A Parent Is At His Or Her Wits End Over A Seeming Lack

A Parent Is At His Or Her Wits End Over A Seeming Lack O

Question 1: A parent is at his or her wit's end over a seeming lack of ambition and drive in his 8-year-old son and has come to you for help. The parent reports that all the child wants to do is play video games. As a professional counselor, how might you separately counsel both the parent and the child? Formulate your response around your understanding of physical development and multiple-intelligences theories as well as parenting styles.

Paper For Above instruction

Addressing parental concerns regarding an 8-year-old's alleged lack of ambition and excessive interest in video games requires a nuanced understanding of child development, learning theories, and effective parenting strategies. As a counselor, my approach would involve working with both the parent and the child to foster motivation, support healthy development, and establish balanced behaviors.

Initially, understanding the child's physical development is crucial. At age 8, children are typically in the concrete operational stage (Piaget, 1952), characterized by developing logical thinking but limited abstract reasoning. Their motor skills are well-developed, allowing them to participate in various physical activities; thus, encouraging physical play can promote overall development and better sleep patterns, which correlate with motivation (Kail & Cavanaugh, 2014). Recognizing that children are naturally curious and vary in multiple intelligences (Gardner, 1983), is vital. For some children, linguistic intelligence may manifest as vivid storytelling, whereas others may demonstrate spatial or kinesthetic intelligences through art or sports. Identifying and nurturing these intelligences can increase the child's engagement and motivation beyond rote achievement or traditional goals.

When counseling the parent, I would emphasize the importance of adopting authoritative parenting—characterized by warmth and clear boundaries. This style has been linked with positive motivation, social competence, and lower problem behaviors (Baumrind, 1991). The parent should set consistent limits on screen time while encouraging other enriching activities aligned with the child's interests. Instead of viewing video games solely as a hindrance, exploring educational or skill-based games can stimulate multiple intelligences and promote motivation. Parental modeling also plays a critical role; demonstrating balanced screen usage and participation in diverse activities provides a healthy blueprint for the child.

For the child, counseling would focus on developing intrinsic motivation by setting achievable goals and connecting activities to their interests. For instance, if a child enjoys video games, integrating game-based learning with physical activity or creative projects can be effective. Employing the principles of multiple intelligences theory allows tailored activities—such as sports for kinesthetic learners or storytelling for linguistic learners—that align with their strengths, thereby fostering a sense of accomplishment and ambition. Additionally, engaging the child in discussions about their passions and involving them in decision-making nurtures autonomy, which is vital for motivation.

In conclusion, guiding both the parent and child involves fostering a supportive environment that values diverse ways of learning and expressing ambition. By integrating developmentally appropriate practices, understanding individual strengths, and promoting authoritative parenting, we can help the child develop motivation, purpose, and a healthy balance in activities that contribute to their overall growth.

References

• Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56-95.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
• Kail, R. V., & Cavanaugh, J. C. (2014). Human development: A lifespan view. Cengage Learning.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.

Question 2: It is said that children's social behaviors and attitudes are influenced by what they see on TV, whether it be violence, prosocial skills, or a distorted view of women and minorities. Do you agree or disagree? Why? Support your response with research and personal anecdotes.

Children's social behaviors and attitudes are significantly influenced by television content, a perspective supported by extensive research. Television serves as a primary source of social information, shaping perceptions, attitudes, and behaviors from a young age. Exposure to violent media, for example, has been linked to increased aggressive behaviors in children. Bandura's (1963) social learning theory posits that children imitate observed behaviors, especially when these behaviors appear to be rewarded or lack negative consequences. Studies such as those by Bushman and Anderson (2009) have demonstrated that frequent exposure to televised violence correlates with increased aggression and desensitization to violence in real life.

Conversely, television programs that showcase prosocial behaviors, cooperation, and empathy contribute positively to social development. Shows that depict sharing, kindness, and conflict resolution teach children social skills and emotive understanding. For instance, programs like "Sesame Street" have been shown to improve social-emotional skills and foster positive attitudes toward others (Bilbrey et al., 2011). However, the portrayal of women and minorities can sometimes be distorted or stereotypical, leading to biased perceptions and reinforcing societal inequalities. Personal anecdotes reveal that children often internalize media messages, influencing their self-esteem and attitudes towards different groups; for example, exposure to stereotypical portrayals of women can impact a girl's self-image and aspirations (Huston & Wright, 1998).

Research by Kail & Cavanaugh (2014) emphasizes that media literacy education can mitigate some harmful effects, enabling children to critically analyze what they see. As a counselor, I advocate for guided media consumption, encouraging parents to choose age-appropriate programming that promotes positive social messages while discussing content critically with children. Limiting screen time and fostering real-world social interactions are also vital to counteract the potential negative influence of TV imagery. Ultimately, while TV can be a powerful tool for learning and socialization, careful regulation and active engagement are necessary to ensure its influence fosters healthy attitudes and behaviors, rather than perpetuating stereotypes or violence.

References

• Bilbrey, A. C., Vandell, D. L., & Ramanan, S. (2011). The Role of Media in Children's Development. American Journal of Preventive Medicine, 40(2), 208-213.
• Bandura, A. (1963). Social Learning and Personality Development. Holt, Rinehart & Winston.
• Bushman, B. J., & Anderson, C. A. (2009). Social cognitive theories of aggression. In Oxford handbook of aggression.
• Huston, A. C., & Wright, J. C. (1998). Children and the media:doctoral perspectives. Journal of Applied Developmental Psychology, 19(4), 377–393.
• Kail, R. V., & Cavanaugh, J. C. (2014). Human development: A lifespan view. Cengage Learning.