DOCSLIB.ORG

2/4/2016 1 Managing Complex Parental Relationships

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2/4/2016 1 Managing Complex Parental Relationships 2/4/2016 Managing Complex Parental Relationships IAASE Winter Conference February 18, 2016 Stephanie Jones [email protected] These materials and the presentation made based on these materials are solely educational in nature and do not constitute legal advice to any person. These materials and the presentation based on these materials are intended as advertising, but not as a solicitation to create an attorney/client relationship between the presenter or the presenter’s law firm and any attendee of the presentation. Copyright 2016 All Rights Reserved 2 3 1 2/4/2016 Overview Parent Management 101 Dealing with “Difficult” Parents ◦ The Helicopter Parent ◦ The Aggressive Advocate ◦ The Uncooperative Parent ◦ Divorced/Separated Parents 4 Parent Management 101 5 Parent Management 101 According to a 2001 MetLife Survey of the American teacher, parent management was listed as the most challenging struggle for new teachers, beating out management of student discipline and testing. 6 2 2/4/2016 Parent Management 101 Parent management is one reason that 40-50% of new teachers leave the profession within five years. 32% of principals surveyed said they were very or fairly likely to leave the profession, according to a 2012 MetLife Survey. 7 Parent Management 101 Commonality ◦ Parents trust schools with the most precious thing in their life – their children. ◦ Even when dealing with difficult parents, it is important to remember that you both share a common goal – to do what is best for their children. 8 Parent Management 101 Building Rapport ◦ Perception can be more powerful than reality. ◦ Of course, you care deeply about your students and value parent involvement. However, it is important that parents feel that is the case. 9 3 2/4/2016 Parent Management 101 Communication ◦ Regular, timely and purposeful communication is vital to building positive relationships. ◦ Follow up with parents in a timely manner (within the same day, if possible). ◦ Even when dealing with difficult parents, it is important to remain pleasant, positive, and professional. 10 Parent Management 101 Engage in active listening ◦ Listen ◦ Question ◦ Reflect/Paraphrase ◦ Be empathetic 11 Parent Management 101 Monitor defensiveness ◦ Verbal (e.g., talking over parents, defending the school’s position before understanding the parent’s side of the story, speaking to parents in a condescending manner) ◦ Non-verbal cues (e.g., arms crossed, speaking in a loud voice, no eye contact) 12 4 2/4/2016 Parent Management 101 When communicating with parents, ask yourself: ◦ How am I perceiving this parent? ◦ How am I contributing to the situation? ◦ What else is going on? ◦ How would I feel if I were the parent? 13 Parent Management 101 When dealing with parent complaints, provide copies of and follow applicable Board of Education Policies: ◦ 2:260 (Uniform Grievance Procedure) ◦ 6:260 (Complaints About Curriculum Instructional Materials and Programs) ◦ 7:20 and 7:180 (Student Harassment and Bullying Policies) 14 The Helicopter Parent 15 5 2/4/2016 The Helicopter Parent Hypothetical ◦ Ms. Smith, mother of seventh-grade student, Amanda, showed up at school during second period demanding to speak with Amanda’s teacher, Mr. Dunn, immediately. Ms. Smith also demanded to visit each of Amanda’s classes that day, have lunch with Amanda, and generally spend the day with Amanda. 16 The Helicopter Parent Questions ◦ How do you respond to Ms. Smith’s request? What, if any, follow-up questions would you ask? ◦ Would you grant or deny the request? ◦ Does Ms. Smith have a right to visit Amanda at school, during school hours? To what extent? 17 The Helicopter Parent Board Policy 8:30 (Visitors to and on School Property) ◦ Requires visitors to report to principal and comply with all school rules and procedures ◦ Provides that conferences with teachers will be held outside the school day or during the teacher’s conference/planning period 18 6 2/4/2016 The Helicopter Parent Board Policy 8:30 (Visitors to and on School Property) ◦ Requests for access to the school building and/or to interview personnel or a student must be facilitated according to District procedures/Superintendent guidelines. 19 The Helicopter Parent Request to Access School Property and/or Interview Personnel ◦ Requests should be permitted, provided it is done in a way that does not disrupt the educational environment. 20 The Helicopter Parent ◦ Special Considerations for Students Receiving Special Education and Related Services (or Being Evaluated to Determine Eligibility) The parent, an independent educational evaluator, or qualified health professional retained by or on behalf of the parent must be afforded reasonable access to educational facilities, personnel, classrooms, and buildings related to the child. 21 7 2/4/2016 The Helicopter Parent Prior to visiting a school, the parent, IEE, or qualified professional may be required to inform the principal or superintendent in writing of the proposed visit, purpose of the visit, and approximate duration of the visit. The visitor and district then need to arrange a visit at a mutually agreeable time. Visitors still need to follow school/district policies and procedures. 22 The Helicopter Parent Hypothetical ◦ The middle school principal received an anonymous complaint of an alleged inappropriate relationship between Mr. Dunn and a seventh-grade student. The student in question allegedly bragged frequently about their relationship in class. 23 The Helicopter Parent Hypothetical ◦ The principal decided to interview all of the students in the class, including Amanda. Pursuant to the school’s practice, the principal called each student’s parent and advised that she received a complaint concerning a staff member. She told each parent that she planned to conduct the interviews later that afternoon and offered to have them present during the interview. 24 8 2/4/2016 The Helicopter Parent Hypothetical ◦ During their call, Ms. Smith told the principal that wanted Amanda to stay out of it and that she was refusing to allow the principal to interview her. 25 The Helicopter Parent Questions ◦ May the principal question Amanda without the parent’s consent? ◦ Assuming the parent cannot make it to the school that afternoon, does the principal need to postpone the interview until Ms. Smith can attend? ◦ If DCFS or local law enforcement requests to interview a student at school (assuming you allow it), do you need parent consent? 26 The Helicopter Parent In loco parentis doctrine ◦ When students are in school or at school- sponsored activities, school staff stands in place of the parent. ◦ School personnel are legally authorized to take all necessary actions to assure the health/safety of students in their care. 27 9 2/4/2016 The Aggressive Advocate 28 The Aggressive Advocate Common complaints ◦ Student disciplinary decisions ◦ Grades issued/testing procedures ◦ Class/teacher placement ◦ Insistence that child is (or is not) eligible for special education and related services 29 The Aggressive Advocate Possible Applicable Board Policies ◦ 2:260 (Uniform Grievance Procedure) ◦ 7:190 (Student Discipline) ◦ 7:200 (Suspension Procedures) ◦ 7:210 (Expulsion Procedures) ◦ 7:230 (Misconduct by Students with Disabilities) 30 10 2/4/2016 The Aggressive Advocate Hypothetical ◦ About a month after he was hired, one of Mr. Duffy’s fourth-grade students, Tommy, sneaked into a closet and hid there. Mr. Duffy searched frantically for the student. When he discovered the student was in the closet, he reported the incident to the school principal. After interviewing the respective parties, the principal decided to issue a one-day out-of- school suspension. 31 The Aggressive Advocate Hypothetical ◦ In order to avoid punishment, Tommy told his parents that Mr. Duffy locked him in the closet. The parents complained to the principal, demanded the suspension be rescinded, and demanded Mr. Duffy’s immediate termination. 32 The Aggressive Advocate Questions ◦ How would you respond to the parents’ allegations and demands? ◦ How can the parents challenge the disciplinary decision? 33 11 2/4/2016 The Aggressive Advocate Be empathetic. Sometimes it is easier for parents to blame someone else for their child’s academic, behavioral, or social issues than to admit their child has a problem. However, if you determine the decision to be fair and reasonable, hold firm to that decision. 34 The Aggressive Advocate Maintain a positive the attitude when presenting concerns, if possible. Try to put the problem in perspective for the parent. 35 The Aggressive Advocate Go into the conversation ready to present an action plan to improve and include the parent in the solution. Assure the parent that the child can overcome the problem if you all work together. 36 12 2/4/2016 The Uncooperative Parent 37 The Uncooperative Parent Hypothetical ◦ Ms. Murphy, Samantha’s art teacher, received a call from Samantha’s mother, Ms. Turner, requesting an extension on her daughter’s art project. The project was due the same day as an advanced placement exam, which Ms. Turner considered more important. 38 The Uncooperative Parent Hypothetical ◦ Ms. Murphy told Ms. Turner that she could not make an exception for Samantha, after which Ms. Turner scoffed, “This is art, not brain surgery.” When Ms. Murphy refused again, Ms. Turner complained to the principal. 39 13 2/4/2016 The Uncooperative Parent Questions ◦ How do you respond to Ms. Turner’s demands? ◦ How do you explain your decision to Ms. Turner? 40 The Uncooperative Parent It is the school’s responsibility to make sure students are learning in school and the parent’s responsibility to make sure their children are doing homework and studying at home. 41 The Uncooperative Parent Being empathetic and listening to parents does not include accommodating parents’ unreasonable demands. Explain the basis for your decision and reference any applicable district/school policies and procedures in place. 42 14 2/4/2016 The Uncooperative Parent Put the issue in perspective for the parents.
Load more

Recommended publications
  • Life Variables of College Students Who Report Helicopter Parenting Faith Benton
    James Madison University JMU Scholarly Commons Senior Honors Projects, 2010-current Honors College Spring 2019 Life variables of college students who report helicopter parenting Faith Benton Follow this and additional works at: https://commons.lib.jmu.edu/honors201019 Part of the Psychology Commons Recommended Citation Benton, Faith, "Life variables of college students who report helicopter parenting" (2019). Senior Honors Projects, 2010-current. 650. https://commons.lib.jmu.edu/honors201019/650 This Thesis is brought to you for free and open access by the Honors College at JMU Scholarly Commons. It has been accepted for inclusion in Senior Honors Projects, 2010-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Life Variables of College Students Who Report Helicopter Parenting ________________________ An Honors College Project Presented to the Faculty of the Undergraduate College of Health and Behavioral Studies James Madison University ______________________ by Faith Margaret Benton May 2019 Accepted by the faculty of the Department of Psychology, James Madison University, in partial fulfillment of the requirements for the Honors College. FACULTY COMMITTEE: HONORS COLLEGE APPROVAL: ________________________________________ ________________________________________ Project Advisor: Monica Reis-Bergan, Ph.D. Bradley R. Newcomer, Ph.D. Professor, Psychology Dean, Honors College ________________________________________ Reader: Janna Taft Young, Ph.D. Assistant Professor,
    [Show full text]
  • Tiger Mom 2.0: (Over)Parenting for a Digital Future?
    2017­6­7 Parenting for a Digital Future – Tiger Mom 2.0: (Over)parenting for a digital future? Tiger Mom 2.0: (Over)parenting for a digital future? Home About On our minds From our notes Around the world Publications Resources Subscribe In this Digital Age, are we setting up our children to fail? Following the ‘helicopter parenting’ concept of the 1990s Miriam Rahali looks into new pressures on parents (and children). As social media outlets allow parents to ‘overshare’, Miriam suggests that the anxiety of yesterday’s helicopter parents—who held unattainable standards for their children— have extended to the digital sphere at a time when 90% of new mothers are Millennials. Miriam is a PhD student in the Department of Media and Communications at the London School of Economics and Political Science. [Header image credit: P. Gaggles, CC BY­SA 2.0] As a child, I was painfully aware of ‘helicopter parents’. This was due not to any intellectual curiosity, but to the fact that I was a byproduct of such (well­intentioned) micro­managers. I was born in 1985, and ‘overparenting’ took off in the 1990s, manifesting as a combination of excessive anxiety and unrealistic expectations. The crowning achievement of (American) helicopter parents is their child’s admission to an Ivy League university, and surely enough, I received my letter of acceptance to Columbia College (at the age of 15). However, as my peers and I came of age, teachers and child development researchers began to notice the adverse effects of parental bubble­wrapping. Although the overparenting trend seemingly climaxed in 2009 – as media outlets began publishing stories on its potential perils – I would argue that as of today, the trend has not disappeared, but rather, it has evolved.
    [Show full text]
  • Helicopter Parenting and Adjustment Outcomes in Young Adulthood: a Consideration of the Mediating Roles of Mastery and Self-Regulation
    Journal of Child and Family Studies (2019) 28:2145–2158 https://doi.org/10.1007/s10826-019-01433-5 ORIGINAL PAPER Helicopter Parenting and Adjustment Outcomes in Young Adulthood: A Consideration of the Mediating Roles of Mastery and Self-Regulation 1 1 Kristin L. Moilanen ● Mary Lynn Manuel Published online: 23 May 2019 © Springer Science+Business Media, LLC, part of Springer Nature 2019 Abstract Objectives The present study considered whether helicopter parenting in emerging adulthood is linked to adjustment outcomes (i.e., social competence, prosocial behavior, depression, substance use, and lifetime criminality) above and beyond other parenting practices (i.e., acceptance, psychological and firm control), and whether any associations are mediated by personal mastery and/or self-regulation. Methods Young adults ages 18 to 24 years responded to anonymous internet surveys (N = 302; 64.9% female, 79.4% white, 9.1% Hispanic). 1234567890();,: 1234567890();,: Results High helicopter parenting was linked to low mastery, self-regulation, and social competence, and to high depression. Only associations with depression were attenuated when other parenting practices were controlled. Direct effects of heli- copter parenting on depression and social competence were mitigated to non-significance when self-regulation and/or mastery were modeled. Helicopter parenting and parental acceptance had indirect effects on all forms of adjustment via self- regulation, as well as indirect effects via mastery for depression. Conclusions Collectively, the findings
    [Show full text]
  • Fourhourschoolday Samptxt.Pdf
    The Four- Hour School Day is for anyone who wants insight on the lifelong advantages of home education. I would encourage you to take the leap of faith into homeschooling and allow Durenda Wilson to be your guide! KIRK CAMERON, actor and producer When you’re choosing the joy, wonder, and challenge of teaching your kids at home, this is the book you need. Durenda’s encour- agement and wisdom inspire and will keep you going, even on the rough days. SARAH MAckENZIE, author of The Read- Aloud Family and Teaching from Rest and creator of the Read- Aloud Revival podcast Durenda Wilson has written a groundbreaking masterpiece that is sure to revolutionize the way parents approach educating their children. The Four- Hour School Day is the most insightful, compel- ling, and profound book I’ve ever read on homeschooling. GINGER HUBBARD, author of Don’t Make Me Count to Three! and I Can’t Believe You Just Said That! and cohost of the podcast Parenting with Ginger Hubbard Durenda Wilson’s experience in raising and educating her chil- dren comes through clearly in this book. It will make you realize you already have what you need to succeed, strengthening your resolve and refreshing your heart. Whether you are a first- time homeschooler or a veteran in need of encouragement, I highly recommend this resource for all homeschool families who want to learn from parents like Durenda who have walked this road with wisdom and courage. ASHLEY WIggERS, publisher and co- executive editor, Homeschooling Today magazine In an age of micromanaged childhoods, Durenda Wilson brings calm into the chaos of the homeschool day by encouraging mothers to do less so their kids can learn more.
    [Show full text]
  • UC Irvine Learning in the Arts and Sciences
    UC Irvine Learning in the Arts and Sciences Title Help Your Child to Thrive: Making the Best of a Struggling Public Education System Permalink https://escholarship.org/uc/item/0n72q3n9 ISBN 978-0-9828735-1-9 Author Brouillette, Liane Publication Date 2014 License https://creativecommons.org/licenses/by-nc-nd/4.0/ 4.0 eScholarship.org Powered by the California Digital Library University of California FAMILY - CHILDCARE Help Your Child Help Your to Thrive Contemporary public schools focus intensely on academic success. Social-emotional development is given only incidental attention. Families must be prepared to take up the slack. Otherwise students’ emotional growth may be impeded, resulting in diminished social skills, motivation, and ability to cope with stress. This book describes how public schools have changed and provides strategies for helping your child to thrive. Liane Brouillette is an associate professor of education at the University of California, Irvine. Drawing on her experience teaching in public schools in the United States and Europe, she explains how budget cuts, along with LIANE BROUI state and federal mandates, have stretched American teachers thin. She urges parents to be proactive in preparing their children with the tools needed to thrive in contemporary classrooms. LL ETTE Help Your Child to Thrive U.S. $XX.XX Making the Best of a Struggling Public Education System LIANE BROUILLETTE Contents Preface .................................................................................................ix Acknowledgments................................................................................xi
    [Show full text]
  • The Effects of Helicopter Parenting on Academic Motivation" (2017)
    University of Mary Washington Eagle Scholar Psychological Science College of Arts and Sciences 2-6-2017 The ffecE ts of Helicopter Parenting on Academic Motivation Holly H. Schiffrin University of Mary Washington, [email protected] Miriam Liss University of Mary Washington, [email protected] Digital Object Identifier: 10.1007/s10826-017-0658-z Follow this and additional works at: https://scholar.umw.edu/psychological_science Part of the Child Psychology Commons Recommended Citation Schiffrin, Holly H. and Liss, Miriam, "The Effects of Helicopter Parenting on Academic Motivation" (2017). Psychological Science. 9. https://scholar.umw.edu/psychological_science/9 This Article is brought to you for free and open access by the College of Arts and Sciences at Eagle Scholar. It has been accepted for inclusion in Psychological Science by an authorized administrator of Eagle Scholar. For more information, please contact [email protected]. ORIGINAL PAPER The Effects of Helicopter Parenting on Academic Motivation Holly H. Schiffrin Miriam Liss Conflict of Interest: The authors declare that they have no conflict of interest. ___________________________ H. H. Schiffrin • M. Liss Department of Psychology, University of Mary Washington, 1301 College Avenue, Fredericksburg, VA 22401 e-mail: [email protected] Abstract There is a growing concern that overinvolved, helicopter parenting may have negative consequences for college students’ well-being and academic achievement. The goal of this study was to examine the effects of helicopter parenting on constructs related to academic achievement and success such as motivation for learning, perfectionism, and entitlement. Survey data are presented from 191 college students and their mothers (N = 125). Children’s report of maternal helicopter parenting was related to extrinsic motivation to learn, perfectionistic discrepancy, and avoidance goals for learning, which have been associated with lower academic performance in prior research.
    [Show full text]
  • Best Practices in Parent and Family Engagement: Implications for Student Success Christy Spurlock Western Kentucky University, [email protected]
    Western Kentucky University TopSCHOLAR® Dissertations Graduate School Fall 2017 Best Practices in Parent and Family Engagement: Implications for Student Success Christy Spurlock Western Kentucky University, [email protected] Follow this and additional works at: https://digitalcommons.wku.edu/diss Part of the Educational Leadership Commons, Higher Education Commons, and the Higher Education Administration Commons Recommended Citation Spurlock, Christy, "Best Practices in Parent and Family Engagement: Implications for Student Success" (2017). Dissertations. Paper 138. https://digitalcommons.wku.edu/diss/138 This Dissertation is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Dissertations by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. BEST PRACTICES IN PARENT AND FAMILY ENGAGEMENT: IMPLICATIONS FOR STUDENT SUCCESS A Dissertation Presented to The Faculty of the Educational Leadership Doctoral Program Western Kentucky University Bowling Green, Kentucky In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Christy L. Spurlock December 2017 BEST PRACTICES IN PARENT AND FAMILY ENGAGEMENT: IMPLICATIONS FOR STUDENT SUCCESS Dedicated to John and Sue Spurlock, and Morgan Acknowledgments Many individuals have played a supportive role in my doctoral journey, and I wish to express my heartfelt gratitude. My parents, John and Sue Spurlock, have generously supported my academic career through word and deed my entire life. From my first day of kindergarten until now, they have been my most constant champions. Ever ready to help support in any way needed, I cannot imagine what my life would have been like without their unconditional love and support.
    [Show full text]
  • The Helicopter Parent Phenomenon: Examining the Effects of Strong Parental Attachment on the Transition of Millennial Emerging Adults from College to the Workplace
    The Helicopter Parent Phenomenon: Examining the Effects of Strong Parental Attachment on the Transition of Millennial Emerging Adults from College to the Workplace By Lyn Riggsby-Gonzalez A dissertation submitted by the Graduate Faculty of Auburn University in partial fulfillment of the requirements of the Degree of Doctor of Philosophy Auburn, Alabama December 10, 2016 Keywords: parental attachment, parental involvement, transferable skills, soft skills, career readiness, job preparation, emerging adulthood Approved by David DiRamio, Chair, Associate Professor of Educational Foundations, Leadership, and Technology Daniel Henry, Director, Auburn Center for Evaluation Kathryn Jarvis, Director of Academic Support (Retired) Abstract Helicopter parents are recognized for meddling in all aspects of the academic, social, and professional lives of their children. As a result, these children may be hindered in the development of essential applied skills, i.e. transferable/soft skills for educational and career success. The purpose of this study was to examine the impact of helicopter parenting on the development of transferable/soft skills necessary for career readiness and job preparation. A mixed methods approach was utilized for this study including a quantitative survey adapted from the Inventory of the Dimensions of Emerging Adulthood (IDEA) by Reifman, Arnett, and Coleman (2007) and parental involvement by Mitchell (2012), as well as transferable/soft skills identified by the National Association of Colleges and Employers (2015). The quantitative analysis for this study utilized both exploratory factor analysis (EFA) and analysis of variance (ANOVA). The qualitative portion of this study included sequential follow-up interviews with purposefully selected participants. A grounded theoretical approach using in-depth, semi-structured interviews for descriptive data collection and open, axial, and selective coding techniques for data analysis guided the qualitative methodology for this study.
    [Show full text]
  • TORT LIABILITY in the AGE of the HELICOPTER PARENT Elizabeth G. Porter∗ Discussions of Parental Liability by Courts and Legal
    3 PORTER 533 – 587 (DO NOT DELETE) 2/1/2013 12:26 PM TORT LIABILITY IN THE AGE OF THE HELICOPTER PARENT Elizabeth G. Porter∗ ABSTRACT Discussions of parental liability by courts and legal scholars are often tinged with fear: fear that government interference will chill parental autonomy; fear that parents will be held liable for their children’s every misdeed; and, recently, fear that a new generation of so-called “helicopter parents” who hover over their children’s every move will establish unrealistically high legal standards for parenting. However, in the context of common law suits against parents, these fears are misguided. To the contrary, courts have consistently shielded wealthier parents—those most likely to be defendants in civil suits—from exposure to liability for conduct related to their parenting practices. This Article critically examines the common law of parental (non-) liability, both historically and in light of current cultural trends. Parental liability takes two forms: liability for parents’ harm to their children, and liability of parents for harms caused to others by their children. Individually these subjects have received remarkably little scholarly attention; together they have received none. Yet both types of parental liability are central to ongoing cultural debates about parenting, as well as to current controversies about the role of courts in establishing legal duty. A thorough reconsideration of parental liability is particularly timely in light of the new Restatement (Third) of Torts, which speaks directly to issues that are central to both forms of parental liability. This Article concludes that courts should hold parents to a standard of reasonable care.
    [Show full text]
  • Taking Care of Our Children
    Taking Care of Our Children FACILITATOR GUIDE: PARENT WORKSHop ON CHILDREARING IN FIRST NATIONS FAMILIES AND COMMUNITIES Acknowledgements This resource was developed through a literature review, advisory input, and interviews with key informants. Chi- miigwetch to these incredible knowledge holders for generously sharing their wealth of knowledge, stories, teachings, and personal experiences to develop this resource. Taking Care of Our Children would not be possible without you and your wise and loving ways. In addition Best Start Resource Centre would like to acknowledge and thank Kerry Bebee for her role in researching and drafting this guide. Advisory Committee • Tricia Atlookan, Early Childhood Coordinator, Nishnawbe Aski Nation • Kerry Bebee, Aboriginal Midwife/Co-Chair National Aboriginal Council of Midwives • Camille Borysewicz, Aboriginal Family Support Worker, Thunder Bay • Rebecca Doreen, Family Program Manager, Niwasa Head Start, Hamilton • Candi Edwards, Aboriginal Healthy Babies Healthy Children, Sioux Lookout • Serena Essex, Aboriginal Family Support Worker, Thunder Bay • Karen Lawford, PhD student, Aboriginal Midwife, Ottawa • Jenny McGraw, Family/Community Support Worker, Manitoulin Island • Cathy Punnett, Supervisor, Aboriginal Early Childhood Development Program, Native Child and Family Services of Toronto • Stephanie Sandy, Family Service Worker, Social Services, Chippewas of Rama First Nation Key Informants • Gail Anishinabe, Anishinaabe, Knowledge Holder, Healthy Babies Healthy Children Educator, Mother, Sandy Lake
    [Show full text]
  • Parenting with Style: Altruism and Paternalism in Intergenerational Preference Transmission
    http://www.econometricsociety.org/ Econometrica, Vol. 85, No. 5 (September, 2017), 1331–1371 PARENTING WITH STYLE: ALTRUISM AND PATERNALISM IN INTERGENERATIONAL PREFERENCE TRANSMISSION MATTHIAS DOEPKE Department of Economics, Northwestern University FABRIZIO ZILIBOTTI Department of Economics, Yale University The copyright to this Article is held by the Econometric Society. It may be downloaded, printed and re- produced only for educational or research purposes, including use in course packs. No downloading or copying may be done for any commercial purpose without the explicit permission of the Econometric So- ciety. For such commercial purposes contact the Office of the Econometric Society (contact information may be found at the website http://www.econometricsociety.org or in the back cover of Econometrica). This statement must be included on all copies of this Article that are made available electronically or in any other format. Econometrica, Vol. 85, No. 5 (September, 2017), 1331–1371 PARENTING WITH STYLE: ALTRUISM AND PATERNALISM IN INTERGENERATIONAL PREFERENCE TRANSMISSION MATTHIAS DOEPKE Department of Economics, Northwestern University FABRIZIO ZILIBOTTI Department of Economics, Yale University We develop a theory of parent-child relations that rationalizes the choice between alternative parenting styles (as set out in Baumrind (1967)). Parents maximize an ob- jective function that combines Beckerian altruism and paternalism towards children. They can affect their children’s choices via two channels: either by influencing chil- dren’s preferences or by imposing direct restrictions on their choice sets. Different parenting styles (authoritarian, authoritative, and permissive) emerge as equilibrium outcomes and are affected both by parental preferences and by the socioeconomic en- vironment. Parenting style, in turn, feeds back into the children’s welfare and economic success.
    [Show full text]
  • Creating Parent Interactions on College Campuses That
    CREATING PARENT INTERACTIONS ON COLLEGE CAMPUSES THAT ASSIST WITH THE DEVELOPMENT OF RESILIENCE AND INDEPENDENT PROBLEM SOLVING IN UNDERGRADUATE STUDENTS by Susan Little Lantz An executive position paper submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Doctor of Education Summer 2016 © 2016 Susan Little Lantz All Rights Reserved ProQuest Number: 10191263 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. ProQuest 10191263 Published by ProQuest LLC ( 2016 ). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 CREATING PARENT INTERACTIONS ON COLLEGE CAMPUSES THAT ASSIST WITH THE DEVELOPMENT OF RESILIENCE AND INDEPENDENT PROBLEM SOLVING IN UNDERGRADUATE STUDENTS by Susan Little Lantz Approved: ____________________________________________________ Ralph P. Ferretti, Ph.D. Director of the School of Education Approved: ____________________________________________________ Carol Vukelich, Ph.D. Interim Dean of the College of Education and Human Development Approved: ____________________________________________________ Ann L. Ardis, Ph.D. Senior Vice Provost for Graduate and Professional Education I certify that I have read this executive paper and that in my opinion it meets the academic and professional standard required by the University as an executive position paper for the degree of Doctor of Education.
    [Show full text]