Family & Social Health Family’s Influence on Student Behaviors Sandy Haney Dacia Urban Julia Nicholson

Types of Parenting Authoritarian Parenting Authoritative Parenting Rigid and controlling, authoritarian parents place high demands on their kids without allowing room for discussion or regard for the child's feelings. This can result in children who are fearful, anxious, frustrated or withdrawn. Favoring supportive discipline, authoritative parents expect good behavior from their kids, but they gently and lovingly guide them, rather than being forceful or cruel. Kids with authoritative parents are typically self- confident and socially adept. Permissive Parenting Neglectful Parenting Extremely lenient, permissive parents allow children to decide for themselves what they feel is appropriate behavior. Unfortunately, these kids often have poor control over their emotions and may have difficulty with peer relationships. Unlike permissive parents who are involved in their children's lives, neglectful parents place the welfare of their children as a low priority. Children of neglectful parents are frequently emotionally immature and may engage in antisocial behaviors.

Parental Influence While children are influenced by many things there are no stronger influences than that of their parents. Encourage Exploration Encourage Healthy Habits Socialization- interactions with other children/friendships Intellectual Stimulation – Nurture Unique gifts

Statistics In 2010, 66% of children ages 0–17 lived with two married parents, down from 67% in 2009 and 77% in 1980. In 2010, 3% of children lived with their own unmarried, cohabiting parents, 23% lived with only their mothers, 3% lived with only their fathers, and 4% lived with neither of their parents. Among the 3.0 million children not living with either parent in 2010, 54% lived with grandparents, 21% lived with other relatives, and 24% lived with nonrelatives. Overall, the percentage of all children living in the U.S. with at least one foreign-born parent rose from 15% in 1994 to 23% in 2010. About 6%of school-age children spoke a language other than English at home and lived in a linguistically isolated household in which all persons age 14 or over speak a language other than English at home and no person age 14 or over speaks English "Very well." There were 50.6 births for every 1,000 unmarried women ages 15–44 in 2009; 41% of all births were to unmarried women. In 2009, the adolescent birth rate was 20.1 per 1,000 adolescents ages 15–17, lower than the 2008 rate of 21.7 and the 2007 rate of 22.1 per 1,000. The rate has decreased for two consecutive years, continuing a decline briefly interrupted in 2005–2007; the long-term reduction began 1991–1992. Younger children are more frequently victims of child maltreatment than are older children. In 2009, there were 21 substantiated child maltreatment reports per 1,000 children under age 1, compared with 12 for children ages 1–3, 11 for children ages 4–7, 9 for children ages 8–11, 8 for children ages 12–15, and 6 for adolescents ages 16–17. As you read these statistics, consider things like help with homework that is in English. Consider the single mother trying to prepare dinner take care of the household and the children after being at work all day. Does she have time to help the student with homework? Does she have time to prepare a healthy meal? Does she have time to provide exercise activities for her child/ children?

According to Gardner’s Eight Intelligences…. Intrapersonal Interpersonal More social More self in tuned Prefers to play with others, rather than alone Prefer to play alone May not prefer group work Prefers Group work Few close Friends Very social, lots of friends Parenting styles Parenting Styles

Group/Partner Work Don’t always allow students to partner with the same people. Encourage students to work with new partners and new groups to generate new friendships. Group/Partner work may encourage students to develop stronger interpersonal skills. Students with intrapersonal personalities may struggle with the idea of group/partner work in the beginning, but should be encouraged to learn to work well with others. Students need socialization with other children, they need friends to develop the skill of socializing. Activities promoting friendship and acceptance from peers can help students with these skills, who may or may not have received that attention from their parents. Use resources such as books, activities, and other things to strengthen students 'social and emotional development.

Works Cited “Family Factors Affecting Social Development.” Kids Development. 2010- 2011. Web. 10/24/2011. <ahref=http://www.kidsdevelopment.co.uk target="_new">Reproducedcourtesyofwww.KidsDevelopment.co.u k - kids‘ progress, behaviour, learning and thinking</a>. “America's Children: Key National Indicators of Well-Being, 2011.”