the analysis of parenting style and personality disorder of the college students

150 Pages·2009·1.72 MB·English

THE ANALYSIS OF PARENTING STYLE AND PERSONALITY
DISORDER OF THE COLLEGE STUDENTS

Thesis submitted to the
University of Agricultural Sciences, Dharwad
In partial fulfillment of the requirements for the
Degree of

MASTER OF HOME SCIENCE
IN
HUMAN DEVELOPMENT

BY
ROOPA.U. KABBUR

DEPARTMENT OF HUMAN DEVELOPMENT
COLLEGE OF RURAL HOME SCIENCE, DHARWAD
UNIVERSITY OF AGRICULTURAL SCIENCES,
DHARWAD-580005

JULY,2006
ADVISORY COMMITTEE

Dharwad
July,2006 (V.S.YADAV)

MAJOR ADVISOR

Approved by:

Chairman:_______________

(V.S. YADAV)

Members:1.______________
(V.GAONKAR)

2.______________
(PUSHPA KHADI)

3._______________
(ASHALATA K.V)
CONTENTS

Chapter
Title
No.
I. INTRODUCTION
II. REVIEW OF LITERATURE
III. MATERIAL AND METHODS
IV. RESULTS
V. DISCUSSION
VI. SUMMARY
VII. REFERENCES
APPENDIX
LIST OF TABLES

Table
Title
No.
1. Population and sample of the study
2. The demographic characteristics of the respondents
3. Relationship between the demographic characteristics and each of the
personality disorders among the male and female respondents
4. Comparison between the male and female respondents on each of the
perceived models of parenting
5. Status of each of the perceived models of parenting among the male and
female respondents
6. Comparison between the male and female respondents on each of the
personality disorders
7. Status of each of the personality disorders among the male and female
respondents
8a. Relationship between each of the perceived models of parenting and paranoid
personality disorder
8b. Relationship between each of the perceived models of parenting and schizoid
personality disorder
8c. Relationship between each of the perceived models of parenting and
schizotypal personality disorder
8d. Relationship between each of the perceived models of parenting and
antisocial personality disorder
8e. Relationship between each of the perceived models of parenting and
borderline personality disorder
8f. Relationship between each of the perceived models of parenting and histrionic
personality disorder
8g. Relationship between each of the perceived models of parenting and
narcissistic personality disorder
8h. Relationship between each of the perceived models of parenting and avoidant
personality disorder
8i. Relationship between each of the perceived models of parenting and
dependent personality disorder
8j. Relationship between each of the perceived models of parenting and
obsessive-compulsive personality disorder
8k. Relationship between the fathering and each of the personality disorders
8l. Relationship between the mothering and each of the personality disorders
8m. Relationship between the parenting and each of the personality disorders
LIST OF FIGURES

Figure
Title
No.
1a Relationship between demographic characteristics and paranoid
personality disorder
1b Relationship between demographic characteristics and schizoid
personality disorder
1c Relationship between demographic characteristics and schizotypal
personality disorder
1d Relationship between demographic characteristics and antisocial
personality disorder
1e Relationship between demographic characteristics and borderline
personality disorder
1f Relationship between demographic characteristics and histrionic
personality disorder
1g Relationship between demographic characteristics and narcissistic
personality disorder
1h Relationship between demographic characteristics and avoidant
personality disorder
1i Relationship between demographic characteristics and dependent
personality disorder
1j Relationship between demographic characteristics and obsessive-
compulsive personality disorder
2 Comparison between the male and female respondents on each of the
perceived models of parenting
3a Status of perceived model of rejection Vs. acceptance parenting among
the male and female respondents
3b Status of perceived model of carelessness Vs. protection parenting
among the male and female respondents
3c Status of perceived model of neglect Vs. indulgence parenting among
the male and female respondents
3d Status of perceived model of utopian expectation Vs. realism parenting
among the male and female respondents
Contd…
3e Status of perceived model of lenient standard Vs. moralism parenting
among the male and female respondents
3f Status of perceived model of freedom Vs. discipline parenting among the
male and female respondents
3g Status of perceived model of faulty role expectation Vs. realistic role
expectation parenting among the male and female respondents
3h Status of perceived model of marital conflict Vs. marital adjustment
parenting among the male and female respondents
4 Comparison between the male and female respondents on each of the
personality disorders
5a Status of paranoid personality disorder among the male and female
respondents
5b Status of schizoid personality disorder among the male and female
respondents
5c Status of schizotypal personality disorder among the male and female
respondents
5d Status of antisocial personality disorder among the male and female
respondents
5e Status of borderline personality disorder among the male and female
respondents
5f Status of histrionic personality disorder among the male and female
respondents
5g Status of narcissistic personality disorder among the male and female
respondents
5h Status of avoidant personality disorder among the male and female
respondents
5i Status of dependent personality disorder among the male and female
respondents
5j Status of obsessive-compulsive personality disorder among the male
and female respondents
6a Relationship between each of the perceived models of parenting and
paranoid personality disorder
6b Relationship between each of the perceived models of parenting and
schizoid personality disorder
Contd…
6c Relationship between each of the perceived models of parenting and
schizotypal personality disorder
6d Relationship between each of the perceived models of parenting and
antisocial personality disorder
6e Relationship between each of the perceived models of parenting and
borderline personality disorder
6f Relationship between each of the perceived models of parenting and
histrionic personality disorder
6g Relationship between each of the perceived models of parenting and
narcissistic personality disorder
6h Relationship between each of the perceived models of parenting and
avoidant personality disorder
6i Relationship between each of the perceived models of parenting and
dependent personality disorder
6j Relationship between each of the perceived models of parenting and
obsessive-compulsive personality disorder
6k Relationship between the fathering and each of the personality disorders
6l Relationship between the mothering and each of the personality
disorders
6m Relationship between the parenting and each of the personality
disorders
LIST OF APPENDIX

Plate
Title
No.
I. Questionnaire
I. INTRODUCTION
Parents play a pivotal role in the socialization of a child. The presence of the parents
in an youth’s life may be distinguishing factor between youth who successfully avoid the
negative effects of risks they face and those who follow trajectories towards deviance (Werner
and Smith, 1982). The existing definition of “youth” as per the Government of India, denotes
all those in the age group of 15 to 35 years, Indian adolescents remained ‘incognito’ for long.
In today’s fast moving world, the psychological concerns of adolescents are accentuated by
parental discard, rapidly changing social and cultural values, increasing exposure to global
media, different life styles and exposure to different cultures (Rao, 2002). Parents are
important persons in youths lives, because they act as their models by sharing their beliefs
and values by expressing a specific style of behaviours. Identifying the parents as their
supervisors and models indicate that youth believe that these are the individuals, who are
important tutors and worthy of imitation in some respect and that their attitudes or values are
ones they would like to assimilate (Pleiss and Feldhusen, 1995). Parents are key reference
for youths because they provide knowledge to the future, model for positive behaviour, and
display adaptive techniques to which the youth can aspire (Kemper, 1968). Youth without
parents of desirable role models may be more at risk for negative outcomes during
adolescence. The youths’ relationship with parents and adults contribute to their identity
development and foster resilience (Hamilton and Darling, 1996).
Masten (1994) suggested that effective parents make youths feel worthwhile by their
close relationships, open opportunities and resources. Through shared activities involving
modeling of behaviour, learning opportunities, personal stories of success or failures of
parents and significant persons in the family socialize youths (Parke and Buriel, 1998).
Parents provide social capital in the form of networking and connection to resources that
helps youth to accomplish developmental tasks and negotiate novel situations and challenges
during adolescence (Sampson, 1997).
Youths perceive their mothers and fathers as highly important resources of affection,
instrumental aid and reliable alliance. Youths view their parents as more influential than same
sex friends, siblings, extended family members and teachers (Lempers and Clark-Lempers,
1992). Youths’ perception of their parents is related not only to positive parent-adolescent
relationships but also to whether parents reside with youths and to the involvement of parents
in their lives. Compare to youth who live with both parents and youth who live with only their
mothers are more likely to report that their fathers don’t know them well. Similarly, female
adolescents with non-residence fathers reported the lowest levels of intimacy with their
fathers (Youniss and Ketterlinus, 1987). The presence of parents may decrease the likelihood
that youth will become involved in deviant behaviour and experience psychological distress
and academic difficulties. Having a significant positive parental model makes the critical
difference in youth. Mason et al. (1994) found that absence of a father magnifies the negative
influences of peer problem behaviour on adolescent problem behaviour, such as involving in
gang activity, in a drug abuse, steeling, truancy and fighting.
The family provides the first context for the recognition and communication of
affective messages. Family members send affective messages to the youth with increasing
expectation that the youth will be able to interpret and respond to them. As the youth moves
outside of the immediate family environment, it will likely encounter others who don’t share all
of the same display rules, and who may be less willing to make the extra effort to understand
the youth. In addition, these people may communicate their own needs to the youth in ways
that may be less clear than the youth as experienced at home. Thus it is to the youth’s
advantage to be well versed in emotional skills as it moves beyond the confines of the family
(Boyum and Parke, 1995).
Past research has focused on the type of affective display used by parents during
their interactions with their youths. Several studies have found that adolescents who are
exposed to higher levels of negative affect are less well accepted by their peers. While, high
levels of positive affect are associated with greater peer acceptance (Carson, 1991,
MacDonold and Parke, 1984). It is confirmed that adolescents who learn to use high levels of
negative affect in interaction with peers are less well accepted and those who use more
positive effect are more accepted by their agemates (Hubbard and Coie, 1994). Not only is
the type of affect that adolescents are exposed to in the family important in developing peer
relationships, but the frequency of exposes to effective displays may be important as well.
Parental emotional expression – an index of the extent to which the parents express emotions
in the course of every day interactions-has been suggested as a further link between the
systems of life, which provides guidelines for the use of emotion in ongoing social
interchanges. The parental emotion expressiveness is a style developed by the parents
extends emotional learning among the adolescents beyond the acquisition of specific skills.
As Halderstadt (1991) argued that parental emotional expression may involve a combination
of emotion types, knowledge of display rules, motivation and ability to control one’s emotion
expression. The studies have demonstrated a relationship between parenting style and
adolescents’ psychological adjustment. The preponderance of evidence indicates that an
authoritative parenting style is effective where parental control is tempered with willingness to
negotiate with the adolescent, which promotes psychological adjustment. Common to these
studies is the treatment of parental control as a single and undiffentiated construct. However,
the notion of parenting style has been redefined, allowing for a more, precise definition of
what aspects of adolescents conduct parent should legitimately regulate and what behaviour
should be subjected to negotiation or given over to the adolescent to determine (Smetana,
1995; Smetana and Daddis, 2002). Adolescents and parents tend to view parental control as
legitimate when excreted over actions that have prudential consequences for adolescents’
health and safety, or that pertain to the general conventions of society (Smetana, 1989;
Smetana and Asquith, 1994; Smetana and Gaines, 1999).
In contrast to the acceptance of parental authority, adolescents tend to reject the
notion that parent should regulate behaviours that fall within what has been termed the
personal domain (Nucci, 1981, 1996). The personal domain refers to action that constitute
private aspects of adolescent’s life such as making friends, music, hair style, spending time,
selection of dresses, selection of movies, etc. An interesting question is whether the dynamic
between parental authority and adolescents claims to an area of privacy and personal
discretion is related to adolescent psychological adjustment? More specifically, are their
association between parental over-control and psychological problems of adolescents?.
Smetana and Daddis (2002) conducted a study to explore whether the use of parental
behavioural and psychological control are associated with adolescents activity. Behavioural
control refers to parent’s efforts to control or guide adolescents’ conduct through rules,
regulations, restrictions and awareness of their adolescents’ activities. Psychological control
refers to intrusiveness, guilt induction and love withdrawal by the parents. They pointed out
that over control of the personal domain is associated with psychological problems in
adolescents.
Different parental styles (eg. authoritarian, authoritative, permissive) are linked with
variety of outcomes in offsprings, such as complaints, self control, aggression and distress
(Baumrind, 1973; Maccoby and Martin, 1983). Parenting styles have a substantial impact on
child health and development (Bornstein, 1995). Two general approaches to conceptualizing
parenting behaviour, one approach stresses a constellation of positive characteristics such as
worth, responsiveness, engagement, support, consistency, and stimulation; and another
approach stresses a constellation of negative characteristics such as hostility, disapproval,
punitiveness, inconsistency and harshness (Collins et al., 2000). Positive parenting behaviour
is associated with the development of adolescent competence in life areas such as cognitive
function and behavioural regulation. Negative parenting, in contrast, is implicated in the
development of emotional-behavioural problems (Patterson, 1982). Loving and accepting
parents provide healthy medium for the adolescent to grow his energies into proper channels
and exercise his potentials to the maximum (Kiran and Singh, 1982). Parents of high
achievers are found to be more trusting, rewarding, loving and showed more tolerance
towards their adolescents than parents of low achievers (Kang et al., 1995). Faulty parent-
adolescent relationship ends in adolescents’ maladjustment (Erickson, 1963) and a healthy
parent-adolescent relationship leads to the feeling of being loved and accepted with their high
degree of self confidence and non-dependency (Hoffman, 1960).
According to Bharadwaj et al. (1998) parental emotional expressiveness involve a
combination of emotions, knowledge of display rules, motivation and ability to control one’s
emotion expression has been the basis for identifying eight models of parenting viz., 1)
Rejection Vs. Acceptance 2) Carelessness Vs. Protection 3) Neglect Vs. Indulgence 4)