certain region of the body assume a prominent psychologic significance as the source of new

pleasure and new conflicts gradually shift from one part of the body to another at particular

stages of development.

St5"3

3ral stage +birth to 4 year,.

)hallic stage +: to ; yrs,

atency period +; to 4 yrs,.

Genital stage +age 4 and over,.

) P3:co3oc&% D"*"%opm"!t (Er&


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(heories and model about adult development are relatively recent compared with the theories of

infant and child development.

Roger )eck +46;=, believes that although physical capabilities and function decrease with old

age' mental and social capacities tend to decrease in the later part of life.

)eck proposes three developmental tasks during old age' in contrast to !rikson>s one +integrity

versus despair,

4. !go differentiation versus work role pre occupation.

. ?ody transcendences versus body preoccupation.

:. !go transcendence versus ego preoccupation.

4) Go$% t"or: (A$%t "*"%opm"!t,

Roger Gould is another theorist who has studied adult development. He believes that

transformation is a central theme during adult hood

Co5!&t&*" T"or:

P&5"t>3 T"or: (19?701?9@)

?ased on his observations and work with children )iaget formulated this theory . He

believed that the child>s view of the world is influenced largely by age and maturational

ability.

Mor% T"or&"3

@oral development' a comple* process not fully understood' involves learning what ought to

be and what ought not to be done. (he term moral means relating to right and wrongB

1. o%"r5 (1?801?98)

awrence "ohlberg>s theory specifically addresses moral development in the children

and adult.

According to this theory moral development progress through three levels and si* stages.

4stlevel $- )remoral and preconventional level

ndlevel $- Conventional level.

:rdlevel $- )ost conventional' autonomous or principled level.

. G&%%&!


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Carol Gillian 46=, found that moral development proceed through three level and two

transitions.

tage 4$- caring for oneself.

tage $- caring for others.

tage :$- Caring for self and others.

Sp&r&t$% T"or&"3

(he spiritual component of growth and development refers to individuals understanding of

their relationship with the universe and their perceptions about the direction and meaning of

life.

+o'%"r3 Eames 7owler describe the development of faith as a force that gives the meaning

to person life he gives 8 stages of spiritual development

6) Soc&% %"r!&!5 t"or:

?andura ' a contemporaray psychologist' believes that children learn through their social contacts

with adults and other children.

+ctor3 &!#%$"!c&!5 5ro't ! "*"%opm"!t

4. Heredity$ it decides the si%e and shape of the body.

. Race$ similar physical characteristic is seen in people same race.

:. e*$ male infant is larger than female.

5. #ntrauterine development$ @aternal nutritional deficiencies' drugs and infection during

the pregnancy affect on growth.


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After birth the child is cared based on the culturally sanctioned pattern' rearing practices.

8. 9utrition$ uality and &uantity of food consumed.

=. !nvironment +climate and season,$ due to seasonal variation' the activity levels of child

vary. Climate condition will influence growth rates e.g. weight gain is lowest in spring

and early summer and greatest in late summer and autumn..

6. 3rdinal position in the family$ children learn from older siblings' which may be lacked

by the first child.

4. !motion$ ack of parent child attachment' lack of love and security in children can

distort the personality.

44. #ntelligence$ #ntelligence influences children>s motor development' psychosocial

development and learning development.

4. !*ercise$ #t stimulate physical activity

GOLDEN PRINCIPLES O+ HUMAN RELATIONS

4. Do not critici%e' condemn or complain.

. Control the anger.

:. Avoid using abusive language or e*pressions.

5. Give honest' sincere appreciation.

s name is to himIher the sweetest and most important sound in any

language.

6. ?e a good listener. !ncourage others to talk about themselves.

4. Avoid backbiting during conversation.

44. (alk in terms of the other person>s interest.

4. @ake the other person feel important and do it sincerely1


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BUILDING +OUNDATION +OR LI+E

Childhood has been known as the foundation of age lifeB. (he basic attitudes and

behaviour pattern the way the child feels and acts are developed in the first five year or si* years.

(hey largely determine what kind of person the child will be as an adult.

(wo separate but related processes build the foundations for the childs physical

development' behavior and attitude. (hese are maturation and learning.

M"to3 o# %"r!&!5 (Pr"!t3 ro%")0

elf initiated learning$ +(rial and error learning ,- the child tries out one way of doing something

and repeat if it works. #f does>nt works' child trioes another way and finally hit upon the good

method.

earning by imitation$- the child copies the behaviour of another person.

earning by identyification$ (he child copies is someone the child loves and admires' not Fust

anyone.

O$t"r &r"ct" %"r!&!5 (C&% tr&!&!5)

Authoritarian$ Children are forced to learn what a person in authority wants.Democratic$ )erson helping the children learn' e*plains why and how they e*pected to learn.

)unish only when they fails. ?ut offered chance to e*plain.

)ermissive$ @uch like trial and error allow to learn as they please.

RELATIONSHIPS +ORMED DURING IN+ANCY AND CHILDHOOD

T" Mot"r0C&% R"%t&o!3&p

A human being1s first intimate relationship is the mother-child relationship. A human being first

encounter with intimate behaviour is with his or her mother. @other has the greatest influence on

the child. As the mother meets the infants basic needs and provides the stimulation necessary for

the child to learn. After infant learn to trust thwe mother' trust is e*tended to the other significant

person in the environment. ?ecause mother repeatedly emphasi%es socially approved behaviour.


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T" #t"r ! c&% r"%t&o!3&p

(he father is assume the responsibility of providing food' comfort' warmth' love and protection.

(he child develops &ualities like love' affection' warmth' protection etc. from their

parents.

S&%&!53 ! c&%

iblings are the childs earlier peer group' the way children in a family interact gives some

identification of how they will relate later to peer group outside the home. (he way a

child relates and is influenced by outside playmates and classmates depend largely on

relation with the siblings in the home.

I!t"rct&o!3 W&t P""r3

During preschool years' a child1s need for autonomy and individuation influences his or

her intimate interactions with peers. Children look to share and communicate while enFoying the

company of their peers. (hese interactions are based on the &uest for coe*istence between their

newfound independence and the love they e*perienced during infancy.

uch peer interactions characteri%ed by autonomy' sensitivity' empathetic concern' and

ability to verbali%e emotions reflect the formation of intimate friendships later. #t is thus apparent

that behavioral patterns resulting from relationships formed during infancy are reflected in peer

interactions. #n turn' these interactions serve as a basis for relationships that develop in the ne*t

stage of life.

R"%t&o!3&p3 +orm" D$r&!5 Ao%"3c"!c" ! Er%: A$%too

Mt$r&t:

Children entering adolescence must begin to adapt to the adult world and its institutions while

coming to terms with emerging parts of themselves. (hey discover themselves as having new

emotional and se*ual needs. As they make these discoveries' adolescents begin to reali%e the

limitations of their parents. (aking responsibility for aspects of their own character re&uires

distancing from authoritative figures.


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+r&"!3&p3

3ver the course of social development' the role of friends and parents changes significantly. As

an adolescent undergoes physical and emotional changes' he or she seeks out relationships that

enhance efforts to adapt to new needs and stresses. Adolescents seek to share their thoughts and

feelings with those who are e*periencing similar changes. #ntimate interactions increase between

friends during this stage in life because they provide teens with opportunities for self-

clarification.

M$%t&p%" S"%*"3

7or the first time' an adolescent reali%es that his or her personality changes from one situation to

the ne*t. (he importance of intimate friendship and romance formed during early adulthood

stems from the valuable and adaptive contribution dialogues made with friends during

adolescence. )ersonality differences can be identified by capacities to form intimate relationships

characteri%ed by commitment' depth' and partner individuation based on interactions of early

life.

THEORIES RELATED TO HUMAN RELATION ; GROWTH ;

DE-ELOPMENT

ERICSON (1?@01??7)

!rik h. !rickson adapted and e*panded 7reuds theory of development to include the entire life

span' that continue to develop throughout life. He describes eight stage of development !rikson

invasions life as a se&uence of level of achievement. !ach stage signals a task that must be

achieved. (he resolution of the task can be complete' partial' or unsuccessful. !rikson believes

that the greater the task achievement' the healthier the personality of person failure to achieve a

task influence a person ability to achieve a ne*t task. (hese development tasks can be viewed as

a series of crisis' and successful resolution of this crisis is supportive to the persons ego. 7ailure

to resolve the crisis is damaging the ego.

Er&3 E&5t St5" o# D"*"%opm"!tSTAGE AGE DE-ELOPMENTAL

CRISIS

DE-ELOPMENTAL STRUGGLE SIGNI+ICANT

RELATIONS

#nfancy ?irth J

4= mnth

(rust -3@istrust # can trust other and thus myself'

-3

# cant trust' my needs areunworthy

@other

!arly 4= mnth- Autonomy -3 # amB' # canB' and that>s good -3 )arent


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childhood : yrs hame K doubt # cantB' and # am bad

ate

childhood

: -


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tage 4 Use of Refle*es

tage )rimary Circular Reaction

tage : econdary circular reaction

tage 5 Coordination of secondary schemata

tage < (ertiary circular reaction

tage ; #nventions of new means

- ?egins with refle*ive behavior' ends with symbolic thought +anguage,

7our maFor accomplishments$

- 3bFect permanence$ an obFect or permanence continues to e*ist even when out of sight.

- patial relationships$ inIout' upIdown' gravity.

- Casuality$ cause and effect$ e.g. push the right button' doll will start talking

- (ime$ before and after/ e.g. put on clean paFamas after the bath.

Pr"op"rt&o!% p"r&o (A5"3 08)

- Animistic thinking$ attributing life to inanimated obFects/ e.g. dolls have feelings.

- !gocentric thinking$ world is created and organi%ed around one1 self.

- Associationistic thinking$ things that happen at the same time cause each other.

- )erceptually bound$ )ay attention to what appears to be obivious without regard to the

constraints of physics$ e.g. anta can be in malls at once.

- Centration$ attend to one piece of information at a time/ only sees that glass is tall and

ignores that it is also wide.

P"r&o o# Co!cr"t" Op"rt&o! (A5"3 8011)

- ogical reasoning can be done mentally using rules for operation.

- Ability to reverse se&uences mentally$ e.g. if : M N


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P"r&o o# +orm% Op"rt&o! (Ao%"3c"!c")

- Abstract thinking$ representing reality using symbols that can be manipulated mentally.

e.g. symbolism in ?ible stories' * in algebraic e&uations.

- 3gical thinking more systematic$ scientific method.

- @etacognition$thinking about thinking.

- Hypothetical I )ropositional reasoning$ able to think what if BO' playing with different

scenarios' mentally appreciate rules of logic.

- 7uture oriented.

ROGER GOULD>S

Roger Gold is another theorist who has studied adult development. He believes that

transformation is a central theme during adult hood$ Adults continue to change over the period of

time considered to be adulthood and developmental phases may be found during the adult span

of life. According to Gould' the >s is the time when a person assumes new roles/ in the :s'

role confusion often occurs/ in the 5s the person become aware of time limitation in relation to

accomplishing life>s goal/ and is the


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tage < +age :


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C&% ! cr"5&*"r "*&o$r ptt"r!3

Attcm"!t

ptt"r!C&% Cr"5&*"r

S"c$r" )rotests caregiver1s departure and is comforted on

return' returning to e*ploration.

Responds appropriately' promptly and

consistently to needs.

A*o&!t ittle or no distress on departure' little or no

visible response to return. uality of play often

low.

ittle or no response to distressed

child. Discourages crying and

encourages independence.

Am&*%"!t adness on departure but warms to stranger. 3n

return' ambivalence' anger' reluctance to warm to

caregiver and return to play. )reoccupied with

caregiver1s availability.

#nconsistent between appropriate and

neglectful responses.

D&3or5!&3" tereotypies on return such as free%ing or

rocking. ack of coherent coping strategy +such

as approaching but with the back turned,.

7rightened or frightening behaviour'

intrusiveness' withdrawal' negativity'

role confusion' affective

communication errors and

maltreatment.

RELATION BETWEEN HUMAN RELATION ; DE-ELOPMENT O+ C

Ur&" Bro!#"!r"!!"r>3 Eco%o5&c% S:3t"m3 T"or:o# H$m!

D"*"%opm"!t

(here are several adaptations of the ocial !cological @odel/ however' the initial and most

utili%ed version is Urie ?ronfenbrenner>s +4688' 4686,Ecological Systems Theorywhich dividesfactors into four levels$ macro-' e*o-' meso-' and micro-' which describe influences as

intercultural' community' organi%ational' and interpersonal or individual. (raditionally many

research theorists have considered only a dichotomy of perspectives' either micro +individual

behavior, or macro +media or cultural influences,. ?ronfenbrenner>s perspective +4686, wasfounded on the person' the environment' and the continuous interaction of the two. (his

interaction constantly evolved and developed both components. However' ?ronfenbrenner
http://en.wikipedia.org/wiki/Urie_Bronfenbrennerhttp://en.wikipedia.org/wiki/Ecological_Systems_Theoryhttp://en.wikipedia.org/wiki/Urie_Bronfenbrennerhttp://en.wikipedia.org/wiki/Ecological_Systems_Theoryhttp://en.wikipedia.org/wiki/Ecological_Systems_Theoryhttp://en.wikipedia.org/wiki/Urie_Bronfenbrennerhttp://en.wikipedia.org/wiki/Ecological_Systems_Theoryhttp://en.wikipedia.org/wiki/Urie_Bronfenbrennerhttp://en.wikipedia.org/wiki/Ecological_Systems_Theory


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reali%ed it was not only the environment directly affecting the person' but that there were layers

in between' which all had resulting impacts on the ne*t level.

SPHERES O+ IN+LUENCE

M&cro0

M&cro3:3t"m3consist of individual or interpersonal features and those aspects of groups that

comprise the social identity +Gregson' 4, which may include roles that a person plays +i.e.mother' father' sister' brother' child' etc., or characteristics they have in common. (hese

interpersonal attributes are strong as to how an individual perceives oneself. (hese &ualities and

factors can be learned' as in membership to a group' but many are ingrained +e.g.' ethnicity'

gender,. #n the interpersonal sphere' there are also many components of the individual' includingpsychologicaland cognitivefactors' like personality' knowledge' beliefs +Gregson' 4,. (he

individual in his or her own microsystem is constantly shaped' not only by the environment' but

by any encounter or other individual they come in contact with. (hisshapingis well e*plored in

child development' as it would be unreasonable to believe a child is solely a product of thesocietal environment. (here are multiple' simultaneous influences in child behavior and learning

including culture' school' teacher' parental support and education level' involvement ine*tracurricular activities' etc. !*amples of microsystems outside the self also include groups of

friends' family' unorgani%ed athletics' or social clubs.

M"3o0

M"3o3:3t"m3are the organi%ational or institutional factors that shape or structure the

environment within which the individual and interpersonal relations occur +Gregson' 4,.(hese aspects can be rules' policies' and acceptable business eti&uette within a more formal

organi%ation. (here are some organi%ations that foster entirely different atmospheres than other

corporations' i.e. Google' where employees may wear paFamas to the office. (he organi%ationalcomponent is especially influential with younger' more impressionable employees' as it helps to

shape the ethics and e*pectations of a typical organi%ation for these individuals. !*amples

include schools' companies' churches' and sports teams. @esosystems are essentially the normforming component of a group or organi%ation' and the individual is an active participant in this

group or organi%ation. ?ronfenbrenner +4686, also claimed that the richer the medium for

communication in this system' the more influential it is on the microsystem.

E=o0

E=o3:3t"m3refer to the community level influence' including fairly established norms'

standards' and social networks+Gregson' 4,. (here will likely be many organi%ations andinterpersonal relationships that compose the community' and this web of organi%ations and

relationships creates the community. (he community is larger than the meso-/ however' it is

considerably smaller than the respective nation or culture it composes. (he community level in ageographic sense' for e*ample' may be @idwestern or #owan'while the ne*t level up +macro,

would be an American. However' it does not have to be associated with any physical or spatial

relationships. Another e*ample could be membership in special interest groups or political
http://en.wikipedia.org/wiki/Social_identityhttp://en.wikipedia.org/wiki/Psychologicalhttp://en.wikipedia.org/wiki/Cognitivehttp://en.wikipedia.org/wiki/Child_developmenthttp://en.wikipedia.org/wiki/Googlehttp://en.wikipedia.org/wiki/Social_networkshttp://en.wikipedia.org/wiki/Midwesternhttp://en.wikipedia.org/wiki/Iowahttp://en.wikipedia.org/wiki/United_Stateshttp://en.wikipedia.org/wiki/Social_identityhttp://en.wikipedia.org/wiki/Psychologicalhttp://en.wikipedia.org/wiki/Cognitivehttp://en.wikipedia.org/wiki/Child_developmenthttp://en.wikipedia.org/wiki/Googlehttp://en.wikipedia.org/wiki/Social_networkshttp://en.wikipedia.org/wiki/Midwesternhttp://en.wikipedia.org/wiki/Iowahttp://en.wikipedia.org/wiki/United_States


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affiliations. !*osystems are essentially any setting which affects the individual' although the

individual is not re&uired to be an active participant +?ronfenbrenner' 4686,.

Mcro0

Mcro3:3t"m3are the cultural conte*ts +?ronfenbrenner' 4686,' not solely geographically orphysically' but emotionally and ideologically. (hese influences are more easily seen than the

other factors' mainly due to the magnitude of the impact. !*amples of significant intercultural

effects include Communism' Pestern culture'@ilitary' #slam' and Christianity. 7or instance' themacrosystem of Communism is a @ar*istphilosophy that believes that wealth should be shared

in the macrosystem. A Communist country' such asCuba+e*o,' governs and regulates the

environment within which corporations +meso, and society or individuals +micro, e*ist. @edia

plays a significant role on all levels' as it communicates information and assists in thedevelopment of e*pectations for all individuals in the respective culture.
http://en.wikipedia.org/wiki/Communismhttp://en.wikipedia.org/wiki/Western_culturehttp://en.wikipedia.org/wiki/Militaryhttp://en.wikipedia.org/wiki/Islamhttp://en.wikipedia.org/wiki/Christianityhttp://en.wikipedia.org/wiki/Marxisthttp://en.wikipedia.org/wiki/Cubahttp://en.wikipedia.org/wiki/Mass_mediahttp://en.wikipedia.org/wiki/Communismhttp://en.wikipedia.org/wiki/Western_culturehttp://en.wikipedia.org/wiki/Militaryhttp://en.wikipedia.org/wiki/Islamhttp://en.wikipedia.org/wiki/Christianityhttp://en.wikipedia.org/wiki/Marxisthttp://en.wikipedia.org/wiki/Cubahttp://en.wikipedia.org/wiki/Mass_media


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PARENTRAL ATTITUDES TOWARDS GROWTH AND DE-ELOPMNET

As children grow and develop' parents must learn to view them as individuals and

sometimes to view their own roles differently. )arental attitudes toward the growth and

development of children>s needs at various developmental stages.

)arents are influenced also by the way their own parents handled their growth and

development and by the childB each of them used to be.

)arental attitudes towards the care of their children during growth and development may

be classified as authoritarian' permissive' or democratic.

A$tor&tr&! or D&cttor&% Pr"!t3 attempt to control the development of their children by

the establishment of strict regulations and rules that are intended to govern their behaviour.

Children are rewarded when these rules are followed in an un&uestioning manner and punished

when they are not obeyed. (his punishment may not always be physical in nature/ it may be

more devastating withdrawal of parental approval and love. Although the authoritarian model of

child care doesn>t prepare children to live successfully and comfortably in world outside the

home. ome parents today still raise their children in this manner.

P"rm&33&*" or D"mocrt&c Pr"!t3believe in not interfering in the development of their

children. (hese parents do not establish rules for behaviour. #f they do set down limited

regulations' they are discussed with the children and the children>s input is considered when

decision are made. uch parents permit children to do what they want to do and trust the natural

conse&uences of their behaviour will show them what would be logical things to do in problem

situation. ince the parents do not provide ade&uate guidance' the children are unable to

determine the difference between right and wrong behaviour. )ermissive parents do not wish to

impose their own standards and beliefs on their offspring>s' preferring to let them make decisions


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concerning their behaviour and to workout their belief systems on their own. (hese parents do

not consider themselves role model for their children. (hey would prefer to have the children

approach them if they need guidance.

SERIOUSNESS O+ POOR +AMILY RELATIONSHIPS

Loung children are likely to e*perience great psychological damage from poor family

relationship. (he harm will be worse for them than for other family members because

their lives are centered in the home. #t is the Childs one and only means of stability and

security.

(here are three common forms of psychological damage to young children that poor

family relationship cause'

4. (hey affect children>s attitude towards people outside the home. #t also affect the way the

children treat them. (he young child who develops an angry attitudes towards a strict'

authoritarian parents is likely develop an unfavorable attitudes towards all adults.

. )oor relationship with the family result in personality traits that often lead to poor

adFustments as children grow older. 7eeling unsolved and unwanted in the family. 7or

e.g. may lay the foundations for an inferiority comple*.

:. Unfavorable family relationships make children unhappy . such children can and often do

develop the habits of being unhappy.

As children grow older they have more chance to be with the people outside the home. (his

keeps them from being as upset by unfavorable family relationships as when they were younger.

@any children who have poor relation ship with members of their families are not popular with

other children. (hey tend to carry out in to the play group many form of unsocial behavior they

learned in their relationship with members of their families.


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BIBLIOGRAPHY

Dorthy R. @arlow' ?arbara A.' te*tbook of pediatric 9ursing' !lsevier )ublication' ;th

edition' )p. 65 - 6

Human Relation Seminar

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Transcript of Human Relation Seminar