Fathers role in molding his sons adolescence

Fathers role in molding his sons adolescence Over the years so many theories have made it evident that the father is a role model to his children, especially his son during the adolescence years. But none have discussed in what manner he affects, what are the domains in which he is influential and what factors play role to have these effects. Even after being the third in the mother-child dyad, how come the father becomes so important once the child is in his/her puberty, more importantly the son. This paper is an attempt to analysis the findings of the earlier studies done in this domain, to summate their findings and conclude the role of the father in molding his adolescent sons life. According to Freudian psychoanalytical view the father is considered to be a fear instigating factor in a sons life due to which he identifies with him. In a research study based psychoanalytical view of role of father as being the one who castrates shows the importance of identification with him as a gender role model for son for healthy development of sexual orientation later in life (Ceccarelli and Horizonte, 2003). This study explains that the lack/absence of a father who demands respect from the son and lay strong secure base for him to project his oedipal complexes by constantly defining limits, can lead to the construction of the nostalgia of the fathers protection as the transformation of this father into the symbolic father and his projection of his need for a father figure onto his sexual partners and also defining his sexual preference (the cases described in the study were of sons who had homosexual orientation). Therefore a male role model needs to be present for the son to develop sexual preferences which invariantly becomes prominent during the pubertal years, as the boy experiences new bodily changes. According to Zoja (2001) in his book The Father: Historical, Psychological, and Cultural Perspectives with Jungian analytical view, points that a single mother can assume the role of a father in preadolescent years of the child because the woman has been able to reconcile her role of mother with her role of lover, but later due to change in group dynamics and development of concept of gender-identity in adolescent years, need for an actual male father figure arises, for these adolescents form gangs which have a crude and regressive masculine psychology and its unconscious function is to challenge the father just as the gangs of animals are placed in masculine hierarchy. Sipsma, Biello, Cole-Lewis and Kershaw (2010) show that sons of adolescent fathers were 1.8 times more likely to become adolescent fathers than were sons of older fathers, as they l acked proper father figure in their life as their father themselves have not been mature enough to provide them with the strong security which is associated with a father. Adolescent boys with their father-present have higher male sex- role preferences than father-absent boys, though both father-present and father absent adolescent boys imitate male sex-role and female sex-roles which is not in correlation to their sex-role preferences. Moreover the masculine preferences are well established by age seven, more in father-present boys than in father-absent ones (Bandaines, 1976), showing clearly the role model that a father assumes quite early in his sons life. According to findings of Almeida and Galambos (1991), fathers acceptance of adolescent son increases with time, and as they get more involved in each other life, a better understanding may develop helping the adolescent child to deal with his conflicts. Moreover in single-earner families fathers tend to spend more time with the ir sons than their daughter which may be it being easy to identify with the same sex both ways. Thus it is clear that the presence of fathers who involve in their adolescent sons can lead to better feeling of acceptance in the child. Jones, Kramer, Armitage and Williams (2003) showed that the perceived quality of father-son (and mother-son) relation was negatively correlated with psychological separation: better the perceived quality, the less psychologically separated they were. Adolescent boys with non-resident fathers who had more frequent contact with their fathers experienced less psychological separation and more of overall healthy separateness. studies show that males who experience separation from their fathers early in life (before age 5yrs), even though they developed unhindered masculine preferences, experience high rate of low self-esteem and self-confidence, while those who are separated from their fathers later in life due to divorce of parents are less likely to marry and more likely to have common-law relationships (Covell and Turnbull, 1982). Robertson (1999) in his study found out that, variation in family structure, lack sense of attachment to family or parents, lack of shared leisure experiences with adolescent sons beyond age 10yr, and lack of interest in the adolescent sons live, especially by fathers lead to increased rated of delinquency in these boys. In a study done on African-American adolescent males involved in delinquent activities showed that, there was a detrimental effect of low socioeconomic-status on the delinquent activities of father-absent pubertal boys than those living in dual-parent families. Moreover the study showed that the parental monitoring done by the fathers was inversely correlated to the delinquent acts of the adolescent as these adolescent males benefited from being in a dual-parent family where they received paternal supervision besides maternal control (Paschall et al. 2003). With emergence of adolescence, drugs-use becomes a major concern and the experimenting youth become easy prey to such addiction. In such times the father can be a major influential factor in his sons life, who can either make him more prone to adapt to the habit or easy for him to stay away from such indulgence. Brook et. al.(1983) findings show that affectionate, emotionally supportive, attentive, involved in their sons life and engaging in meaningful conversation fathers have sons who dont smoke. Moreover fathers of nonsmokers have higher expectations from their sons and help to cultivate their ideas therefore may be encouraging their need for independence, which foster in their sons a sense of competence and achievement. On the other hand adolescent boys who smoked were unable to identify with their fathers beliefs and values and more identified with the stereotypical macho-masculine roles and that helped them to compensate for the poor paternal masculine role, which tend to spend less quality as well as quantity of time with their sons, and most of them smoke themselves. Apart from these the smokers differed from the nonsmoker adolescent boys on many personality traits; they tend to be less frustration tolerant, less compliant to family situations, less responsible and more rebellious and impulsive. The smoking behavior helps them to compensate for the feeling of low self-esteem, which develops due to a poor paternal role model. In another study Brook et. al (1981) found that adolescent marijuana users are less likely to perceive their fathers as less affectionate and child-centered, and they lack paternal control. Another domain in which fathers make a big contribution to adolescent sons is the area of subjective well-being and values-judgments. James R. Barclay (1980) in his study defines the role of a father in his adolescent sons development of values as that of, the masculine role model, the communicator (listening to different views and offering problem-solving methodologies), the moral model (striving to live somewhere between the absolutist and complete relativist) and the fallible reinforcing agent. Further studies show that fathers support is positively related to the psychological well-being of adolescent boys, especially those who are constantly bullied at school or by their peer group. (Flouri and Buchanan, 2002). In men positive parenting(by both or either parents) influenced psychological functioning by lowering psychological maladjustment in adolescence and increasing the odds of being partnered in midadulthood, it protected against psychological distress by promoting educationa l attainment and physical health in adolescence and young adulthood, and by increasing the odds of being religious and partnered in midadulthood, and it predicted life satisfaction by lowering psychological maladjustment in adolescence. (Flouri, 2003) Thus the involvement of father in a childs adolescent years, especially the son is more important so as to provide him with better gender role; help in developing better self-esteem and confidence, overall feeling of subjective-wellbeing and trust in long term commitments; and thus keeping a check on childs maladaptive behaviors such as that of engaging in early sexual relations, committing delinquency and abusing substances. Refrences: Almeida D. and Galambos N. Examining Father Involvement and the Quality of Father-Son Relations. Journal Of Research in Adolescence. 1991. 1(2), 155-172. Bandaines J. Identification, Imitation and Sex-Role Preference in Father-Present and Father-Absent Black and Chicano Boys. The Journal of Psychology, 1976. 92, 15-24 Barclay, J.R. Values of Adolescent Males and Father-Son Relations. The Personnel and Guidance Journal, 1980, 267-269 Brook J. et.al. The Role of the Father in His Sons Marijuana Use. The Journal of Genetic Psychology, 1981. 138, 81-86 Brook J. et.al. Fathers And Sons: Their Relationship And Personality Characteristics Associated With The Sons Smoking Behavior. The Journal of Genetic Psychology, 1983. 142, 271-281. Covell K. and Turnbull W. The Long Term Effects of Father Absence in Childhood on Male University Students Sex-Role Identity and Personal Adjustment. The Journal of Genetic Psychology, 1982. 141, 271-276. Ceccarelli and Horizonte, May I Call You Father? Int. Forum Psychoanal., 2003, 12, 195-203 Flouri E. Subjective Well-being in Midlife:The Role of Involvement and Closeness to Parents in Childhood. Journal of Happiness Studies 2004. 5: 335-358. Flouri and Buchanan. Life Satisfaction in Teenage Boys: The Moderating Role of Father Involvement and Bullying. Aggr. Behav. 2002. 28:126-133 Jones et al. The Impact of Father Absence on Adolescent Separation-Individuation. Genetic, Social and General Psychology Monographs, 2003, 129(1), 73-95 Knafo, A. and Shwartz S.H. Parenting and Adolescents Accuracy in Perceiving Parental Values, Child Development, 2003, Vol.74.2, 595-611 Paschall M., Ringwalt C. and Flewelling R. Effects Of Parenting, Father Absence, And Affiliation With Delinquent Peers On Delinquent Behavior Among African-American Male Adolescents. Adolescence, Spring 2003. 38:149, 15-34 Robertson. Leisure and Family: Perspectives of Male Adolescents who engage in Delinquent activity as Leisure, Journal of Leisure Research. 1999,Vol.31(4), 335-358 Sipsma et al. Like Father, Like Son: The Intergenerational Cycle of Adolescent Fatherhood, American Journal of Public Health, March 2010, Vol. 100.3, 517-524. Zoja, Luigi. The Father : Historical, Psychological, and Cultural Perspectives. Taylor Francis Routledge, 2001 .

Does Suffering Lead to Wisdom Includes Discus Thrower the School and the Yellow Wallpaper

Diltej Singh Does Suffering lead to wisdom? Through life if there is one thing that everyone sees, it’s suffering. We all have seen it, if you haven’t you will in time. Even the short stories that we have read this year we have also seen it in them. It’s hard to see people go through that suffering, but do people gain any wisdom from that suffering. Through the short stories that we have read this year, we have seen on many occasions that it did not.One of those times is in the short story ‘The Discus Thrower’ we see that the man is in much pain, and clearly is suffering and yet he is mean to the nurse and makes them do things that they shouldn’t have to do. Another story that had suffering was ‘The Yellow Wallpaper’ we see her suffer and not once do we see her stop and think about what she is doing why. We just see her going crazy. The last story we see suffering is in ‘The School’, we see that theirs is constant dea th in the story they don’t know what to do after so they keep buy and getting new things to replace the feelings they had they had for the animals, people, and plants.So they aren’t gaining anything The man in the Discus thrower is clearly suffering he his â€Å"skin is not brown from the sun. It rusted, rather, in the last stage of containing the vile repose within. And the blue eyes are frosted, looking inward like the windows of snowbound cottage. He is blind. The man is also legless; his right leg was missing from the mid-thigh down and left from below the knee. † With all these disabilities, he is still is asks the doctor to get his shoes â€Å"with the least amount of irony. † You wonder why he asking for them even though he has no feet.He makes the nurse clean eggs that he threw at the wall and he does this every single day. You expect someone in this situation to be more caring, looking at life in different perspectives, think about something diff erent they should have done and maybe things would have turned out in a different way. But instead we see him act different then we would see anyone else in his place. Then we see the nurse cheering and then we find out that he died. He leaves behind nothing but bad experience and memories for the nurses. He created nothing but a bad experience for himself. Throughout this whole story we don’t see any form of wisdom once.The women from yellow wallpaper might not be suffering physically but is suffering mentally. She’s told that she can’t do anything creative or fun. All she can do is lay in bed. Slowly she is suffering, she is mentally warring down. She we see her going mentally insane. She starts staring at the wall and see shapes and then eventually she sees a figure in the wall. At the end of the story she goes crazy by locking the door and tells her husband that the key is at the front door. And when he comes and he faints and she tore as much wallpaper as s he could and she herself was on the on ground crawling’s.As we see that she goes insane and she gets no wisdom. We ended of her crawling over him so we know anything can happen after that. We see that in the school they clearly have lost many things to death and they don’t try to figure out why everything is dying but keep replacing them with other things just to get the emotions and feelings back. In the story trees, salamander, tropical fish, Edgar, moms and dads, Matthew and Tiny die for one reason or another, they one time the students ask where all died things go he says I don’t know. Then they say is death that which gives meaning to life.They go into a serious conversation and then they hear a knock on the door and a gerbil walks in, the children cheer wildly. We see that children don’t gain anything from these deaths. As we in none of these characters get and wisdom after they have been see suffering. Most people now don’t even get wisdom f rom when they suffer. They live life going through pain like the man from the discus thrower; go crazy like the women did from the yellow wallpaper. Or go through life not realizing, or simple try to keep what they might lose, like the kids in the short story school.

Essay about Intrinsic Compensation and Discretionary Benefits

Compensation and Benefit Systems Intrinsic Compensation and Discretionary Benefits Intrinsic compensation refers to ability of workers to gain pleasure from their accomplishments of their daily activities. This pleasure acts as their reward or compensation of what they have individually done. This has the effect of making the workers enjoy their tasks. On the other hand, workers sometimes receive rewards on top of their salary or wages. These rewards are not mandatory for one to receive. These kinds of additional rewards are referred to as Discretionary benefits. Strategic Analysis This refers to the act of identifying the strong points of a given business venture position, and comprehending the outward factors that have a direct†¦show more content†¦This they do so by giving the employees an incentive as a compensation for their skills gained or the quality of education they have referred to as pay-for-knowledge. 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