Exploring the Family Structure and Parents’ Perspective on Permissive Behaviours of Adolescents

Author’s Name

Institutional Affiliation

Section 1: Learner and Topic Information

1.1 Learner Information

1.2 Research Question

How do parents explore the impact of permissive behaviours of adolescent in a single or dual parents’ home that are expected to follow the same family structure as their parents?

1.3 Title

Exploring the family structure and parents perspective on permissive behaviours of adolescents: A Qualitative Study

1.4 Research Topic

The specific topic that this study will focus on is how adolescents’ permissive behaviours may be influenced by their parents’ experiences as an adolescent. The research will attempt to propose compelling theoretical reason as to how parents felt as adolescents growing up in their homes and dealing with the changes in the family structure and conflicts. Parents may have experienced the control process from their parents in their life at one point or another, but it is unknown how parents as adolescents dealt with the behaviours of low self-esteem and emotional setbacks that may derive from this analysis. The family structure of adolescents has been discussed within literature; however the comparison between whether adolescent permissive behaviours derived from a single parents control and permissive behaviour derived from dual parents control has not been addressed fully. The family structure involves single or dual parents who are considered the disciplinarians of the household, who establish the rules and regulations of their children (Bramlett & Blumberg, 2007). The literature studied implies that growing up without both parents is associated with a host of poor child outcomes while children from single-parent families and stepparents families have higher levels of permissive behaviours which derive from substance use, stealing and negative behaviours in the home (Carlson, 2006).

1.5 Need for the Study

The fact that it is unknown how parents’ dealt with the changes within the family structure as adolescents creates the need for this study (Ginther & Pollak, 2004). The relationship between family structure and child outcomes has received a great deal of attention from research especially the effects of growing up in a single-parent and/or dual families. A parent can go through the controlling process of a child from the age of 5 in which the child is then learning how to identify their own personality (Roach, 2010). However, the most important contact in a child’s life is the parents or primary caregivers. Although teenagers at some point in their life can be aloof, i.e. wanting nothing to do with their parents, the earlier contact is usually still ingrained somewhat in their psyche (Roach, 2010). The teenagers do have different personalities and some will be more rebellious than others. There is however, a point where normal teenagers’ rebellion becomes reckless or very devious as a result of their parents’ control over them (Bjorklund, Ginther & Sundstrom, 2007). The research done on this study focuses on the family structure components or attempts to identify focal points of parental control. The main objective of the proposed research study is to identify the key points of a family structure and its outcome in adolescent years. There is a significant need for this study as it will compare and contrast how different family structures have an effect on adolescents through the experience of their parents. The research for this study is in hopes of conceptualizing a theoretical framework that will provide a support and be useful for other clinicians and researchers.

Methodology

2.0 Methodology

The proposed qualitative methodology will be based upon a grounded theory Charmaz (2006) noted that grounded theory is one of the dominant traditions within research which promotes the research method where theory is developed from the data in contrast to a theory-driven deductive analysis process. The goal of the grounded theory approach is to generate a theory that explains how an aspect of the social world, “works.” Creswell, (2009) indicates that grounded theory is a qualitative strategy of inquiry in which the researcher derives a general abstract theory of process, action, or interaction grounded in the views of participants in the study. The grounded theory approach will be a data analysis that is utilized by (Creswell, 2009) approach.

The data collection will consist of an in depth face-to-face interviews of 20 single parents ranging from mother, father, or stepparent, and dual family who have experienced difficulties in the family structure with permissive adolescents. The interview will be field-tested by professionals who are strongly familiar with the family structure of either single or dual families in their personal relationship with their parents and the quality of parent-child discord.

Advancing the Scientific Knowledge Base

3.1 Advancing Scientific Knowledge

This study will help to understand the experience of single and dual families who have faced the challenges of being adolescents and experiencing their roles as adults in the family structure with their children. The focus of the research question is designed to obtain data concerning the acts of permissive behaviours of adolescent as it relates to their parents’ family structure. The research findings will be an additional component which will support the current establishment of parental control within the family structure. This study will help in the creation of a model that will support other professionals in the mental health field with the clear support dedicated to understanding how the family structure makes a difference with an adolescent. The research has consistently shown that one of the most potent influences on the psychological and behavioural well-being of adolescents, is the type of parenting they’ll experience (Goldenberg, & Goldenberg, 2007). An individual’s psychological and social adjustment in due part reflects the quality of family relationships during childhood and adolescence. However, research indicates that the specific parenting practices adhere to the prediction that family morals and values have a heavier weight on the outcome of their child and /or children as opposed to the family climate. Family life can shape and encourage children’s social nature which includes their abilities, values, beliefs, self-esteem and character within the family context, but according to (Daly, 2004) most adolescents establish their own individuality.

Research indicates that adolescents during this day and time are experiencing dramatic changes in their lives ranging from promiscuity, drugs, high school dropout to committing criminal activities. Parenting styles and their impact on adolescent development are intended to primarily shape the very specific behaviours that work individually and together to influence or change the child’s outcome (Lewig, & Salveron, 2010). However, research conducted by (Baumrind, 1991), indicates that parenting styles are captured through a normal variation in parents’ attempts to control and socialize with their children. Baumrind, (1991) noted that parents attempt to have a normal variation of how they would use their parenting skills to bring about change within their own family structure which may have an effective impact on their children. Second, Baumrind took the next step into describing that normal parenting revolves around issues of control. The research will help to show that parents may differ in how they try to control or socialize their children and the extent to which they do so. The very impact of how adolescents portray permissive behaviours in the area of promiscuity, drugs, high school dropout or crime are looked upon from the very beginning of the primary roles; how parent/parents have the authority to control, educate, and ultimately influence their children’s outcomes. Additional research indicates that parenting behaviours further account for differences in child well-being by family structure. Children typically fare best when parents maintain a strong parent-child bond, apply consistent discipline, and respond firmly but maybe warmly to situations at home. Research further suggest that single parents have learned how to balance the provision of financial support with solo care for children, which can lead to pressure and stress ( McLanahan, & Percheski, 2008). Stepfamilies negotiate relationships for which rules are often not clearly defined (Grall, 2007). The stress level can also arise within the dual families as well in association with conflict which may result in less warmth and harsher discipline (Sobolewski, & Amato, 2007) and disagreements between parents may prevent their cooperation in decisions regarding child rearing, precluding the clear and consistent rule-setting and supervision that protects youth form risk.

3.2 Theoretical Implications

The main theoretical implication of this study is to provide a description of the lived experiences of the participants that will develop an understanding of how they parent, or their parenting style, which will provide a basis for many healthy developmental outcomes during adolescence.

This study will examine the permissive behaviours in adolescent adjustments as a function of the family structure. It will describe the personal achievements as well as the psychological adjustment during this process. The study will formulate a significant amount of research that will help other researchers in the field of mental health, psychology and psychiatry in identifying effective interventions that can be used in individual or family therapy in support of the client. The psychological adjustments will help in the redirecting of support in the success of parenting practices and child outcome by developing patterns of warmth, consistency in discipline and effective communication within the family structure. Furthermore, this study will identify any personal achievements or psychological adjustments that may be created as a challenge from other theories and will initiate other resources in support of documentation on the family structure and permissive behaviours of adolescents.

3.3 Practical Implications

This study will create additional knowledge of the topic. The process in which single and dual families raise their children has changed from generation to generation, creating patterns of increased permissive behaviours of adolescence. The focal points of permissive behaviours of adolescents may stem from the different parental styles that have been created within the family structure (Aughinbaugh, Pierret & Rothstein, 2005). According to Biblarz, the changes made within the family structure have caused a discord amongst adolescent which has been viewed by society as a problem with teenage pregnancy, drug use, juvenile arrest and dropping out of school (Biblarz, & Gottainer, 2000). As parents strive to strengthen the family, the challenges of permissive behaviours present themselves within the context of the family. Parenting behaviours are further accounted for differences in a child’s well-being by the family structure. Children typically fare best when parents maintain a strong parent-child bond, applying consistent discipline and responding firmly, but warmly to situations in the home (Thomas & Sawhill, 2005). The knowledge of this study will help clinicians to understand the family structure as a whole as it pertains to ongoing changes with permissive behaviours in adolescents.

Contributions of the Proposed Study to the Field

4.1 Contributions to the Field

The study will help to generate an emergent theory that will help to develop a clear understand of the dynamics of the family structure in its efforts to change permissive behaviours in their adolescents (DeLeire & Kalil, 2002). Amato noted that this particular theory will help in the contribution to this form of research in their emerged facts on parental conflict and family structure to be associated with family related transitions and permissive behaviours (Amato, 2005).

These contributing theories are insightful to the nature of how it fully relates to the parental time associated with parental conflict, single and dual parenthood. The stages for this emergent theory will focus on the developmental phase in creating a general process to the family structure. The emergent theory will also contribute to any additional literature that may bring knowledge to the forefront which will support the importance of the family structure.

4.2 Theoretical Foundations

The main theory that will be used for this study is Social Learning Theory by Albert Baudura. Bandura (1997) noted that this theory draws heavily from the family context and their dependency on adults. He quickly stated that infants learn how to influence actions of those around them by their social and verbal behaviours. According to Baudra (2000), this is crucial, indicated by the research that demonstrated how parents can create the efficacy of their child’s development by being responsive to communicative behaviour and by creating opportunities for efficacious actions through providing an enriched physical environment: freedom for exploration, and varied mastery experiences. According to research, parents who believe they can influence the course of their children’s development act on that belief in ways that cultivate their potential (Ardelt & Eccles, 2001). This in turn contributes to their social relations, emotional well-being, academic development, and career choices. This theory will help to stretch a ground breaking experience within the mental health area and expose it to newer and older generations, enlightening them of the benefits the theory in supporting the changing family dynamics.

Methodology Details

5.1 Purpose of the Study

The purpose of this particular study is to identify the changes within the family structure and permissive behaviours in adolescents. In today’s society, the family structure continues to be affected by the ongoing changes of how parents are now raising their children (Grohol, 2010), however, how adolescents are influenced through the way their parents were raised in the traditional family structure is yet to be defined. (Bigner, 2006), noted that parents anticipated adolescence to be similar to going to war since this stage is associated with rebellion, tension, conflict, and emotional turmoil. The use of the grounded theory approach will enable the study to identify relative causes of changes in the family such as discord, with the participants that will be involved with the study. This study will contribute to the literature that will examine the very concerns with the influence of parental control and how it affects the overall well-being of the adolescent.

5.2 Research Methodology

The qualitative methodology that is used in this study is grounded theory. The research model that will be used is based on Creswell’s 2009 approach to grounded theory (Creswell, 2009). Grounded Theory is a strategy of inquiry in which the researcher derives a general, abstract theory of a process, action or interaction. Creswell noted that grounded theory involves using multiple stages of data collection and the refinement and interrelationship of categories of information (Creswell, 2009). Grounded theory allows the researcher to examine two types of characteristics of this design; the constant comparison of data with emerging categories and theoretical sampling of different groups to maximize the similarities and the differences of information (Creswell, 2009).

In order to collect data, the researcher will assure that this study is guided in the appropriate manner. The researcher will focus on a focus group interview of approximately twenty people who share similar characteristics or common interests, ranging from ages of 20-40 years of age. The focus group will have a facilitator that will guide the group based on a predetermined set of topics which will focus on the research questions by answering, “How do parents explore the impact of permissive behaviours of adolescent in a single or dual parents’ home that are expected to follow the same family structure as their parents?” Once the information has been received from each facilitator the data will be uploaded into the MAXQDA in order to retrieve the data analysis. The researcher will identify each component as it may include an implementation of new theory from the collective data.

5.3 Population and Sample

The sample size for this study will consist of 20 families (African-Americans, Caucasian, Hispanics), from single mother, father and dual family parents who are from a different cultural backgrounds. According to (Creswell, 2009) the sample size is adequate to the same standards as (Charmaz, 2006). The different categories that will be involved including single, mother, fathers and dual family structure, will display a variety of different parental structure as they will have to recall on how they were as adolescents. These participants must sign a consent that will give permission for this study. The individuals selected will range from 20 to 40 years of age, will be receiving services at a private mental health agency involved with different cultures, involved with children who display permissive behaviours in the home, school and in the community based on the pressures of their parents.

The family structure is one that is built on a complex unit bonded by strong emotional connections. The ways in which members of a family interact with each other and in relation to the group as a whole are often referred to as family dynamics (Ackerman, 1984).

5.4 Sampling Procedures

A non-probability sampling strategy that will be used is purposeful sampling. Purposeful sampling is based on how well the researcher selects individuals and sites for this study. The researcher purposefully informs an understanding of the research problem and central phenomenon for this study (Creswell, 2007). The research proposed to single, mother, fathers, step-parents and dual families who live in Laurinburg, North Carolina. Letters will be sent out through the agencies that have been chosen for this study, in order to address the importance of the study and why the study needs to be conducted. Telephone calls, e-mails and schedule appointment will be another source for ensuring that the families are volunteering to participate in the study. Once the agreement has been made, the parents will be given a consent form to sign to ensure confidentiality (Mack, Woodsong, MacQueen, Guest & Namey, 2005). Each site will be identified as a community mental health agency that provides services to families who are receiving services in the mental health agency. The participants will be asked to complete a questionnaire and place it in the envelope (sealed) that will be provided during this process by one of the facilitators. Once this information has been retrieved, then the researcher will ensure to get a demographic form filled out with the participant’s information in order to send out thank you cards and copies of the results.

5.5 Data Collection Procedures

The data will be collected through a 30 questionnaire with the participants of the study. The participants will be recruited from four different private mental health agencies. The participants will consist of at least 20 to 40 families which will then be given a packet with all important information which consist of informal consents and envelopes. The researcher at that time will go over all of the details of the packet to ensure that all participants understand the procedure. Before the participants begin the questionnaire, the researcher will ask the participants and facilitators if they have any questions or concerns to ensure clarity of this study. The researcher will also ensure to discuss the time and date that the research will be completed and when the results will be mailed to them. Once the questionnaires have been answered by the participants, the information will be sealed by the participant to avoid any changes in information. The final stage will be to send the final results to the office to be uploaded into the MAXQDA (Qualitative Data Analysis Software) in assisting with the data analysis. The hardcopy of final results will then be placed in a sealed vault under security for 10 years.

5.6 Guiding Interview Questions and Field Testing

An open-ended questionnaire which is the quickest and best format will be used in retrieving the data. The researcher’s curiosity will be supported and guided by the participants’ experience. The following questions are designed for a single mother/father and dual family. Each of these questions are guided by the Likert Scale ranging from strongly disagree to strongly agree.

1. While I was growing up, my mother felt that in a well-run home the children should have their way in the family as often as the parents do.

2. Even if her children didn’t agree with her, my mother felt that it was for our own good if we were forced to conform to what she thought was right.

3. As I was growing up, whenever my mother told me to do something, she expected me to do it immediately without asking any questions.

4. As I was growing up, once family policy had been established, my mother discussed the reasoning behind the policy with the children in the family.

5. My mother has always encouraged verbal give-and-take whenever I felt that family rules and restrictions were unreasonable.

6. My mother has always felt that what children need is to be free to make up their own minds and to do what they want to do, even if this does not agree with what their parents might want.

7. As I was growing up, my mother did not allow me to question any decision she had made.

8. As I was growing up, my mother directed the activities and decisions of the children in the family through reasoning and discipline.

9. My mother has always felt that more force should be used by parents in order to get their children to behave the way they are supposed to.

10. As I was growing up, my mother did not feel that I needed to obey rules and regulations of behaviour simply because someone in authority had established them.

11. As I was growing up, I knew what my mother expected of me in my family, but I was free to discuss those expectations with my her when I felt that they were unreasonable.

12. My mother felt that wise parents should teach their children early just who is boss in the family.

13. As I was growing up, my mother seldom gave me expectations and guidelines for my behaviour.

14. Most of the time as I was growing up, my mother did what the children in the family wanted when making family decisions.

15. As the children in my family were growing up, my mother consistently gave us direction and guidance in rational and objective ways.

16. As I was growing up, my mother would get very upset if I tried to disagree with her.

17. My mother feels that most problems in society would be solved if parents would not restrict their children’s activities, decisions, and desires as they are growing up.

18. As I was growing up, my mother let me know what behaviour she expected of me, and if I didn’t meet those expectations, she punished me.

19. As I was growing up, my mother allowed me to decide most things for myself without a lot of direction from her.

20. As I was growing up, my mother took the children’s opinions into consideration when making family decisions, but she would not decide for something simply because the children wanted it.

21. As I was growing up, my mother did not view herself as responsible for directing and guiding my behaviour.

22. As I was growing up, my mother had clear standards of behavior for the children in our home but she was willing to adjust those standards to the needs of each of the individual children in the family.

23. As I was growing up, my mother gave me direction for my behaviour and activities and she expected me to follow her direction, but she was always willing to listen to my concerns and to discuss that direction with me.

24. As I was growing up, my mother allowed me to form my own point of view on family matters and she generally allowed me to decide for myself what I was going to do.

25. My mother has always felt that most problems in society would be solved if we could get parents to strictly and forcibly deal with their children when they don’t do what they are supposed to as they are growing up.

26. As I was growing up, my mother often told me exactly what she wanted me to do and how she expected me to do it.

27. As I was growing up, my mother gave me clear direction for my behaviours and activities, but she also understood when I disagreed with her.

28. As I was growing up, my mother did not direct the behaviours, activities, and desires of the children in the family.

29. As I was growing up, I knew what my mother expected of me in the family and she insisted that I conform to those expectations simply out of respect for her authority.

30. As I was growing up, if my mother made a decision in the family that hurt me, she was willing to discuss that decision with me and to admit it if she had made a mistake.

The field test created a challenge and insightful rewards from other professionals who were able to clarify and establish support for this study. The field test result indicate that the questions designed for this study are well rounded and clear, however with one particular examiner the multiple questions may cause some confusion to the participant. After a careful review it’s clear that the questions are straightforward and form a clear basis for this study and the guided research question.

5.7 Other Data Collection Procedures

At this time no other data will be collected for this study.

5.8 Proposed Data Analyses

Next, at the end of the session, the participants will be debriefed about any unanswered questions they may want to present, that may have went unanswered, or express how they felt about the study. Copies of the consent will be given to the participants for their record and also a letter of the debriefing will be presented for their own reading that will have information as follows: please refrain from sharing this information with others because the recruitment of new participants are still being conducted; the questionnaire will be complete within 3 weeks; and thank you for your participation. Participants will be provided with the contact information of the researcher on the consent form in the event that they may have questions or concern about the research.

Grounded Theory takes various philosophical and methodological positions that influence the implementation of a set essential grounded theory methods that are based on an individuals’ perspectives (Stern, 2007). The Likert Scale Questionnaire is a unique and effective way in finding a response level from each participant (Uebersax, 2006). At the completion of each group finishing the questionnaire, the information will then be given to a professional facilitator who will then place it in a sealed envelope. When the questionnaires have been submitted in a closed envelope to the facilitators, the information will then be sent to the office personnel that will be in charge of uploading the data into the MAXQDA (Qualitative Data Analysis Software). When the information is retrieved from the MAXQDA, the researcher will then take the time to review for any errors within the categories or properties within the collected data. Once the collective data has been retrieved and reviewed by the researcher, the researcher will then send a copy of the complete analysis to her mentor for review. The researcher will then submit a brief statement to her mentor about any inconsistencies or confusion about the collected data in order to ensure that the researcher is covered at all times from any prejudice or bias. Once the information has been reviewed by her mentor and there are no inconsistencies or confusion, the researcher will immediately complete another questionnaire. Within the collection of data the information received from the questionnaire is all based upon the participant’s perspective. The researcher will ensure that if a second questionnaire has to be implemented within this study to clarify any inconsistencies or confusion, the same procedures will take place and the MAXQDA Qualitative Data Analysis Software) will still be used.

5.9 Role of the Researcher

The researcher for this study will be a single parent who lives with a pre-teen daughter, about 12 years old, and thinks that her family structure is based on the way the she was raised. The researcher should also have a clear understanding, be properly trained and have 10 years experience in working with families of different dynamics and structures. The researcher shall have knowledge of the parental structure of the home, based on how she was raised by her household as an adolescent since 1978 at the age of 13. In order to overcome any prejudice or bias with this research, the researcher will not include her family members or familiar friends in the research. The researcher will rely on the mentor for complete guidance through this study to ensure that she remains in line with the overall outcome of this study. She will also depend on her mentor to clarify the facts aligned in the literature that she may not understand. In order to maintain professionalism and avoid influencing the outcome of the research, the researcher will discuss with the mentor any feelings she may have towards this study. The culture diversity, background of families, will not have an effect on the researcher and therefore no bias or prejudice will be a part of this study. The researcher will not take advantage of the information or participant in the study.

5.10 Credibility, Dependability and Transferability

The researcher is obligated to the support of her mentor with any concerns about this research procedure. She will ensure that her mentor is contacted on a regular basis in order to help clarify any ethical concerns, prejudice or bias. She will complete this research based on integrity and the full pledge of the American Counselling Association’s Code of Ethics. The researcher will conduct the questionnaire within a focus group that will be facilitated with the support of professional staff. The researcher understands that with this type of support all confidentiality and consents will be administered first to the participants. This researcher should clearly understand that no participant will be harassed into committing to this study. Once the questionnaires have been completed by all participants, the researcher will ask the participants for any questions or concerns about this research in order to clarify any confusion. The researcher should understand that the researcher must protect the participants at all times throughout this study. The participants will also have a chance to review the results along with clarity of the outcome. The researcher at this point will depend heavily upon the mentor for guidance and instructions, but at some point during this study the researcher will have to take full initiative of increasing knowledge about this study. This study is in supp