scholarly journals Stop! Push-Parenting: Shoot Parent’s Ambition as Kind of Psychological Abuse in Parenting

2016 ◽  
Vol 1 (1) ◽  
pp. 9-16
Author(s):  
Laily Hidayati

Menyiapkan masa depan terbaik untuk anak adalah hal yang sangat wajar dilakukan oleh orangtua manapun. Memastikan kebutuhan dasar anak terpenuhi, memastikan pendidikannya, fasilitas-fasilitas, bahkan dana, merupakan hal-hal umum yang dilakukan oleh orangtua dalam rangka itu. Pada prosesnya, tidak bisa tidak, orangtua menerapkan cara-cara yang secara tipikal mereka gunakan—meskipun seringkali tidak disadari—dalam mengasuh dan mendidik anak mereka. Cara-cara yang secara khas digunakan oleh orangtua dalam mengasuh dan mendidik anaknya disebut dengan pola asuh (parenting), yang mana telah dikenal terdapat beberapa pola asuh yang lazim diterapkan oleh orangtua.Push-parenting adalah istilah yang digunakan untuk menyebut suatu pola asuh yang terlalu menekan hak anak, cenderung menetapkan target-target, tuntutan-tuntutan, standar-standar yang sangat mungkin melewati batas kemampuan fisik maupun psikologis anak. Yang terjadi kemudian adalah terancamnya kesehatan mental anak karena anak berubah menjadi miniatur serta korban pemaksaan ambisi orangtua. Anak dapat menjadi rendah diri, konsep dirinya negatif, terganggu aspek perkembangan sosial-emosionalnya, dan lebih-lebih, anak kehilangan kesempatan untuk berkembang jiwa kemandirian serta kemampuannya menyelesaikan masalah (problem solving). Artikel ini mendalami kajian-kajian teoritis kepustakaan, menganalisisnya untuk menemukan titik kritis penerapan model pengasuhan push-parenting, sehingga dengannya, orangtua diharapkan dapat mengevaluasi pola asuh yang diterapkannya,sehingga anak dapat tumbuh-berkembang secara unik sesuai bakat, minat, serta kepribadiannya. Kata Kunci: Parenting, push-parenting, kekerasan psikologis. Preparing for the best children’s future is a very reasonable thing to do by any parent. Ensure the basic needs of children are met, ensure their education, facilities, and even funding, are the general things are done by parents in order that. In the process, we all know and sure that parents implement ways that typically they use—although often they do not realized—in caring for and educating their children. Ways that are typically used by parents in caring for and educating children is called parenting (parenting), which has been known there are some common parenting applied by parents. Push-parenting is a term used to describe a parenting that in there too much pressure on children's rights, tend to set targets, demands, standards that are likely over the limit of physical and psychological abilities of children. What happens then is the threat to children's mental health because children turn into a miniature as well as victims of coercion parental ambition. Children can going to be a low self-esteem, negative self-concept, disturbed aspects of social-emotional development, and more, children maybe lose the opportunity to develop spirit of independence and ability to solve problems (problem solving). This paper scrutinizes the theoretical literature studies, analyzes it to find a critical point of care model application push-parenting, so with that, parents are expected to evaluate the implementation of parenting, so that the child can grow-evolved uniquely suited their talents, interests, and personality. Keywords: Parenting, push-parenting, psychological abuse.

2020 ◽  
Vol 45 (1) ◽  
pp. 59-68
Author(s):  
Inge Zweers ◽  
Rens A. G. J. van de Schoot ◽  
Nouchka T. Tick ◽  
Sarah Depaoli ◽  
James P. Clifton ◽  
...  

The present study investigated (1) how social relationships with teachers and peers and self-esteem of students with social–emotional and behavioral difficulties (SEBD) in inclusive regular education (regular schools) and students with SEBD in exclusive special education (special schools) develop over time in comparison with each other and in comparison with their typically developing peers and (2) whether factors—present before students with SEBD received special education services—predicted social–emotional development in either educational setting. Thirty-six students with SEBD in regular schools, 15 students with SEBD in special schools, and 1,270 typically developing peers participated. We collected data when students with SEBD resided in regular education without additional support, and we followed the development of students with SEBD for 1.5 years with three additional measurements in either school setting. Data of typically developing peers were collected when they resided in a classroom of a participating student with SEBD. Using Bayesian statistics, we found that students with SEBD in special schools had more conflictual relationships with their teachers than typically developing peers, but these relationships improved over time. Students with SEBD in regular schools were less accepted among peers than typically developing students and peer acceptance was stable over time for all three groups. Self-esteem and development in self-esteem over time did not differ between groups. The current study shows that students with SEBD show different developmental trajectories in regular or special schools and that it is difficult to predict their social–emotional development by factors present before students with SEBD received special education services.


2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.


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