Question

Question1)

a) What implications does Bandura Theory have for parenting practices?

b) how does parenting influence a child’s ability to regulate their emotions?

c) how does Bowlby’s attachment theory help explain the impact on child abuse and neglect on a child’s development?

Answer 1

a).

Bandura's (1997) social cognitive theory proposes a transactional system of triadic reciprocal influences over time in which inner personal factors (e.g., parents' self-efficacy cognitions), agents' behavior (e.g., parenting practices), and the environment (e.g., family networks) interact to determine outcomes (e.g., children's adjustment). Those with high self-efficacy are hypothesized to have high levels of motivation to perform well, a high likelihood of initiating difficult tasks, investment of effort, and perseverance in the face of adversity. These factors tend to predict competent implementation of tasks and achievement of desired outcomes. Moreover, Bandura's view is that self-efficacy is not a fixed trait, but rather fluctuates in response to changing demands (e.g., developmental challenges of adolescents) and personal development (e.g., parenting skill acquisition).

Given the broadly transactional assertions of social cognitive theory, the purpose of this study was to evaluate the processes operating between parenting self-efficacy (an inner personal factor) and parenting practices (agents' behavior) that predict adolescent conduct problems.

b). Parenting. Responsive, warm and accepting parenting practices can help children develop good emotional self-regulation. When parents are responsive, their children associate them with comfort and relief from stress.

From time to time, different things can affect your child's ability to self-regulate. For example, tiredness, illness and changes to your child's routine can all affect her ability to regulate her reactions and behaviour. Also, some children have great self-regulation at child care or school but find it hard at home.

c). Bowlby defined attachment as a 'lasting psychological connectedness between human beings. ' Bowlby (1958) proposed that attachment can be understood within an evolutionary context in that the caregiver provides safety and security for the infant. Attachment is adaptive as it enhances the infant's chance of survival.

Bowlby identified that a child's first three years of life were significant in terms of attachment, and posited four stages:
1. The pre attachment phase (birth to 6-8 weeks). At this stage the
infant has not yet attached to a care giver but can recognise
his/her mother's voice and smell.The child displays a variety of
behaviours such as smiling,crying and grasping, which
usually facilitate adult contact.

2. The attachment-in-making phase( 6-8 weeks to 6-8 months).
During this stage the infant begins to respond preferentially and
differently to significant caregiver/s (e.g. smiling and
laughing at care giver/s, settling more easily from care giver/s
actions), however does not protest over separation from them.

3. The 'clear-cut' attachment phase(6-8months to 18months-3years).The hallmark of this stage is the
child's clear attachment to care giver/s. The child seeks out
and responds to particular care givers. Also during this stage,
separation anxiety (distress, crying etc) will manifest when a child is
separated from a significant care giver. This reaction subsides
upon the return of and comfort by a significant adult.

4. Formation of a reciprocal relationship phase (18 months to
2-3 years and on). This stage is characterised by the recognition
that significant caregivers are separate individuals with whom
the child can interact and negotiate. Separation anxiety
reduces, as the child is increasingly able to understand
and predict an adult's departure and arrival in everyday life