Hovering Too Close: the Ramifications of Helicopter Parenting in Higher Education1
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The Effects and Behaviours of Home Alone Situation by Latchkey Children
American Journal of Nursing Science 2015; 4(4): 207-211 Published online July 21, 2015 (http://www.sciencepublishinggroup.com/j/ajns) doi: 10.11648/j.ajns.20150404.19 ISSN: 2328-5745 (Print); ISSN: 2328-5753 (Online) The Effects and Behaviours of Home Alone Situation by Latchkey Children J. Rajalakshmi 1, P. Thanasekaran 2 1Medical-Science Department, Ambo University, Ambo, Ethiopia, East Africa 2Medical-Science Department, Wollega University, Nekemte, Ethiopia, East Africa Email address: [email protected] (J. Rajalakshmi), [email protected] (P. Thanasekaran) To cite this article: J. Rajalakshmi, P. Thanasekaran. The Effects and Behaviours of Home Alone Situation by Latchkey Children. American Journal of Nursing Science . Vol. 4, No. 4, 2015, pp. 207-211. doi: 10.11648/j.ajns.20150404.19 Abstract: Economic and social pressures are forcing more parents into the workplace at a time when children appear to most need adult guidance and supervision. These children, in turn, face a growing number of problems such as physical and sexual abuse, crime and delinquency, depression and suicide, drug and alcohol abuse, emotional and behavioral problems, learning difficulties, school attendance problems, domestic violence, pregnancy, abortion, and venereal disease. Many "latchkey" children experience stressful and even dangerous situations without ready access to adult guidance and support. It is estimated that as many as 10 million children care for themselves before or after school. Many latchkey kids begin their self-care responsibilities at about 8 years of age. Keywords: Introduction, History, Statistics, Literatures, Exports Talk, Effects on Children, Parents Tips, Kids Safe 1. Introduction How do parents provide supervision for their school age under a mat (or some other object) at the rear door to the children when they work? School age children are sometimes property. -
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, -
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. -
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 -
The Social and Environmental Turn in Late 20Th Century Art
THE SOCIAL AND ENVIRONMENTAL TURN IN LATE 20TH CENTURY ART: A CASE STUDY OF HELEN AND NEWTON HARRISON AFTER MODERNISM A DISSERTATION SUBMITTED TO THE PROGRAM IN MODERN THOUGHT AND LITERATURE AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY LAURA CASSIDY ROGERS JUNE 2017 © 2017 by Laura Cassidy Rogers. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial-Share Alike 3.0 United States License. http://creativecommons.org/licenses/by-nc-sa/3.0/us/ This dissertation is online at: http://purl.stanford.edu/gy939rt6115 Includes supplemental files: 1. (Rogers_Circular Dendrogram.pdf) 2. (Rogers_Table_1_Primary.pdf) 3. (Rogers_Table_2_Projects.pdf) 4. (Rogers_Table_3_Places.pdf) 5. (Rogers_Table_4_People.pdf) 6. (Rogers_Table_5_Institutions.pdf) 7. (Rogers_Table_6_Media.pdf) 8. (Rogers_Table_7_Topics.pdf) 9. (Rogers_Table_8_ExhibitionsPerformances.pdf) 10. (Rogers_Table_9_Acquisitions.pdf) ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Zephyr Frank, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Gail Wight I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Ursula Heise Approved for the Stanford University Committee on Graduate Studies. Patricia J. -
Preparing-Your-Child-To-Be-A-Latchkey-Kid.Pdf
All over the US, children are going home after school and spending time alone until their parents get home from work. This is what a latchkey kid is. The term came about because they have their own key, usually on a chain hung from their neck, to unlock their home each day when they’re done with school. They typically have no adult supervision for two to three hours each evening while they wait for their parents to come home. There are more than four million grade-school-aged latchkey kids because there are a lot of dual-income parents and single parents in the workforce today. But this number is down from its high in the 80s when over half of all children were latchkey kids. It’s very difficult to find affordable childcare for this age group. However, before you choose to let your child become a latchkey kid, there are many things to consider - such as the laws in your area, whether your child is mature enough, and your own financial and emotional situation. Latchkey Kids and the Law If you’re considering letting your child become a latchkey kid, then you need to find out what the law is in your state, city, and county. For the most part, allowing a child to stay home before the age of 8 is not recommended or even legal today. It was done in the past with great regularity but now the laws have changed the rules for parents. Most professionals agree that children between ages 8 and 10 shouldn’t be home alone for more than a couple of hours. -
Something Cool After School
Technical Assistance Paper Number 1 The Qualities of Excellent School-Age Care For generations, children nearing the vast majority of two-parent park and recreation centers, some the end of their school day have households require both parents to in activity or child care centers. Some found their minds wandering from work outside the home. Nearly half of cater to children up to age 10; others their classroom books and their all households with children are run provide environments specifically teachers’ voices. With delicious by a single parent. For many children, designed for older children. While tension they have rustled in their family social structures that once some focus all their activities on a seats and eyed the minute hand of created safe and constructive central theme such as the arts, the big round wall clock, waiting for recreational opportunities have athletics, or community building, that last mechanical clink, followed evaporated. others develop highly varied agendas by the r-r-r-ring of the day’s-end School-age care programs seek to that take into account the full range bell. Then, like Fred Flintstone redress these concerns. The term of children’s interests and surfing down his rockasaurus’s “school-age care” encompasses a characteristics. back, they’ve dashed out of the gamut of services offered before and Typically, an enrolled child spends classroom into what they consider after school operating hours for anywhere from 15 to 20 hours a to be their “real” lives. Riding bikes children between ages 5 and 14. week— the equivalent of two full and writing poems. -
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. -
© 2015 Scientific American He First Time It Happened, Christine* Was Only Seven Years Old
© 2015 Scientific American he first time it happened, Christine* was only seven years old. Her mother’s live-in boyfriend sexually as- saulted her, beginning an abusive relationship that Victims of sexual assault in lasted more than two years. When a friend of the childhood face a higher risk family figured out what was going on, the friend in- formed Christine’s mom, who refused to believe it, of future abuse. Research despite her daughter’s confirmation. Soon afterward, is suggesting ways of a social services worker confronted the family, and Christine’s abuser fled. Christine never saw the man again, but it was not the end of her experience with sexual trauma. She T lived in a neighborhood with a high crime rate. She Breaking T was a latchkey kid, who was often unsupervised and left to fend for herself. Sexual abuse seemed to follow her. the In high school, she was gang-raped at a party. Years later, after she joined the military, she met a man whom she thought she could trust. They dated for a short period, but just when she decided to end the relationship, he forced himself on her. Cycle Now, at 38, Christine is finally in a solid, healthy relationship. But she still has her struggles. Although she has seen counselors on By Sushma Subramanian and off over the years, she continues to have nightmares related to her attacks and has difficulty trusting people. Christine is one of 84 women involved in a long-term study of the impact of childhood sexual abuse, led by University of South- ern California psychologist Penelope Trickett. -
Playpandemic-Newer
#PlayPandemic DON’T JUST SURVIVE... THRIVE Move over, Corona, there’s a new pandemic in town. It’s Play and it’s spreading like wildfire throughout the globe. I know, Covid-19 is no laughing matter - my heart #PlayPandemic aches for all those suffering from it’s far reaching effects. We’re going to meet the panic, fear and uncertainty with passion, purpose and joy. TABLE OF CONTENTS: What follows on these pages is an offering WELCOME / PAGE 3 of guidance, reassurance and practical steps to transform your forced-seclusion and social EXTRA RESOURCES / PAGE 4 distancing into a true family retreat. PLAY TIME / PAGE 8 This guide, and all the materials linked in it - are aimed to serve you. Pick and choose what works FOCUS TIME / PAGE 10 for you and release the rest. This is a #guiltfree and #judgementfree zone - we believe there is no one- MESSY TIME/ PAGE 13 size-fits-all and no such thing as “behind”. MOVEMENT TIME/ PAGE 16 So dive right in, make it your own and share it out. Let’s spread the #PlayPandemic like a wild fire. QUIET TIME/ PAGE 18 FAMILY TIME/ PAGE 20 SCREEN TIME / PAGE 22 DAILY FLOW SHEET / PAGE 27 Hey, I would love the chance to support you further and connect with you on a deeper and more personal level. Connect With Me Via Email I’ll share Live Q&A’s, updated play ideas and behind the scenes snippets... 2 WELCOME! At home all day with your kids? Social distancing? Now comes the tough love part: If you’re “stuck” at home with your Anxiety?...in this uncertain time I know you kids either way for the foreseeable future you have two choices: probably have so many questions, just like all the A) Suffer through it, waiting for it to end, perhaps crippled by anxiety other parents who reach out to me asking: How to or bursts of rage.. -
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 -
An Educational Psychological Analysis of Latchkey Children
AN EDUCATIONAL PSYCHOLOGICAL ANALYSIS OF LATCHKEY CHILDREN by MUTSHINYANI EUNICE RAMBAU Submitted in part fulfilment of the requirements for the degree of MASTER OF EDUCATION-WITH SPECIALISATION IN GUIDANCE AND COUNSELLING at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: DR E VENTER FEBRUARY 2008 DECLARATION I declare that AN EDUCATIONAL PSYCHOLOGICAL ANALYSIS OF LATCHKEY CHILDREN is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. ___________________ ______________________ M E RAMBAU DATE ACKNOWLEDGEMENTS I would like to express my sincere gratitude to: • My supervisor, Dr Venter, for her mentorship and guidance. • Professor Roets, for her intellectual input, encouragement, understanding and for believing in me. • Karlien de Beer of the UNISA library for her assistance. • Participants in this study (latchkey children, parents and educators). • The school principal and staff members for their support. • My mother, Marandela, for her patience, understanding, support and encouragement. • My brother, Simon, leading the way for me to follow in his footsteps. He is my inspiration. • My sisters, Mashudu and Joyce, and my brother, Ephraim, for being there when I needed them. • My children, Ntsako and Bonolo for encouraging me and their adventurous elder brother, Eugene, who contributed to this study in a constructive and destructive way. • Musa, for the advice, assistance and support. Thanks for being a helpful friend. • My friend, Jeff, for his support and encouragement. • Above all, I thank, the almighty God for giving me the strength, courage, patience and wisdom which enabled me to persevere with my studies up to the completion thereof.