Case Study on Positive Parenting and Youth Success

Case Study on Positive Parenting and Youth Success

Robin Bradley

Clemson University

YDP 8050
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Purpose

The purpose of this paper is to review the parenting practices used in the development

process of a successful youth into adulthood. This paper will address the different theories and

advances of a youth as well as addressing the takeaways from one family to use in other youth

development practices.

The Experience

Sarah and I grew up together attending the same church. She was in elementary school

while I was in high school, so I had a chance to watch her grow up through attending the same

church. I would often help out with the younger youth’s Sunday School classes and really got to

know Sarah through that. Later on, our families became relationally close which helped me to be

able to stay in contact with her as I grew up and moved away from home and from that church.

Sarah is a white female from a socioeconomic middle-class family. Her father is an architect, and

her mother is an elementary school teacher. She grew up in a smaller town with minimal diverse

influences.

Sarah’s family, specifically her parents, has provided influential resources and examples

for her to become a well-rounded adult. Both of her parents attended Clemson University as well

as her older sister. They all set a positive example for her about what she can achieve by doing

well in school and helping in her community. They all demonstrated for her the doors that can be

opened later in life if she attends and graduates from college. Now she is about to graduate from

high school herself and has already been accepted to Clemson University to start this coming fall

semester. Her parents instilled in her to give back to her community that has provided so much

for her. According to Furstenberg (2010, p. 233), parents typically share responsibilities over

their children with members of their community and their church. Sarah’s parents used this to
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their benefit and shared some of the raising of Sarah with members of the community and the

church. Because of these positive influences in her early childhood, Sarah has volunteered at the

animal shelters, hospitals, and church, and is a member of the National Honor Society and Mu

Alpha Theta organizations at school.

Systems Theories

One of the key theories that Sarah’s family followed was to be as involved and

interactive as possible. This helps youth to grow mentally, emotionally, and spiritually, as well as

helping keep them uninvolved with negative activities such as underage drinking and smoking

(Jarrett, 1999, p. 46). “Between the time when children enter school and the time they reach

adolescence, the family plays a crucial role in socialization” (Maccoby, 1984, p. 184). Sarah’s

parents wanted her to be social with others to help her achieve more later on in life. Learning

social skills come into play in almost every aspect of life.

Socializing leads into the next theory that Sarah’s parents instilled early on in her life.

According to Furstenberg (2010, p. 233), “Parents, as representatives of the larger social order,

shared child-rearing responsibilities with other agents of society-members of their community,

their church, and their household”. The full development of an individual comes from more than

just the parents and also more than just the family. It comes from everyone they come in contact

with, and especially those they come into contact with on multiple, regular occasions. This is

every teacher, Sunday School leader, youth development leader, and so many more people that

have had a hand in the youth’s life.

Systems Perspective of Situation

Sarah’s parents practicing the roles of influencing the positive aspects of socializing has

positively benefitted her in her college application process. Because they encouraged her to get
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involved early in life, she stayed involved and built herself a lengthy resume for college

applications. She volunteered, played varsity sports and was actively involved in multiple

organizations. This has put her in contact with many adults willing to speak on her behalf. Her

parents encouraging her to socialize at a young age, stayed with her on into older adolescents and

will help her in adulthood as well. Networking and job searching is about who you know and

first impressions. If Sarah can keep her socializing abilities, she will set herself up well for

networking and building those connections to help her secure a job after college graduation.

“Many studies have looked for dimensions in which parents differ and have then examined the

relationship between these variations among parents and the characteristics of their children”

(Maccoby, 1984, p185). Sarah’s mother has talked about the struggles she had right after college

with finding a job. She was not very social, and it was hard for her putting herself out there for

employers to see and for networking purposes. This led to her desire to not let either of her

children have that struggle and to help them as soon as possible. She made sure that Sarah and

her sister both went to daycare at a young age to learn those initial social skills. Then as they got

older, she made sure they took part in activities such as playing on a youth soccer team or going

to summer camp with other kids. This made Sarah not afraid to participate in team activities or

group activities as she got older.

Applications for Youth Development Leaders

Parents want to socialize their children by involving them in as many different

organizations and activities as possible. They involve them in churches, and youth sports

leagues, and community centers to help diversify their days. As Youth Development Leaders, we

can help with this diversity by encouraging the youth to get involved with, or at least try, new

activities. Youth Development Leaders can also utilize testimonies from parents, such as Sarah’s
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parents, to encourage other parents to involve their youth in the programs. We can see through

Sarah’s story that there are many different aspects that go into making a well-balanced youth into

an asset-building adult. Leaders at youth development organizations and programs can utilize

parent success stories to encourage youth and their parents to participate in their programs.

According to Jarrett (1999, p. 46), one mother stated, “The Lord only knows, I have to

believe that what I taught him, the good I taught him, will bring him through and make him a

good man”. This feeling resonates with many parents. As a parent, there is only so much that can

be taught and instilled into the youth. Then there has to not only be that trust that the youth listen

to the advice given by the parent, but also the key part when Youth Development Leaders play a

role in the lives of youth. Children have a tendency to listen to other adults before their parents

because they feel like they constantly have to listen to their parents. This is where Youth

Development Leaders come into effect and show youth headed down troubling paths, the success

that other youth have had. These youth can also be used to demonstrate to parents the positive

effects they can have on their youth. “It is not surprising that parental effectiveness is so key an

ingredient in the successful adaptation to poverty” (Furstenberg, 2010, p. 232). Some parents

have the misfortune of living in poverty and not being able to get out. They however have the

ability to show their children the good around a negative situation.

Conclusion

It takes a village to raise a child. Parents are that initial key influence on a youth’s life,

but it takes the help of many others in the community to fully develop the youth. The youth

development professionals involved in a youth’s life can help them excel and stay on the right

path. Many parents set their youth up for success, but then the youth gets derailed by outside

obstacles because the parents cannot be there to help 24/7 due to work and other life
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commitments. Youth Development Leaders and parents play a critical role hand in hand to fully

develop youth. Youth Development Leaders can also utilize success stories of other youth to

help derailing youth excel and get back on the right path.
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References:

Furstenberg, F. (2010). How Families Manage Risk and Opportunity in Dangerous

Neighborhoods. Sociology and the Public Agenda, 231-258.

doi:10.4135/9781483325484.n12

Jarrett, R. L. (1999). Successful Parenting in High-Risk Neighborhoods. The Future of

Children, 9(2), 45. doi:10.2307/1602704

Maccoby, E. E. (1984). "Middle Childhood in the Context of Family." Pp. 184-239 in

Development During Middle Childhood: The Years from Six to Twelve, edited by W. A.

Collins. Washington, DC: National Academy Press.