3. The home is the first and most
significant agency that affects the
life of a child. The unique power
of the home stems from the fact
that it gets the new human being
first before any other institution
has had a chance to make an
impression upon him.
4. Factors in inter-parental
relationships to child
adjustments
• Tension over matters of sex;
• Problems of ascendance-submission;
• Lack of consideration for each other
• Lack of cooperation concerning the
upbringing of the child;
• Extra-marital relations;
• Problems of health;
5. Inability to talk over differences
to mutually acceptable
solutions;
Insufficient expressions of
affection;
Tension over friends, work and
relatives.
6. M.F. NIMKOFF
Described a good home as “one in
which the child has parents who
love each other, who love him,
understand his interests, and do
what they can to help him realize
them and thus achieve adequate
adjustment.”
7. INADEQUATE PARENT-
CHILD RELATIONSHIP
1. Emotional rejection of the child
it can be defined as an overt behavior toward
an individual which leads him to believe that
he is neither loved nor valued. Rejection
causes the child to fear that those who
constitute his world will not stand by him, are
hostile to him, and are willing to abandon
him.
8. PARENTAL REJECTION
1. Emphasis on the children’s shortcomings;
2. Severe punishment and negative responses
(nagging, scorn, ridicule, threats)
3. Rigid discipline;
4. Desertion;
5. Eviction (to expel by legal process);
6. Unfavorable comparisons with other children;
7. Deliberate statements to the child indicating that
he is unwanted.
9. 2. DOMINATION OF THE PARENTS
The insistence of many parents
upon early toilet training is
another area of domination, by
inhibition and restraint, which
many professionals, especially the
analysts, believe to be detrimental
to the child.
10. 3. SUBMISSION TO THE CHILD
-----a submissive parents is
defined as one who capitulates
to unrealistic demands are
requests, usually following
pressures and teasing on the
part of the child.
11. The outstanding causes of this type
of parent-child relationship.
1. Illness of a severe nature which
renders the child helpless and,
2. some strategy devised by the
child to master his parents and
with which they seem unable to
cope.
12. SUBMISSIVE BEHAVIOR ON PART OF
PARENTS TENDS TO DEVELOP
1. Conceit
2. Overconfidence
3. Disobedience and
4. Disrespect for authority for
their children
13. OVERPROTECTION OF THE CHILD
Overprotection by a parent involves
over attention and pampering
without offering opportunities for the
child to make decisions or to assume
responsibilities. Such a child be given
everything he wants and have this
very whim catered to.
14. 4 FACTORS TO OVERINDULGENCE
1. Absence of love and affection in the
parent’s own childhood;
2. Inharmonious marital relationships;
3. Frustration of personal achievement or
thwarting of vocational aspirations;
4. Loss of mate or of another child.
15. OTHER DETRIMENTAL PRACTICES
COMMON AMONG PARENTS
1. some parents wish to relieve
their lives through their
children’s careers and thus
project their vocational or
professional ambitions
without regard to the child’s
interests and abilities.
16. 2. Other parents who have acquired
considerable social prestige
because of their own
achievements expect their children
to perpetuate the family name
through their similar
accomplishments resulting in a
state of constant tension.
17. 3. A parent who has a strong
preference for a child of a
given sex is likely to make
one of the undesired sex feel
unwanted as well as to focus
undue emphasis on liked-sex
characteristics.
18. ORIGIN OF PARENT –CHILD
RELATIONSHIPS
Mother-Child
relationship
The infant and young
child should
experience a warm,
intimate, and
continuous
relationship with his
mother in which both
find satisfaction and
enjoyment
19. Father-Child relationship
To the son, the father represents
the man he will someday grow
up to be like, the symbol of
authority to which he must
identify, the father-parent and
the lover-husband he will
someday become.
20. Is a person of either sex. In some
instances even an older brother or
sister—who substitutes for the real
parent actually or from the point of
view of the child. The child tends to
project his own parents—whether
positive or negative—on to such
parent surrogates and accepts them
emotionally.
21. Discipline
The modern of discipline does
not dispense with punishments
but utilizes it only when there
are reasonably certain
indications that it will result in
improved adjustment on the
part of the child.
22. B. SCHOOL AND MENTAL
HEALTH
It is said to begin at birth and
continues until the end of life. It
embraces all aspects of learning, and
in a democratic society demands of
the individual that he remains
flexible and responsible to changing
folkways and mores.
23. MENTAL HYGIENE PROGRAM 3
OBJECTIVES
1. To develop a well-adjusted personality;
2. To prevent a personality
maladjustment;
3. To help in the readjustment of those
who have already developed
personality maladjustments.
24. THORPE PRINCIPLES
1. A democratic philosophy of education which reflects
an atmosphere of academic freedom, initiative, and
shared activity, and in which pupils and teachers work
together cooperatively.
2. Attention to physical health and growth which
includes the giving of periodic health examinations,
encouraging teachers to be alert for symptoms of health
disability, where possible, providing for the services of
medical and dental specialists, protecting the child
against communicable diseases, and promoting health
instruction and practices.
25. 3. A comprehensive program of activities which
stresses play and creation of a variety of
scholastic endeavors, activities leading to pupil
self-direction, responsibility, and
resourcefulness, as well as respect for the rights
and property of others, and enjoyable social
participation.
4. Effective methods of study and work which
enable the pupil to experience the satisfaction
and sense of competence which the mastery of
work and study and responsibilities brings in its
wake.
26. 5. The adjustments of tasks to levels of
maturity which comes from achieving
desired goals and attaining a sense of
personal security.
6. The development of a wholesome
attitude toward sexual relationships as well
as achieving masculine or feminine
identification through healthy-boy-girl
relationships and association with teachers.
27. 7. a consistent and intelligent program of
discipline directed toward healthy psychological
adjustments and sound efforts to guide pupil’s
conduct in harmony with desirable social
standards and their own basic needs.
8. the presence of one or more adults in whom
the pupils can confide thus providing a
“substitute parent” for the emotionally unstable
pupil as well as helping him with the relief of
tensions and the solution of disturbing problems
28. C. COMMUNITY AND MENTAL HEALTH
The individual achieves his stature as a
personality in group activities. His
interpersonal relationships in the
community will prove the application
and the development of workable
mental hygiene principles.
29. The demands of a given culture in
society mold the personality of its
members, and reflect the nature of
the individuals who compromise it.
Just as mental health is, to an
important extent, founded in
physical health, so there must be a
community hygiene in order to
support mental health from
without.
30. CHARACTERISTICS OF A PSYCHOLOGICALLY
HEALTHY PERSONALITY
Over the years, mental hygienists are faced
with the problems of ascertaining the criteria
of “full maturity” as well as “unhealthy”
society. While there are available reasonably
adequate criteria regarding satisfactory
personality functioning within a given
environment framework, very little is known
by way of the pattern of an ideal personality
exists.
31. PERCIVAL M. SYMONDS
Who offers a conception of normality
or mental health in which includes
1. A balance or a compromise between
the demands of society and the
desires of the individual.
2. Maturity, or the absence of infantile
and childish patterns.
34. SELF-HELPS TO IMPROVE
PERSONALITY
1. Maintain a sound physical health
2. Develop a wholesome outlook in
life.
3. Gain confidence through making
sure of at least small success.
4. Learn to enjoy people and to
make stimulating social contacts.
35. 5. Cultivate a variety of active
interests
Conquers fears by facing them.
Adopt a wholesome attitude
toward sex matters
Develop a sensible independence.
Plan a balanced program of work
and play.
36. Beware of alluring escapes
Learn to face things as they are.
Strive for a balanced
satisfaction of life’s needs.
Remember that time is greater
healer.
37. WAYS TO CONSOLIDATE
RELATIONS WITH PEOPLE.
1. Learn to like People.
2. Learn to understand people
3. Learn to be considerate of people
4. Learn to be socially Skillful with
People.
