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Parenting activity
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To address issues concerning
parenting activity a personal construct psychologist would first
carefully work out the theoretical structure underlying constructivist
approaches to explanations of psychological functioning. George Kelly’s (1991/1955) psychology of personal
constructs and his explanations of the implications of his fundamental postulate and the corollaries to his theory can provide the base
from which to discuss the psychological processes involved in parenting
activity.
After having acquired the necessary theoretical base, a personal
construct theorist would endorse the following claim: Every aspect of
parenting involves considerations of the construct systems of both the
parent and of the person toward whom the parenting activity is directed.
Following Kelly’s (1991/1955) theory, a personal construct theorist
would work from the postulate that "a person’s processes are
psychologically channelized by the ways in which he[/she] anticipates
events" (p. 32). Theorists, elaborating that postulate, have found
it useful to discuss
anticipations in terms of how a person builds, moment by moment, anticipatory
narratives. Those anticipatory narratives, built from the person’s
personal construct systems, channelize the person’s activity toward
achieving
the expected outcomes defined by the narrative.
Parenting activity, like all of a person’s activity, depends on the
construct system that parents use to build the self role definitions
that they insert into their anticipatory narratives (See Mancuso,
1996). From their construct systems, persons build constructions to
fill every slot in their anticipatory narratives: the initiating event,
the role to be played by the self as
protagonist in the narrative, the outcomes of the actions of the self
as
protagonist, and so forth. Each time that a parent carries out any
overt
action that will in some way affect his/her child, for example, he/she
builds
an anticipatory narrative in which each object and event in the
narrative
is represented by a construction (a psychollage1)
that the parent builds from the system of hierarchically arranged
two-poled constructs that he/she can
retrieve from his/her psychological system. Though all the elements of
an anticipatory narrative must be construed in ways that then
adequately direct conduct toward the outcome that is
specified in the anticipatory narrative, the two most crucial elements
in the narrative are the psychollage that represents the protagonist
(the
self as actor) in the self-directing narrative, and the psychollage
that
represents the outcome that is set in the anticipatory narrative.
In parenting narratives, the setting of the psychollage that defines
the self in parenting activity depends on the self-defining constructs
that the parent-as-actor uses to build self-defining psychollages. For
example,
consider those parents who cannot retrieve and locate their selves on a
construct such as rejecting/accepting. A theorist would expect
that
their narrative-guided conduct will produce changes in a child's
construct
system that will differ extensively from the changes that will be
produced
by those parents who can use a construct such as rejecting/accepting.
Parents who cannot frame their psychollages of their selves in terms of
rejecting/accepting would be unlikely to consider
that
the outcomes of their conduct will depend on their children’s
perception
of whether or not their parents’ activity signals their parents’
rejection.
The status of the child's developed personal construct system – the
ultimate outcome of all parenting anticipatory narratives – invariably
stands as
a ultimate criterion of success or failure of parenting activity. All
parenting activity can be seen as having an effect on the child's
personal construct system. Any outcome that parents build into their
self-guiding narratives, as they interact with their children, will
depend on the extent to which the parent successfully construes the
construction processes of the child. Such successful construing of the
child’s construction processes will facilitate efforts to prompt
changes in the child’s construct system.
Most of the innumerable articles on parenting activity discuss parent disciplinary
actions. It is useful to think of disciplinary actions in terms of
parent/child interactions that involve the construct systems of both
the child and the parent. To shift focus to those construct systems, it
is advisable to drop the term disciplinary action and to speak
of the parent/child interactions as reprimand (Mancuso &
Lehrer, 1986) scenarios. A reprimand scenario occurs whenever the child
engages
in behaviors that invalidate the
parent's psychollages of the child
in the parent’s charge as a child that is behaving appropriately. A
discussion
of effective reprimand, from a personal construct the perspective,
would
involve a focus on the ways in which the child's behavior would
invalidate the caretakers' psychollage of an "appropriately behaving"
child. To frame a personal construct view of the ensuing reprimand
action of the parent, one would direct attention to the ways in which
the reprimand would alter the child's construct systems. The outcome of
the reprimander’s actions would,
ideally, prompt the child to build self-defining psychollages that
would
lead him/her to engage in behaviors that the parent would regard as
appropriate.
For example, if a child engages in behavior that physically hurts its
sibling,
that behavior would disconfirm the reprimanding parent's psychollage of
the his/her child as a "good" child – a child who behaves
appropriately.
The goal of the parent who would reprimand the aggressive child would
be
to effect a change in the child’s construct system – a change that it
would
make it unlikely that the child would define his/her self as aggressive
in order to achieve the outcomes of his/her anticipatory narratives.
While observing parents, a personal construct psychologist would expect
that it would be the rare parent who would think of his/her
reprimanding activity in terms of construct change. Nevertheless, a
personal construct psychologist would claim that a parent's enactments
of his/her role, as specified in reprimand narrative that he/she will
create, will bring about a change in the child's construct system; and
it is only through such changes that the child will drop the
undesirable behaviors and then engage in those behaviors regarded as
desirable. The desired change in the construct system of the
reprimanded
child will make it impossible for that child to construe his/her self
as
"good" at the same time that he/she construes his/her self as a person
who
hurts his/her sibling.
One who adopts a personal construct approach to parenting activity can
comfortably state a desired overall result of parenting activity. The
desired overall result of parenting activity would be the development
of a person who can fully take into account the construct systems of
others while engaging in actions that will affect other persons. Though
this overall result might appear to be specific to the formulations of
a personal construct psychologists, careful analysis of this goal would
indicate that this goal coincides with or overlaps the kind of goals
that other child development specialists
have specified as the desired end results of parenting activity.
For example, many child development specialists have worked from the
theoretical position set out by Piaget
(1932). From that position
developmental specialists would recommend that parents prompt their
children
to take into account the varied ways in which people construe the
situations
in which a rule would be applied. Being able to take into account the
constructions of others, the person will be able to assess the sources
of social conflict in terms of the ways in which the interactors
construe the situation in
which the conflict had arisen.
The personal construct psychologist's goal also would be compatible
with the goal recommended by those psychologists who desire the
development
of "compassionate" persons. More specifically, parenting activity
should
lead to the development of a person who would understand that rules
derive
from social agreement on the ways in which events should be construed.
Thus, the effective person will know that some people might find it
difficult
to construe the events under consideration by using psychollages that
coincide
with the psychollages that receive social endorsement. Further,
realizing
that rules are socially agreed-upon ways of construing events and
objects,
an effective person will also know that he/she may make efforts to
alter
the psychollages that do receive social endorsement.
The use of personal construct psychology to discuss parenting activity,
then, directs theorists to consider personal construct change as the
central aspect of parenting activity. The use of personal construct
psychology prompts theorists and change agents to take into account the
construct systems from which parents builds their self-defining roles
as they engage in parenting activity. Personal construct psychologists
would define behavior change activity in terms of the ways in which
caretakers create their self defining narratives from their personal
construct systems. Reprimand processes would be discussed in terms of
the ways in which reprimand activity is directed toward the
existing construct system of the child and the changes in that system
that
are to be produced by the reprimand. A personal construct psychologist
would
think of the ultimate outcomes of parenting activity in terms of the
development
of a person who can take into account the construct systems and
psychollages used by other persons in his/her social ecology. A crucial
element in a
person's understanding of other persons' construct systems relates to
the
understanding that rules represent socially agreed-upon ways of
construing
events.
1See
Mancuso (2000), for the advisability of using the
term psychollage, rather than the term construction to
signify an internal representation of an object or event.
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References
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- Kelly,
G. A. (1991/1955). The psychology of personal constructs. New
York: Routledge (Original work published 1955).
- Mancuso,
J. C. (2000). Key signifiers of a constructivist psychological theory. http://www.capital.net/~mancusoj/pcpsigfr.html
- Mancuso,
J. C. (1996). Constructionism, personal construct psychology, and
narrative psychology. Theory and Psychology, 6, 47-70.
- Mancuso,
J. C. & Lehrer, R. (1986). Cognitive processes during
reactions to rule violation. In R. Ashmore, & D. Brodzinsky
(Eds.). Thinking about the family: Views of parents
and children (pp. 67-93). Hillsdale, NJ: Lawrence Erlbaum
Associates.
- Piaget,
J. (1932). The moral judgment of the child (M. Gabain, trans.).
London: Kegan Paul. (Original work published 1932).
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James C. Mancuso
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