Mona And Her 14-Year-Old Twin Daughters Are At Home 280286

Mona And Her 14 Year Old Twin Daughters Are At Home The girls Begin

Mona and her 14-year-old twin daughters are at home. The girls begin squabbling over who gets to use the family’s iPad. Mona intervenes to stop the fight. Using the Raven and French model of power, what might Mona say to end the fight? For example, if Mona were relying on the reward power model, what would be her possible response that would result in an end to the fight? Do the same for each type of power identified in the French Model. Please create this assignment in a Word document. Your assignment should be words in length.

Paper For Above instruction

In family dynamics, conflicts such as disagreements over shared resources like an iPad are common, especially among adolescents. To effectively resolve such disagreements, understanding the application of different power bases—specifically, the Raven model of power and French and Raven’s theoretical framework—is essential. These models provide insights into how authority, influence, and persuasion can be used to influence behavior and resolve conflicts. This paper explores what Mona might say to her twin daughters to resolve their squabble, based on each power type outlined in the French and Raven model, as well as the Raven model of power, emphasizing the strategies that could lead to a peaceful resolution.

Reward Power

Reward power is based on the ability to offer positive incentives to influence others. If Mona relies on reward power, she might say, "If you two can take turns with the iPad without arguing, I will let you choose a special treat or an extra hour of screen time this weekend." This approach motivates the girls to cooperate by appealing to their desire for positive reinforcement, making it more likely they will stop fighting in anticipation of the reward. Reward power aligns with behavioral psychology, where positive outcomes reinforce desired behaviors, leading to conflict resolution in a constructive manner (French & Raven, 1959).

Coercive Power

Coercive power involves the use of threats or punishment to influence behavior. Mona might say, "If you keep fighting over the iPad, I will take it away for the rest of the day." Although this approach can be effective in the short term, it risks fostering resentment and doesn't promote long-term cooperation. Coercive power relies on the fear of negative consequences to suppress undesirable behaviors (French & Raven, 1959). In this context, Mona's firm warning could effectively end the dispute, but it might also impact the trust and emotional rapport between mother and daughters.

Legitimate Power

Legitimate power stems from a person’s official position or authority. Mona might assert, "As your mother, I decide who uses the iPad. Right now, it’s my decision, and I say that you need to take turns." By invoking her authority as the parent, Mona establishes control over the situation. This type of power can be effective if the children accept her authority without resistance. It emphasizes her role as the decision-maker, which can lead to a quick resolution but may also reduce potential for open negotiation (French & Raven, 1959).

Referent Power

Referent power is based on admiration and personal connection. Mona might appeal to her daughters’ respect and feelings, saying, "You both are wonderful girls, and I know you can share the iPad kindly together. Let's find a way that makes everyone happy." This approach fosters cooperation by appealing to the daughters’ desire to maintain a positive relationship with Mona and each other. Referent power leverages her likability and the emotional bonds to influence behavior positively, encouraging the girls to resolve their conflict amiably (French & Raven, 1959).

Expert Power

Expert power derives from the perception of someone’s knowledge or expertise. Mona could say, "I’ve noticed that sharing the iPad peacefully makes everyone happier and more relaxed. So, I suggest you take turns, and I can help you set a timer." Here, Mona positions herself as someone with helpful knowledge, guiding her daughters toward cooperative behavior. This approach can be effective if the children see her as credible and knowledgeable about fair sharing, thus encouraging compliance through respect for her expertise (French & Raven, 1959).

Information Power

Information power involves influence through knowledge. Mona might say, "I read that taking turns means everyone gets to enjoy the iPad and it prevents arguments. Let’s try a fair schedule today." By sharing information about the benefits of sharing and the consequences of fighting, Mona persuades her daughters to cooperate based on the knowledge she provides. This form of power can encourage voluntary compliance when individuals see the reasoning behind the request as rational and beneficial (French & Raven, 1959).

Conclusion

Effectively resolving conflicts such as sibling disputes over shared resources requires utilizing different power bases strategically. Reward power can incentivize cooperation through positive reinforcement, while coercive power might discourage fighting through threats. Legitimate power reinforces the parent’s authority, whereas referent power fosters cooperation through admiration and emotional bonds. Expert and information powers rely on credibility and knowledge to influence behavior constructively. By understanding these different power types, Mona can tailor her responses to promote harmony and teach her daughters valuable lessons in sharing and conflict resolution, fostering healthier family relationships and better behavioral management.

References

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