Professional Documents
Culture Documents
behavior and impact of a family’s situation to the child specifically, in his academic
performance. As such, the theories utilized in these study serves as its backbone and
emotional unit and uses systems thinking to describe the complex interactions in the unit.
It is the nature of the family that its members are intensely interconnected emotionally.
Families so profoundly affect their members’ thoughts, feelings, and actions that it often
seems as if people are living under the same “emotional skin.” People solicit each other’s
attention, approval, and support and react to each other’s needs, expectations, and
somewhat present.
promote cohesiveness and cooperation require to protect, and provide for basic needs.
However, heightened tensions can challenge the strength of a family requiring cooperation
and teamwork or, if not solve, may lead to greater conflict. Moreover, unresolved conflicts
often lead to a family member/s leaving the household. Anxiousness exhibited by a family
member as well as loss can be felt throughout the whole family as the connectedness
child shapes him on how to react, interprets and appraise situations. The presence of any
stressful situation has greater impact on the child rather than the adult as they experience
Similarly, as the behavior of the child is affected by his family setting, his fervor in
doing task is also greatly influenced by the family’s situation. An absence of a family
member greatly reduces its capacity to provide financial and emotional support to the
child. Alderfer (Furnham, 2008) proposed in his ERG: Existence needs, Relatedness
needs, and Growth Needs Theory that failure to satisfy basic material necessities will
hamper the child’s ability to move on to the next stage. Physiological and physical needs
Sequentially, in the event where a child met the needs of the first stage, move on
to Relatedness needs stage and secure relationship with family, peers, love and
belongingness, they strive to achieve public fame and recognition. In retrospect, failure to
fulfill the second stage will leave the child unmotivated and sloppy in his actions. This
fulfill such needs stated in the two stages is associated to the family’s status of being intact
or broken. Children living with a broken family is more susceptible to instability in home
environment, inadequate financial resources and inconsistent routines. On the other hand,
children living in an intact or complete family has a larger chance of evading such
problems.
tested theories of school learning regarding variables with the most potential to
significantly and positively affect student outcomes, stated that of the 11 most influential
significant contributor affecting the performance of any student in school as it lies beneath
the wings of three most influential domains; (1.) parental support, (2.) social -behavior
parents by separation, death or other causes affects the child. The emotional distress
brought by such circumstances are strong enough to stunt academic progress. Other than
that, the economic instability and lifestyle changes contributes to poor educational
outcomes.
Aldefer’s ERG Theory and Walberg’s Theory of Educational Productivity outlines the
each member of the family to the child is clearly explicated by the first theory while the
second theory provides the framework of how satisfaction of physical and emotional needs
affects the child’s behavior. Lastly, Walberg’s TEP supports the idea of the other two
regarding the impact of living in a broken family compared to living in an intact one, its
www.thenews.com.pk/magazine/you/76974-the-effect-of-a-broken-family
Kerr, Michael E. “One Family’s Story: A Primer on Bowen Theory.” The Bowen Center for
the Study of the Family. 2000. http://www.thebowencenter.org
Graue(1999), Representing Relationships Between Parents and School: Making Visible