Adolescents, Families, and Social Development: How Teens by Judith G. Smetana

By Judith G. Smetana

This ebook offers an in-depth exam of young people’ social improvement within the context of the family.Grounded in social area idea, the e-book attracts at the author’s examine during the last 25 yearsDraws from the result of in-depth interviews with greater than seven-hundred familiesExplores adolescent-parent relationships between ethnic majority and minority early life within the usa, in addition to learn with youth in Hong Kong and ChinaDiscusses vast learn on disclosure and secrecy in the course of youth, parenting, autonomy, and ethical developmentConsiders either renowned resources corresponding to video clips and public surveys, in addition to scholarly assets drawn from anthropology, background, sociology, social psychology, and developmental psychologyExplores how diversified strands of improvement, together with autonomy, rights and justice, and society and social conference, develop into built-in and coordinated in youth

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For instance, we recorded occasional conflicts about whether it was permissible for a teenager to date someone of a different religion. Clearly this dispute reflects differences in parents’ and teens’ values, as instantiated in the context of dating choices. But, in general, there were few direct clashes over teenagers’ and parents’ expressed religious, moral, and political attitudes and values. These issues may have served as lively discussion topics at the dinner table, but they did not surface in the more contentious sphere of disputes between parents and teenagers.

As one 7th grade boy stated succinctly, “I don’t want to mow the lawn. ” Thus, although some European American teens acknowledged that there was a need for help around the house or for chores to be done, some wanted to abdicate their responsibility for carrying them out. More typically, though, European American teenagers acknowledged the need to do the chores, but not necessarily in the particular way or at the particular time parents wanted them done. Christina, a 5th grader, put it this way: Well, I usually get home from school at 3:30, and then I have a baseball game to go to, because I play baseball and sports, and that doesn’t really give me any time to play with my neighbors or anything … and my dad will make me do the dishes because he and my mom want to talk.

Many researchers have used the Issues Checklist (Prinz, Foster, Kent, & O’Leary, 1979; Robin & Foster, 1989) to measure adolescent–parent conflict. This checklist includes 44 different areas of day-to-day decision-making (for instance 36 Conflicts and Their Vicissitudes over curfew, clothing, or homework). Family members indicate whether each issue on this list has been discussed within the past 2 weeks. For those that have, respondents rate the frequency and intensity of the discussion. The advantage of this method is that all family members evaluate a common set of items while still allowing for individual variation in the issues that are endorsed.

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