Environment

2016 ◽  
pp. 169-174
Author(s):  
Donald W. Winnicott
Keyword(s):  
Family Life ◽  
School Environment ◽  
Intense Pain ◽  
Small Children ◽  
Latency Age Children ◽  
Home Life ◽  
Parental Couple ◽  
The Stability ◽  
Home And School ◽  
Latency Age

In this chapter, Winnicott proposes that, in maturity, the environment is something individuals can contribute to and take responsibility for. Adolescents need the stability of the home and school environment against which to grow and rebel. Latency-age children need to be able to take a stable environment for granted and may suffer if home life breaks down. During pre-latency, children need a safe parental couple and home to work out the aspects of the triangular situation. Winnicott refers to many of the disturbances and disruptions of normal family life and their impact on the growing child, including the disturbing experiences of hospitalisation for small children. Emotional growth with an appropriate and sensitive mothering figure enables the child to adapt and become emotionally integrated. Very early narcissistic states and very early dependence—from which independence may follow—are also described. Regression to an earlier stage of dependence may occur during psychotherapy and may have a healing quality if the intense pain associated with dependence can be tolerated.

“Advanced Marriage Technique”: Sex as a Perfectible Skill in Mid-twentieth-century American Marriage Manuals

2021 ◽  
Vol 46 (4) ◽  
pp. 460-482
Author(s):  
Matthew Lavine
Keyword(s):  
Twentieth Century ◽  
Sexual Intercourse ◽  
Family Life ◽  
Marriage And Family ◽  
Scientific Authority ◽  
Advice Literature ◽  
The Stability

While earlier marital advice literature treated sexual intercourse as a matter of conditioned instinct, marriage manuals in the mid-twentieth century portrayed it as a skill, and one that was rarely cultivated adequately. The didactic, quantified, objectively examined and rule-bound approach to sex promulgated by these manuals parallels other ways in which Americans subjected their personal and intimate lives to the tutelage of experts. Anxieties about the stability of marriage and family life were both heightened and salved by the authoritative tone of scientific authority used in these books.

Building better people: policy aspirations and family life

2018 ◽  
pp. 45-66
Author(s):  
Brid Featherstone ◽  
Anna Gupta ◽  
Kate Morris ◽  
Sue White
Keyword(s):  
Common Sense ◽  
Family Life ◽  
The State ◽  
Early Years ◽  
Traumatic Experiences ◽  
Evidence Based ◽  
Childhood Experiences ◽  
Developmental Potential ◽  
Small Children

This chapter discusses the residual, but strongly legitimised, role for the state in preventing damage to children, which carries high levels of criticism for those parents seen as failing to optimise their child's developmental potential. The idea that childhood experiences are important and can be formative clearly has a common-sense truth to it and obviously, traumatic experiences in childhood will have lasting impacts. However, a vocabulary has emerged in which notions of toxic parenting and the quest for optimum developmental flourishing create new mandates for the state to act. The chapter then argues that these are necessary to explain the sharp rises in national rates of child removal, particularly the permanent removal of very small children, documented over the last decade. They also contribute to service fragmentation by privileging intervention in the early years in the form of ‘evidence-based’ parenting programmes.

Self-in-Relation Theory and Latency-Age Boys

1988 ◽  
Vol 69 (4) ◽  
pp. 231-237 ◽  
Author(s):  
Sylvia Ridlen Wenston ◽  
Kent D. Jarratt
Keyword(s):  
Clinical Practice ◽  
Feminist Theory ◽  
Relation Theory ◽  
Effective Intervention ◽  
Latency Age Children ◽  
Self In Relation ◽  
Latency Age

The authors' analysis of a group of latency-age children suggests that self-in-relation theory, a feminist theory of development, can be an effective intervention with latency-age boys. The theory is described and implications for clinical practice are discussed.

scholarly journals WHY DO PEOPLE DIFFER IN THEIR ACHIEVEMENT MOTIVATION? A NUCLEAR TWIN FAMILY STUDY

2019 ◽  
Vol 11 (4) ◽  
pp. 433-450 ◽  
Author(s):  
Lea Klassen ◽  
Eike F. Eifler ◽  
Anke Hufer ◽  
Rainer Riemann
Keyword(s):  
Achievement Motivation ◽  
School Environment ◽  
Environmental Influences ◽  
Twin Studies ◽  
Genetic Influences ◽  
Parental Home ◽  
Nationally Representative ◽  
The Impact ◽  
Home And School

Although many previous studies have emphasized the role of environmental factors, such as parental home and school environment, on achievement motivation, classical twin studies suggest that both additive genetic influences and non-shared environmental influences explain interindividual differences in achievement motivation. By applying a Nuclear Twin Family Design on the data of the German nationally representative of TwinLife study, we analyzed genetic and environmental influences on achievement motivation in adolescents and young adults. As expected, the results provided evidence for the impact of additive genetic variation, non-additive genetic influences, as well as twin specific shared environmental influences. The largest amount of variance was attributed to non-shared environmental influences, showing the importance of individual experiences in forming differences in achievement motivation. Overall, we suggest a revision of models and theories that explain variation in achievement motivation by differences in familial socialization only.

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