Notre Dame-Siena College of Polomolok

Polomolok, South Cotabato0

Service Education Department
Teacher Education Program
Professional Education Program

CRITIQUE AND REFLECTION PAPERS

In partial fulfillment for requirements

Of the course ED 210
(Child and Adolescent Development)

Submitted by:
Roxan E. Gayas

Submitted to:
MARIA RUFINA M. PONO
Course Facilitator

Date: August 10, 2019

Parent–child role-confusion: A critical review of an
emerging concept
J. H. Halliday Macfie, Laura E. Brumariu, Karlen Lyons-Ruth

https://www.semanticscholar.org/paper/Parent%E2%80%93child-role-confusion%3A-A-critical-review-

of-Macfie-Brumariu/095e56f84eb29acc670e68a104c498bf8b68b353

Published 2015

DOI: 10.1016/j.dr.2015.01.002

Abstract we propose that role-confusion or role reversal between parent and child is a major risk

factor for a child's development, yet one that has gone largely unnoticed. In the context of an

evolutionary tension between parental reproductive needs and child needs for nurturing, parental

history and current stressors may affect the ability to invest in parenting a particular child. When

adult relationships do not provide adequate emotional and instrumental support to the parent, he

or she may look to a child to provide that support. A growing empirical literature across clinical,

family systems and developmental disciplines has pointed to the potential for the child to take on

the role of parent, spouse, or peer in relation to the parent, such that traditional parent–child roles

become confused or reversed and generational boundaries blurred. From a developmental

psychopathology perspective, this change in parent–child role relations may adversely affect the

child's socio-emotional development if demands placed on the child exceed the capacity to

comply, thus increasing the risk for psychopathology. Conversely, shouldering family

responsibilities that are within the developmental capacities of the child may lead to increased

self-efficacy and competence. This paper critically reviews the growing literature, proposes a

model for precursors to, and sequelae of, role-confusion, examines resilience, and points to

directions for future research and preventive interventions. 

CRITIQUE PAPER

SUMMARY

From the article, the major risk factor for child’s development is having a role- confusion or role

reversal between parent and child. Loving parents create loving children. Your relationship with

your children and how attached you are to them indicates how the child is going to be in the

future. It also affects the strength of their social, physical, mental and emotional health. As what

article says, when adult relationships do not provide adequate emotional and instrumental

support to the parent, he or she may look to a child to provide that support. As articulated by

Erik Erikson, Identity versus Role Confusion is the fifth of eight stages of psychosocial

development that take place between the ages of 12 and 19. During this stage adolescents need

to develop a sense of self and personal identity.

POINTS OF AGREEMENT

My points of agreement from the article, is that shouldering family responsibilities that are

within the developmental capacities of the child may lead to increased self-efficacy and

competence both parent and the child. That for me, it is true. Young children who grow with a

secure and healthy attachment to their parents stand a better chance of developing happy and

content relationships with others in their life.

POINTS OF DISAGREEMENT

My points of disagreement from the article, is that the authors not really expand their ideas about

the parent-child role- confusion. Like for example, when the kids are no longer kids, they

become independent and they have trouble dealing with important decisions and choices that

need to be made. What should parents need to do the same with the kids when they become

adult?

CONCLUSION

From the article, my conclusion is that the most important thing is that parents play a major

influence in the successful formation of their child’s development and personality. But in the

end, everything boils down to the kind of relationship a parent shares with the child – the better

the relationship, the better the upbringing can be.

NSTA Web News Digest
Journal of College Science Teaching: Feature

News Categorihttps://www.nsta.org/default.aspxes
 Top Stories
 Science News
 Education News
 Legislative News
 NSTA Reports
Learning Styles and Multiple Intelligences in Students
3/1/2001 - Barbara M. Manner
  Learning Styles and Multiple Intelligences in Students
by Barbara M. Manner
Students’ exhibit different learning styles and multiple intelligences, and only by
accommodating these various abilities can instructors properly plan and conduct
assignments and assess what students have learned. This article outlines the types of
learning styles and multiple intelligences of students, as well as instructional techniques
that work best with students’ respective learning traits.
Most of us who teach science courses lead or
participate in field studies. We do it for various
reasons: to examine a particular feature or outcrop, to
visit a wetland for the purpose of studying the flora or
fauna inhabiting it, or just to get into the outdoors
rather than spend all of our time in a classroom or
laboratory. Even physics classes, long relegated to the
laboratory, are now going to amusement parks to study
the physics of rollercoasters and free-fall rides. When we design and conduct field studies,
however, do we really think about how we can make them pedagogically successful
endeavors?
Simply conducting field studies does not ensure that we will achieve optimal educational
benefits for our students. In many cases, the social aspect of the field trip overshadows the
learning aspect (Orion and Hofstein 1991). It is at this point that a field study is reduced to
the category of a field trip; a lot of time spent on logistics with little return in learning.
To maintain the intellectual integrity of a field study, the coordinator has to look at it from
the perspective of pedagogical as well as science content. Structure, learning materials,
and instructional techniques determine educational quality (Orion and Hofstein 1994). But
to design assignments that work well, we must first look at how students learn. This
requires that we consider the learning styles and multiple intelligences of the participating
students. After understanding these, an instructor can then design the field study so that
students derive maximum educational benefits from it.
The following discussion and outline of learning styles and multiple intelligences of
students, as well as instructional techniques, was prepared with science field studies in
mind, but its content is general enough to be applicable to virtually any teaching situation.
Learning Styles
How students process information—how well they learn and how well they retain
knowledge—is directly related to the learning style of the individual. Teachers have long
felt that if they lecture and tell students the same thing over and over again, the student
will learn and understand a particular science concept. This learning style and
instructional technique were traditionally thought of as the way that the majority of people
learn. We now know that this is not true. Not everyone learns best with a single
instructional technique. Students actually learn best through various styles: personal
meaning, conceptual learning, how things work, and self-discovery.
Students who learn best through personal meaning process information according to its
relationship to the individual. They learn by listening and sharing ideas, they perceive
information concretely and process it reflectively, they tackle problems by reflecting
alone and then brainstorming with others, and they view experiences from many
perspectives. These learners are usually insightful and have a need to become personally
involved with their learning.
Those who acquire knowledge best through conceptual learning are goal-oriented, solitary
learners who tackle problems with logic. They perceive information abstractly and
process it reflectively, form theory and concepts by integrating observations into what is
known, and think sequentially.
Students who are actively involved in their own
learning thrive during manipulation of objects or when
presented with a problem to be solved. These are the
“how things work” learners. They love a challenge and
will cut right to the heart of the matter. It is these
learners who are most suited to active field study. They
perceive information abstractly and process it actively,
excel in down-to-earth, hands-on problem solving, and
tackle problems by acting without consulting others.
The last of the learning styles is self-discovery. The person who learns best in this way is
stimulating, impulsive, and enthusiastic; avoids isolation; and seeks to energize others.
However, the drawback to all of this enthusiasm is that he or she will often take on too
many responsibilities and as a result will often not complete a task. These learners
perceive information concretely and process it actively; are impulsive and intuitive; and
thrive on challenges and crises.
Multiple Intelligences
In addition to having differences in learning styles, not everyone is smart in the same way,
according to Harvard’s Dr. Howard Gardner (Brualdi 1996). He says that individuals are
intelligent to some degree in each of the following areas:
verbal-linguistic: facility in producing language;
musical: sensitivity to components of music as well as to emotional implications;
logic-mathematical: ability to reason deductively or inductively and recognize and
manipulate abstract relationships;
spatial: ability to create visual representations of the world and transfer them mentally or
concretely;
kinesthetic: use of one’s body to solve problems, make things, and convey ideas and
emotions;
interpersonal: ability to work effectively with others and understand their emotions,
goals, and intentions;
intrapersonal: ability to understand one’s own emotions, goals, and intentions; and
Naturalistic: capacity to recognize and make distinctions in the natural world and use the
ability productively (Nicholson-Nelson 1998); has keen sensory skills (Dickinson 1999).
Individuals possess each of these eight multiple intelligences to some extent. The
combinations and degrees of their intelligences are all different and very rarely operate
independently (Black 1994). Rather, they are used concurrently and typically complement
each other as individuals develop skills and solve problems (Brualdi 1996). This must be
kept in mind, not only in planning and conducting field studies, but also in assessing what
the students have learned.
Instructional Techniques
Students have different learning styles and multiple intelligences. This has implications
for the design and execution of a field study, or any teaching situation. Science teachers
should think of these as equally important and aim to reach a broader range of talents and
skills. This philosophy contradicts the traditional educational systems of teaching science
that typically emphasize the development and use of verbal and mathematical
intelligences (Brualdi 1996).
Self-Check Guidelines Consideration of the various learning
styles and intelligences of participants in
To make it easier to address all of the learning field studies requires that the coordinator
styles and multiple intelligences of your of a study select instructional techniques
students, here are some self-check guidelines that engage most or all of the
you can use when designing and carrying out intelligences and learning styles. This not
your field study. only excites students about learning, but
- Give options for learners to acquire mastery it allows a teacher to reinforce material in
of material (i.e., don’t limit yourself to pencil- various ways. By activating a wide
and-paper tests; include journals, group assortment of intelligences, a teacher can
projects, and photographic essays); facilitate a deeper understanding of the
- Provide problem-solving opportunities; subject material, and a student’s ability to
- Create “What if?” situations; observe, memorize, and recall facts will
- Approach the topic in an orderly and be significantly higher (Manner 1997).
creative fashion; Although each learner has his or her own
- Set up situations that require hunches about characteristics, it is important to realize,
outcomes; just as Gardner did, that some of these
- Set up field-based experiences that go characteristics overlap. One instructional
beyond the text or lectures; technique may address the needs of more
- Emphasize the broad nature of the topic; than one learning style or intelligence.
- Ask learners to explore relationships within The instructor may draw on various
or among topics; instructional techniques, accommodating
- Ask learners to analyze material or all of the above learning styles during the
information; field study. Such techniques involve
- Introduce topics with situations recognized offering materials to read (e.g., field
by the learners; guides and background information on
- Use problem-solving group work; natural history and culture of the study
- Help learners to see patterns; area) lectures before and during the study
- Provide cultural as well as scientific describing what to expect on the trip; the
experiences; biology and geology of the area; and
- Offer leadership opportunities. other relevant information. These lectures
provide information and schedules that
are necessary for the “conceptual” and
“how things work” learner.
Also, instructors should present hands-on experiences,
such as research projects, site explorations,
interdisciplinary activities, first-hand experiences with
concepts, and examples described in lectures. Hands-on
experiences take into account the learning styles of
most of the participants.
The “personal meaning” learner listens and shares
ideas. He or she also needs direct experience. Research projects for the “conceptual
learner” are the ideal vehicle for forming theories and interpreting observations. The “how
things work” learner thrives on manipulation and loves exploration. And the “self-
discovery” learner is well suited to the interdisciplinary nature of the activities. Interaction
is a plus for all learners except the “conceptual” learner who must have opportunities to
work alone. Types of interaction among participants include group activities,
interdependence activities, and individualized activities.
In addition, a field study can feature specific instructional techniques and experiences to
address each of the multiple intelligences (Dickinson 1999). For example:
verbal-linguistic learners favor using computer technology and entering into discussions;
musical learners study by listening to recordings related to the topic (e.g., Holst’s “The
Planets” or recordings related to nature, such as Grofe’s “Grand Canyon Suite”);
logic-mathematical learners prefer classifying, sequencing, and solving problems;
spatial learners like to observe and imagine and solve spatial problems;
kinesthetic learners excel with manipulative and prefer to participate actively;
interpersonal learners like to work on group projects and discuss with others;
intrapersonal learners work independently; and
Naturalist learners see patterns and like to identify a problem and research solutions
(Meyer 1998).
Investing time and effort into planning and conducting field studies will result in an
optimal educational outcome. Numerous instructional techniques can be employed, but
we also need various ways in which we evaluate what the students have learned.
Assessment that truly reflects what a student has learned can be accomplished through
group projects, journals, artwork, and portfolios. As Gardner believes, we should
encourage students to use their strongest domains, but help them to develop their less
dominant abilities and reflect on and analyze their own learning styles and ways of
thinking. They must “learn to think about how they think and learn” (Brualdi 1996).
Field studies are a concrete bridge toward more abstract learning levels. The structure,
learning materials, teaching methods, and ability to direct learning to a substantial
interaction with the environment determine the educational quality of any field study.
Proper planning will ensure that the field study is enjoyable and educational for all
participants.
Barbara M. Manner is an associate professor in the School of Education and the Bayer
School of Natural and Environmental Sciences, Duquesne University, Pittsburgh, PA; e-
mail: manner@duq.edu.
CRITIQUE PAPER

SUMMARY

From the article entitled “Learning Styles and Multiple Intelligences in Students” by Barbara M.

Manner, the article outlines the types of learning styles and multiple intelligences of students, as

well as instructional techniques that work best with students’ respective learning traits. In

addition to having differences in learning styles, not everyone is smart in the same way,

according to Harvard’s Dr. Howard Gardner, Gardner proposes eight different intelligences to

account for a broader range of human potential in children and adults. These intelligences are:

Linguistic intelligence (“word smart”)Logical-mathematical intelligence (“number/reasoning

smart”)Spatial intelligence (“picture smart”)Bodily-Kinesthetic intelligence (“body

smart”)Musical intelligence (“music smart”)Interpersonal intelligence (“people

smart”)Intrapersonal intelligence (“self-smart”)Naturalist intelligence (“nature smart”).

According to the author, to make it easier to address all of the learning styles and multiple

intelligences of your students, there are some self-check guidelines you can use when designing

and carrying out your field study. Give options for learners to acquire mastery of material,

Provide problem-solving opportunities; Create “What if?” situations; Approach the topic in an

orderly and creative fashion; Set up situations that require hunches about outcomes; Set up field-

based experiences that go beyond the text or lectures; Emphasize the broad nature of the topic;
Ask learners to explore relationships within or among topics; Ask learners to analyze material or

information; Introduce topics with situations recognized by the learners; Use problem-solving

group work; Help learners to see patterns; Provide cultural as well as scientific experiences;

Offer leadership opportunities.

POINTS OF AGREEMENT

My points of an agreement from the article is that even though the teachers tell students the same

thing over and over again, the student will learn and understand a particular concept This

learning style and instructional technique were traditionally thought of as the way that the

majority of people learn. We now know that this is not true. Not everyone learns best with a

single instructional technique. Students actually learn best through various styles: personal

meaning, conceptual learning, how things work, and self-discovery. Not all students learn the

same way and shouldn’t be treated the same.

POINTS OF DISAGREEMENT

My points of disagreement from the article, is the last of the learning styles is self-discovery. In

dealing with self- discovery or self-learning, there is a disadvantages for the learner or for the

teachers. Like he/she need a great deal of internal motivation to keep learning and he/she often

cannot make the best judgment which resources are good and useful.

CONCLUSION

In conclusion, learning more about the multiple intelligences can help us to better understand our

learning style, own strengths and weaknesses. It is important to remember that there is no right or

wrong learning style. Each style has advantages and disadvantages. Knowing your learning style
is not meant to limit you, but to expand you – by helping you to work, learn and live more

efficiently.

REFLECTION PAPER

Before I research the Article from online sources that is related to the topic on Psychosocial

Stages of Development (Erickson), I feel so excited and have eagerness at the same time to

identify and understand the Psychosocial Stages of Development according to Erik Erickson and

their importance to us the learner.

While I’m doing my research, I enjoyed reading about the authors ‘article entitled. Parent–child

role-confusion: A critical review of an emerging concept By J. H. Halliday Macfie, Laura E.

Brumariu, Karlen Lyons-Ruth.

And after what I’ve read, there’s a points of agreement and points of disagreement about the

article when it comes to that role-confusion or role reversal between parent and child that is a

major risk factor for a child's development,

What I’ve think/learn during my research is that parents plays an important role to child’s

development and is an important process for supporting young children’s learning.

In this research what I intend to do with Learning is that as a future educators we should also to

help and guide the students what is their role at that stage so that they’ll be guided in every path

they’re going to take. 

REFLECTION PAPER

Before I research the Article from online sources that is related to the topic on Multiple

Intelligences (Gardner), I feel so excited and have eagerness at the same time to identify and

understand the different multiple Intelligences according to Howard Gardner and their

importance to human potential in children and adults. The Learning Styles, Self-Check

Guidelines to make it easier to address all of the learning styles and multiple intelligences of the

students.

While I’m doing my research, I enjoyed reading about the authors ‘article entitled “Learning

Styles and Multiple Intelligences in Students 3/1/2001 - Barbara M. Manner.

And after what I’ve read the article according to the author the students learn by listening and

sharing ideas, they perceive information concretely and process it reflectively, they tackle

problems by reflecting alone and then brainstorming with others. Just like what I’m doing right

now, I learn also by listening and brainstorming with other students.

What I’ve think/learn during my research is Students’ exhibit different learning styles and

multiple intelligences, How students process information—how well they learn and how well
they retain knowledge in accordance with their learning style and also the teaching style of the

teachers.

What I intend to do with the Learning is that as a future educators we should also to know the

multiple intelligences of the students, Knowing how to target the various interests and learning

styles of students can help teachers to plan engaging and effective lessons through multiple

methods and activities.