Community Paper- Parenting Matters and More

Children on the Autistic spectrum provide not only a challenging perspective to the family unit but also to the classroom.  Parenting has a direct influence on the well-being of not only the family as a whole but on the individual children that are part of the family dynamic. The physical, social and emotional development of a child is a direct correlation to the type of parenting that a child experiences. Research studies have shown that parenting practices that include encouragement, positive reinforcement, displays of warmth and affection through physical contact, being involved in the child’s recreational and social activities and having consistent yet not overbearing disciplinary tactics can lead to positive self-image/self-esteem, appropriate decision-making, fewer behavioral problems, healthier peer associations and educational proficiency.  Parents that promote harmony within the family also help children with outside stresses and assist them in building appropriate coping mechanisms (Kotchick & Forehand, 2002).  Autistic children however often exhibit social and developmental limitations or delays which may call for modifications in parenting styles as well as teaching techniques. Care and protectiveness are essential parenting skills for all children; however, because of an Autistic child’s limitations, parents may become over protective.  According to the 2004 journal article entitled “What lies beneath: Parenting style and implicit self-esteem” by Dehart, Pelham and Tennen, “The dimension of overprotectiveness reflects excessive control, which probably interferes with the child’s ability to develop a sense of autonomy or competence.  More specifically, over-helping or overprotection may undermine a child’s ability to take full credit for their accomplishments, which may result in lower self-esteem.” How then can parents and educators work together to ensure the success of Autistic children? 

All children are born with inherit gifts and talents and the ability to understand right and wrong.  It is a parent’s responsibility to master a child’s gifts and talents and to demonstrate and teach them what is right and wrong based not only on society’s standards but more importantly the family’s standards and expectations.   In other words, parents matter in a child’s life.  Without a parent(s), a child has no sense of self.  However, with Autistic children, parents and educators must work side by side to ensure that Autistic children meet their potential and develop a positive self-image as well as thrive within a safe and secure environment. Through consistent communication between parents and educators, educators will be able to understand potential outside forces that impact parenting behaviors such as culture and ethnicity; socioeconomic status and poverty; and neighborhood and community. Autism runs a full spectrum of ability levels and each child’s abilities and inabilities are unique. Parents and educators need to use each other as references to determine what are realistic goals for Autistic children in both the classroom and home settings.  Parents and educators should then set a plan together to help the

Autistic child accomplish each goal by utilizing resources in the classroom as well as on the home front, i.e. visual aids and instructional curriculum.  Additionally, parents and educators should always celebrate each goal that is accomplished by the Autistic child, no matter how small or how big.

Overall, parenting is a universal calling; it can be joyful, surprising, loving, demanding, exhausting and frustrating but a gift that should be viewed as a precious one (Holt,2013).  Parenting an Autistic child should not be viewed any differently.  By establishing positive and effective communication between parents and educators, parents of Autistic children will be more successful in their parenting skills; therefore, allowing their Autistic children to become successful, competent human beings.

References:

Dehart, T., Pelham, B. W. & Tennen, H. (2006). What lies beneath: Parenting style and implicit self-esteem.  Journal of Experimental Social Psychology, 42, 1-16.

Kotchick, B. A. & Forehand, R. (2002).  Putting Parenting in Perspective: A Discussion of the

            Contextual Factors That Shape Parenting Practices.  Journal of Child and Family Studies,

            11, 235-269.

Hembree, D. (2012, January 13). How to Talk to Parent’s of an Autistic Child: Hints from an

Autistic Teacher. [Web log comment]. Retrieved from

 http://voices.yahoo.com/how-talk-parents-autistic-child-10819371.html

Holt, E. (2013). Belief Paper- Parenting Matters.

Holt, E. (2013). Academic Paper.

-Elizabeth H.