Parent-Adolescent Relationships

Parent-Adolescent Relationships

The adolescent-parent relationship undergoes several changes during early adolescence, which typically occur between the ages of 10 to 14. Cultural factors can influence these changes, and the extent of these changes may vary across cultures. An example of such a change and its relation to culture is increased independence. Accordingly, adolescents often seek more independence and autonomy (Newman & Newman, 2017). They may want to make decisions about their activities, friends, and personal space. In some Western cultures, there is a strong emphasis on individualism, and parents may encourage this independence as a way of fostering personal growth. In contrast, in more collectivist cultures, parents may prioritize family interdependence and have more influence over their children’s choices.

Parents and peers both play significant roles in an adolescent’s social, emotional, and cognitive development, but their influences differ in several ways. For instance, parents will often offer emotional support, while peers offer social support. Secondly, parents are the primary agents of socialization. They transmit cultural values, norms, and beliefs to their children, shaping their identity and understanding of the world. Peers, on the other hand, play a crucial role in helping adolescents explore and establish their identity. They provide opportunities for experimentation, self-expression, and the development of a sense of belonging. Regarding cognitive development, parents play a crucial role by fostering early learning, language development, and critical thinking skills through interactions, conversations, and educational support. Adolescents often engage in intellectual discussions, debates, and problem-solving with peers. These interactions can stimulate cognitive growth by presenting new perspectives and ideas.

Self-concept, or one’s perception of oneself, is shaped by a complex interplay of various influences, including the demands and expectations of parents and peers (Chaplin & John, 2010). Complementary and conflicting demands from these two social groups can have significant impacts on an adolescent’s self-concept. Accordingly, complementary demands can provide a sense of consistency in an adolescent’s self-concept. When parents and peers validate an adolescent’s self-perception, it can lead to a more secure and stable self-concept. Further complementary demands can also help reinforce an adolescent’s self-concept. Contrastingly, conflicting demands can lead to identity confusion, a division between social identity and personal identity, and stress and anxiety. Lastly, the development of an ethnic group identity among adolescents is influenced by a range of factors. These influential factors include cultural socialization, media and literature, family background, community involvement, acculturation process, education, and exposure to cultural traditions.

References

Chaplin, L. N., & John, D. R. (2010). Interpersonal influences on adolescent materialism: A new look at the role of parents and peers. Journal of Consumer Psychology, 20(2), 176-184.

Newman, B. M., & Newman, P. R. (2017). Development through life: A psychosocial approach. Cengage Learning.

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Parent-Adolescent Relationships

What are some of the typical changes in the adolescent-parent relationship in early adolescence? How are these changes related to culture? Social class? When thinking about relationships with parents and peers, what different roles or contributions do these two groups play in an adolescent’s cognitive, emotional, and social development? How is self-concept shaped by complementary and/or conflicting demands from parents and peers? What factors might be influential as an adolescent develops an ethnic group identity?