What I Will Learn

2. What I Will Learn • To identify different types of families • To describe the changes that have occurred in families in Ireland in recent years • To consider the factors that influence family life • To identify the basic needs of a child and adolescent • To discuss the functions of the family • To explore the roles and responsibilities of each family member

3. What I Will Learn (continued) • To discuss family relationships and the importance of good communication • To identify the causes of conflict within the family • To explain how to deal with conflict within the family • To determine what is required to provide a safe and nurturing home environment

4. TheFamily • Most people grow up in a family, which is a group of people who are related by blood, marriage or another connection, e.g. adoption or fostering. • Families usually have a close relationship and share the same name and home. • In this section, we will study the relationships, customs, behavior patterns and social problems that are a part of modern family life. • The family unit can vary from culture to culture. Even within Ireland, there are many types of families.

5. Types of Family Nuclear family: Consists of two parents and their child or children living in the same house.

6. Types of Family (continued) Extended family:Consists of two parents, children and other relatives, such as grandparents, aunts and uncles. Many of these people live together in one home or near each other.

7. Types of Family (continued) Lone-parent family: Consists of a mother or father who may be unmarried, separated, divorced or widowed, along with their child or children.

8. Types of Family (continued) Blended family: Formed when partners have children from a previous relationships and they all live together as one family. The partners may then have more children together.

9. Key Terms • Adoption means to legally bring another person’s child up as your own. • Divorce is the ending of an existing legal marriage. It leaves the divorced couple free to remarry.

10. Activity: Family Types • Give a definition of one family type. • Describe one of the changes that has occurred in family life in the 21st century. See Activity 20.3 in the TRB

11. Activity: Family Types Definition Family Type Match each family type to its definition. Consists of a mother or father who may be unmarried, separated, divorced or widowed, and their child or children. Nuclear Extended Sometimes partners in a relationship have children from previous relationships and then they may have more children together. Consists of parents and their child or children living in the same house. Blended • Consists of parents, children and other relatives, such as grandparents, aunts and uncles. Many of these people live together in one home or near each other. Lone Parent

12. Social Changes Some of the social changes that have occurred in the 21st century have had a major impact on family life. These include recent changes in family law, the decreasing of the influence of the Church and multicultural influences. • The decrease of influence of the Church and multicultural influences has led to couples cohabiting (living together without being married), and an increase in birth rates outside marriage. It has also led to changes in the law: • The Divorce Act (1996) allowed couples to divorce in Ireland. This has led to an increase in lone-parent and blended families.

13. Social Changes (continued) • The Marriage Act (2015) allowed same-sex couples to marry, which has led to a new nuclear family structure with same- sex parents. • The cost of living during the recession led to more people cohabiting and raising their children rather than getting married. Due to financial pressures and other factors, many adult children are living at home with their parents for longer. • Nowadays, many couples relocate or move away from their extended family to find work, etc. Raising children can be more difficult without a family support network – it can also lead to social isolation.

14. Factors that Influence Family Life • No two families are alike, be they happy or unhappy, employed or unemployed, rich or poor. • There are a huge range of influences on the family, which impact on the family unit, making life difficult or helping them to survive.

15. Factors that Influence Family Life (continued) Think–Pair–Share • Discuss some of the influences on family life mentioned in the table on the right. • Fill out the sheet you have been given. See Activity 20.4 in the TRB

16. Social Influences • More women are working outside the home • Fathers are more involved in raising children • Higher rates of divorce and marriage breakdown • Fewer children in families • Educational background • Alcohol or drug addiction • The amount of free leisure time

17. Economic Influences • Higher income leads to a better standard of living for some families. • Cost of living – some families have financial problems. • Many families are dependent on social welfare. • Unemployment – one or both parents may be out of work. • Childcare and education are big expenses for some families.

18. Cultural Influences • Family background and traditions • Race and religion • Living in a rural or urban area • Local traditions, such as music or sport • Social media and peer pressure have a major influence on teenagers

19. What Do Children and Teenagers Need? • Nourishing food • Proper clothing • To be kept safe and protected • Love and affection • To live in a healthy environment • A stimulating environment in which to develop • Loving and consistent guidance and discipline

20. Functions of the Family • A functional family will provide for all physical, emotional, social and educational needs of family members. • A dysfunctional family will only provide some of these needs.

21. Physical Needs • Food • Clothing • Warmth • Shelter – a place to live • Protection from danger • Providing care when a member is sick

22. Educational Needs • Encouragement and support with schoolwork • Providing a stimulating environment • Conversation • Reading stories to children

23. Emotional Needs • Love • Comfort • Security • Understanding

24. Social Needs • Personal relationships with family members • Social skills to enable them to cope with life

25. Parenthood • Parents have a duty and responsibility to provide for their children’s needs. • Some parents find this difficult, especially if there are problems such as marital breakdown, financial worries, addictions or health problems. • Some parents, often through no fault of their own, fail to provide for their children’s needs. • The state can provide help through social services. • No matter what type of family a child is born into, every child has certain rights.

26. Key Terms • A right is something a person is entitled to. • A responsibility is something for which a person is accountable (they should or must do it).

27. Rights: Children and Adolescents Children and adolescents have a right to: • Love and understanding • Grow up in the care of their family, where possible • Live in a healthy environment • Receive an education • Protection from cruelty and neglect

28. Responsibilities: Children and Adolescents • Show respect for others • Obey parents and people in authority • Learn how to behave in society • Be cooperative and dependable in the home • Participate well in school • Children and adolescents should:

29. Rights and Responsibilities: Children and Adolescents (continued) Adolescents who behave responsibly: • Have good relationships with siblings, parents and grandparents • Are good role models for younger children • Are reliable friends and a positive influence on their peers • Are aware of the needs of others in their community

30. Rights: Adults Adults have the right to: • Work • Vote • Avail of consumer rights • Sign legal documents • Marry

31. Responsibilities: Adults Adults should: • Provide for their family’s needs • Show respect for others • Set reasonable boundaries (rules) for younger members of the household • Show respect for all family members • Behave appropriately in society and set a good example • Be aware of the needs of others in their community

32. Activity: Rights and Responsibilities • What is the difference between a right and a responsibility? • List some rights that a child has. • List the rights of an adolescent. • Why do rights change as people get older? • What are the responsibilities of children and adolescents? See Activity 20.5 in the TRB

33. Activity: Rights and Responsibilities Adolescents should behave in an acceptable manner. Identify some examples of responsible and irresponsible behaviours. Two examples have been provided.

34. Family Relationships and Roles • A relationship is the interaction between people. The first relationships we form generallyoccur within the family. • In a good relationship, we get along and communicate well with each other. • If family relationships are good, it is usually easier to form relationships outside the family unit.

35. Family Relationships(continued) There are different types of relationships within the family: • Ideally, parent and parent relationships are close and loving. Parents should share equal responsibility for the family. • Parent and child relationships should be affectionate and respectful. Children should be able to trust their parents. Parents should set reasonable boundaries for their children and be consistent and fair when disciplining their children.

36. Family Relationships(continued) • Relationships between siblings should be close and caring. Equal treatment by parents will reduce friction and jealousy between siblings. • The grandparent and grandchild relationshipsshould also be caring and respectful.

37. Family Roles A family is made up of individual people who are expected to behave in a particular way, according to their position. Each person in the family has a different role to play. Children and adolescents’ roles • Children are expected to behave in a way that is appropriate for their age group. • Their roles gradually change as they become adolescents – they are expected to become more responsible and independent. The influence of friends and peers often becomes stronger than the influence of family.

38. Activity: Relationships and Roles We all have many roles in life, e.g. at school you are a student, and at home a son or daughter. List all the roles you have within your home and outside it. See Activity 20.6 in the TRB

39. Activity: Relationships and Roles • Discuss what a role is. • Explore how we act differently in each role and why. • Discuss role conflict and role overload and how they could occur. See Activity 20.6 in the TRB

40. Parents’ Roles • In the past, fathers and mothers had very separate roles. • The father usually earned money and made all the major decisions in the home. • The mother usually stayed at home and looked after the children and the house. • Nowadays, these roles are not as clearly defined and there is more equality between fathers and mothers. • Parents’ roles include caring for the needs of their child or children, disciplining them, providing for them financially and being their first educators.

41. Activity: Parents’ Roles List some skills needed by parents using the ‘Umbrella’ graphic organiser. See Activity 20.5 in the TRB

42. Gender/Sex Roles • Gender, or sex,means being male or female. Males and females are expected to act in a particular way according to their sex. • Gender roles, or sex roles, are learned by observing the world around us as we grow up, such as parents, our environment and the media.

43. Gender/Sex Roles (continued) • The equal treatment of males and females is called gender equality or gender equity. • People are often stereotyped according to their sex, e.g. ‘all mechanics are male’. • Males and females have a right to equal treatment at home, in school, in their community and in work. • Gender inequality/inequity occurs when males or females are treated unfairly. It can cause unhappiness and loss of self-esteem.

44. Activity: Gender/Sex Roles • List four jobs that were traditionally performed by males and four traditionally performed by females. Can you suggest reasons why it was like this in the past? • As a class, discuss ways in which students have been treated differently because they are male or female: • at home • at school • in the wider community See Activity 20.8 in the TRB

45. Activity: Walking Debate on Gender Roles Stand next to your opinion – Agree, Disagree or Not Sure – on the following issues. You can move position if your opinion changes during class discussion. Men should not be expected to do housework if working outside the home. A father should be the one to discipline children. A woman should do all the cooking in the house. It is important for a man to earn the most money in the family. A woman should stay at home and look after the children. See Activity 20.8 in the TRB

46. Communication • Communication is how we relate to one another. • If there is no communication, there can be no relationship. • Communication can be verbal (talking), or non-verbal (feelings are communicated through facial expressions, gestures and body language). • When we meet people for the first time, we make a lasting impression with our appearance and by the way we communicate. • Being a good listener is an important communication skill.

47. How To be a Good Communicator • Speak clearly • Look people in the eye • Listen attentively

48. Conflict • Everyone has disagreements with other people from time to time. Conflict can only be resolved by communicating with the other person or people. • In a family there can often be areas of conflict, especially between teenagers and their parents because of role confusion, with each side seeing the situation differently, e.g. a parent feels they have a responsibility to keep their child safe, while the teenager feels they should be more independent.

49. Causes of Conflict • Teenagers want more freedom and they begin to question rules that they accepted as children. • Peer groups become very important during adolescence and can have more influence than parents. • External influences such as social media and underage drinking can cause great distress and conflict. • Romantic relationships can also cause conflict with parents because parents may not be prepared to deal with such changes in their child’s relationships.

50. Dealing with Conflict Effectively • Good communication between teenagers and their parents is essential to deal with conflict. • House rules should change as children get older and more responsible. • Parents and teenagers need to empathise with each other. • Avoid confrontation. It is important to take time to calm down and become less emotional and angry. • Both parents and teenagers need to compromise (give and take) – this is the best way to solve conflict.