Mona And Her 14-Year-Old Twin Daughters Are At Home 879574

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 fight? Do the same for each type of power identified in the French Model.

Paper For Above instruction

In family dynamics, especially among teenagers, conflicts over shared resources like electronic devices are common. The intervention by a parent such as Mona can be effectively guided by understanding different power bases as outlined in the French and Raven model of power. These bases include reward power, coercive power, legitimate power, expert power, and referent power. Each type of power offers distinct strategies to influence behavior and manage conflicts constructively.

Starting with reward power, Mona could utilize her authority to motivate her daughters positively. For example, she might say, "If you both agree to take turns, I will let each of you use the iPad for 30 minutes without interruption." This statement leverages her ability to reward compliance, encouraging the girls to settle their dispute amicably in anticipation of gaining a desirable outcome. Reward power works by providing benefits or privileges in exchange for cooperation, thereby fostering a sense of motivation and fairness.

Next, employing coercive power involves using the threat of a negative consequence to deter undesirable behavior. Mona could say, "If you don’t calm down and share the iPad, I will take it away for the rest of the day." While effective in immediate compliance, overreliance on coercive power can breed resentment. Therefore, it must be used sparingly and alongside other more positive influences.

Legitimate power stems from the parent's formal authority. Mona might assert, "As your mother, I decide that both of you should share the iPad fairly." This emphasizes her role and rightful authority to set household rules. When children recognize the legitimacy of parental authority, they are more likely to comply out of respect and understanding of family hierarchy, which helps maintain harmony.

Expert power derives from Mona’s perceived knowledge or experience. She could say, "I’ve been looking up educational apps that can benefit both of you. Why don’t we take turns using the iPad to try new learning games?" This appeals to her daughters’ respect for her knowledge and can redirect their focus from conflict to collaboration, fostering a positive influence based on her expertise.

Finally, referent power relates to the daughters’ admiration and emotional connection to Mona. Mona might use her influence by saying, "Remember how we used to enjoy reading together? Let’s find a way to share the iPad so everyone gets a fair chance, just like we share love and respect." This approach appeals to their emotional bond and values, encouraging cooperation through shared affection and respect.

In the context of the Raven and French models, Mona’s intervention can effectively utilize multiple power bases to resolve conflicts constructively. Reward and expert powers promote positive reinforcement and respect, whereas legitimate and referent powers foster compliance through authority and emotional bonds. Coercive power, while sometimes necessary, should be used cautiously to avoid damaging relationships. A balanced approach that leverages these different types of power can help Mona manage her daughters' disputes while nurturing trust and mutual respect within the family unit.

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