Children's Needs – Parenting Capacity - Digital Education Resource ...

Children's Needs – Parenting Capacity - Digital Education Resource ... Children's Needs – Parenting Capacity - Digital Education Resource ...

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152 Children’s NeedsParenting CapacityBut not all children have this opportunity for friendships. Research suggestschildren who grow up with domestic violence have poorer peer relationships andoften suffer peer rejection. Bullying is also a feature identified by many children ofparents with learning disabilities, mental illness and domestic violence (Aldridgeand Becker 2003; Department of Health and Department for Education and Skills2007; Holt et al. 2008). This may be the result of an impaired ability to handlefrustration and regulate emotions. These children appear more likely to lack effectiveproblem-solving skills and conflict resolution strategies (Onyskiw 2003; Holt et al.2008).Few children of this age discuss family problems with friends or relatives becausethey fear disbelief, separation, or negative repercussions for themselves and/ortheir parents. Boys in particular may find it harder than girls to talk about parentalproblems and difficulties within the home. ‘If Daddy finds out that I told anyone, hemight hit me too ... I was scared he would hurt me too’ (girl, quoted in Joseph et al.2006, p.35).Moreover, children are acutely aware of social stigma and sense that mentalillness, learning disability, alcohol or drug misuse and domestic violence shouldnot be talked about, even when parents have not explicitly told them not to do so(Humphreys and Mullender 1999; Aldridge and Becker 2003; Gorin 2004). Forexample, Karr (1995) describes the shame experienced by a 6-year-old girl whoseparents were violent towards one another.I felt like the neighbours’ stares had bored so many imaginary holes in our wallsthat the whole house was rotten as wormy wood. I never quite got over thinkingthat folks looked at us funny on mornings after Mother and Daddy had fought.(Karr 1995, p.39)A fear of ridicule keeps many children from discussing their family with friends.For example, when one little girl was asked if she ever talked about what washappening at home her response was ‘No! My friends will think my family is screwedup. I wouldn’t be able to face them if they knew’ (quoted in Joseph et al. 2006, p.35).Although children tend to protect their parents by erecting a wall of silence, theyare more likely to open up and talk about difficulties at home when they perceive anadult, such as their teacher or school nurse, to be approachable, trustworthy, nonjudgementaland willing to listen to what they have to say (Daniel et al. 2009).Unfortunately, childhood friendships and the support of wider family andprofessionals may be disrupted because families flee their home and neighbourhoodas a result of unpaid drug-related debts, evictions, or to escape a violent partner;unplanned moves were also a common feature in the lives of children who live withparents with learning disabilities (Cleaver and Nicholson 2007). ‘He made me leavemy home. He made me leave all my best friends. He made me leave all my things behind’(9-year-old girl, quoted in Mullender et al. 2002, p.108).Finally, there is the impact on children when separation from an attachmentfigure is unavoidable. Because children of this age have a greater understanding of

Child development and parents’ responses – middle childhood 153time, they are less likely to show the high levels of distress expected from youngerchildren. ‘Nonetheless, if parents’ departure seems capricious, unexplained, unacceptableor frightening in context, separation anxiety will be manifest’ (Rutter and Rutter 1992,p.113).Social presentationExpected presentationChildren of this age generally appear well cared for and are appropriately dressed.Children can make themselves understood by people outside the family andmany of those without verbal ability have begun to use a form of non-verbalcommunication.In general, children have learnt appropriate social skills and can adjust theirbehaviour and conversation to suit an increasingly wide range of situations includingwith peers, teachers and family.Possible impact on social presentationThe main impact of parental problems confronting children of this age group isfeelings of shame, embarrassment, fear of ridicule and social isolation.Mental illness, learning disability, problem drinking or drug use or the effects ofdomestic violence may cause apathy and low self-esteem, which may result in parentsstruggling to exert sufficient authority to ensure that children behave appropriatelyand their appearance is acceptable. ‘Jade’s (aged 10 years) hygiene continues to be poorand in the home bath nights are Tuesdays, Thursdays and Sundays, but Jade will not cooperate’(social worker’s report, quoted in Cleaver and Nicholson 2007, p.74).Parents’ problems can cause children shame and embarrassment (McGee 2000;Mullender et al. 2002). For example, some caring responsibilities, particularlyundertaking intimate care tasks, can embarrass children.Sometimes I help her to get dressed and undressed to go to bed, if she goes to bedbefore me ... it’s slightly embarrassing helping your mum when she hasn’t exactlygot clothes on.(Dearden and Becker 1996, p.22)Children want to belong to ordinary families. When parents’ problems lead themto behave in unpredictable or embarrassing ways, children want to keep it secret.The description in Deane’s book of his early childhood experiences of living with amentally ill mother offers a touching description of such childhood anxiety.We were all frightened. Also, I was ashamed. When I saw her wandering aroundthe house, touching the walls, tracing out the scrolls of varnish on the sitting-roomdoor with her finger, or climbing wearily up the stairs to gaze out of the window,

Child development and parents’ responses – middle childhood 153time, they are less likely to show the high levels of distress expected from youngerchildren. ‘Nonetheless, if parents’ departure seems capricious, unexplained, unacceptableor frightening in context, separation anxiety will be manifest’ (Rutter and Rutter 1992,p.113).Social presentationExpected presentationChildren of this age generally appear well cared for and are appropriately dressed.Children can make themselves understood by people outside the family andmany of those without verbal ability have begun to use a form of non-verbalcommunication.In general, children have learnt appropriate social skills and can adjust theirbehaviour and conversation to suit an increasingly wide range of situations includingwith peers, teachers and family.Possible impact on social presentationThe main impact of parental problems confronting children of this age group isfeelings of shame, embarrassment, fear of ridicule and social isolation.Mental illness, learning disability, problem drinking or drug use or the effects ofdomestic violence may cause apathy and low self-esteem, which may result in parentsstruggling to exert sufficient authority to ensure that children behave appropriatelyand their appearance is acceptable. ‘Jade’s (aged 10 years) hygiene continues to be poorand in the home bath nights are Tuesdays, Thursdays and Sundays, but Jade will not cooperate’(social worker’s report, quoted in Cleaver and Nicholson 2007, p.74).Parents’ problems can cause children shame and embarrassment (McGee 2000;Mullender et al. 2002). For example, some caring responsibilities, particularlyundertaking intimate care tasks, can embarrass children.Sometimes I help her to get dressed and undressed to go to bed, if she goes to bedbefore me ... it’s slightly embarrassing helping your mum when she hasn’t exactlygot clothes on.(Dearden and Becker 1996, p.22)Children want to belong to ordinary families. When parents’ problems lead themto behave in unpredictable or embarrassing ways, children want to keep it secret.The description in Deane’s book of his early childhood experiences of living with amentally ill mother offers a touching description of such childhood anxiety.We were all frightened. Also, I was ashamed. When I saw her wandering aroundthe house, touching the walls, tracing out the scrolls of varnish on the sitting-roomdoor with her finger, or climbing wearily up the stairs to gaze out of the window,

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