Assignment: SOCIETAL FACTORS AND BEHAVIOUR MALADJUSTMENT OF

THE BOY-CHILD

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Contents
Introduction:..........................................................................................................................................3
Background to the Study:......................................................................................................................3
Analysis and evaluate the evolving definitions and discourse:..............................................................4
Emotional and Behavioral Diversity aspects:.........................................................................................5
The Society's Role in Adolescent Maladaptive Behavior:......................................................................6
Parental Role Modeling :.......................................................................................................................7
Recommendations:..............................................................................................................................10
Conclusions:.........................................................................................................................................10
Reference:...........................................................................................................................................12
APPENDIX:...........................................................................................................................................14

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Introduction:
Throughout history and tradition, the importance of the male child has been increased. Due to

his family and the broader world, despite the high price charged for the child. He was present

globally and locally, causing havoc on the very citizens he was supposed to protect. This

study aimed to evaluate the social factors contributing to child maladjustment in some

Nairobi and Kiambu Counties, Kenya, rehabilitation institutions. The study examined the

effect of parenting and culture on the baby's behavior. The research also sought to decide

what could promote pro-social behavior in boys who show behavioral discomfort. Social

learning theories and psychosocial stages influenced the research. The research results are

arranged thematically. The results of this study have made some factors clear that contribute

to the maladjustment of the boy's behavior and therefore promote effective parenting and

positive role modeling.

Background to the Study:

For several years, the male child was more welcome than the female child. The male boy

brings profit to the family, it was thought. It is because the children had the responsibility to

expand the lineage of their fathers (Christopher Mbiti, 1997). Traditionally, men have been

reliable, giving their society peace. They are the guardians of socio-cultural environments,

establishing a climate conducive to social development. He has participated in destructive

acts, including theft, fighting, vandalism, and all forms of crime, which all contradict his

position as the guardian of the nation's welfare. He also was a source of insecurity in his self-

destructive life, including alcohol abuse and drugs, which prevented him from maintaining

healthy ties and predisposed him to criminal behavior (Farrington & Welsh, 2007).

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Analysis and evaluate the evolving definitions and discourse:
International and local daily newspapers have claimed that a boy-child epidemic is in trouble.

Research on issues faced by the boy-child in America, for example, Tierney et al. (2007),

showed that almost three-quarters of the youth convicted were boys in 2004. Incense, theft,

and rape were their most common law-breaking conduct. In their delinquency research,

Synder and Sickmund (2006) reported that between 1997 and 2005, about 85% of the

adolescents in the United States were young. The FIF 2008 reports that, between the ages of

15 and 19, children are more likely to be victims of major violent crimes such as rape, theft,

and murder in the United States. Furthermore, the FBI (2001) found that in 2000, men in the

United States committed the vast majority of crimes (83 percent). Pruitt (2007) also stated

that about 40% of the 12th-grade boys surveyed were illegal drugs in 2006. The National

Education Center (2007) also reported that 56% of boys aged 16-24 dropped out of school in

2004 in the United States. Kabeca (1985), Kenyatta (1965), and Mbevi educated the boy-

child in his early adult duties (2010). The mother laid the cornerstone in her first four years.

He eventually became an adult, mostly through his father and other males of his nuclear and

extended family, as he grew up (Kenyatta, 1965; Magesa, 1998 & Mweru, 2005). (Magesa,

1998; Kenyatta, 1965; Mweru, 2005). About four years ago, a dad will take the kid with him

while he goes on his daily tasks of herding livestock. The child has been subjected to ongoing

schooling and preparation and has grown up well-grounded to take various roles in

adulthood. In this way, he developed a clear sense of what he was and what he was, thereby

shaping his ego identity and a positive self-image. Similarly, according to the United Nations

Drugs and Crime Special Report, Nairobi and its surroundings are among those regions of

Kenya that have high crime rates by young men (2012). A National Crime Research Center

(2012) report identifies the country's 46 well-known organized crime groups with 17 working

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groups in Nairobi. The gangs included the Taliban, Jeshi La Mzee, all based in the north-

eastern parts of Kenya, in Nairobi, in Mungiki, Nairobi, and Al Shabab. The NCRC survey

further notes that male genders have special roles to play in a gang. For example, the violent

killing, theft, drug kidnapping, raping, and extortion of money from the general population is

a matter of males responsible for protecting them. Others outside these gangs have also been

subjected to maladaptive activities, such as alcoholism, substance dependence, and drug

misuse. Four khat chews (Catha edulis)—a lifestyle that can predispose them to misconduct.

Emotional and Behavioral Diversity aspects:

Kabeca (1985), Kenyatta (1965), and Mbevi (2010) stated that the child was prepared for his

early adult duties. During the first four years of his life, the mother built the system. In his

nuclear and extended family, his father and other males gradually socialized in his adult role

(Kenyatta, 1965; Magesa, 1998 & Mweru, 2005). A father took the boy from approximately

four when he went on herding daily animal activity. Therefore, the child was justified in

playing various roles in adulthood, thus creating a clear sense of what he is and what he

means, forming an ego identity and a good image. Parenthood and social environment in

most African contexts and Kenya traditional societies were and still are considered the key to

shaping child behavior. Parents take parental responsibility seriously in conservative families

and ensure that children are well prepared for social adaptation and future roles. They were

taught by example the moral values and beliefs of society (Mbiti, 1997). The involvement of

both parents was thus necessary to model responsible conduct to the moral standards of

society. The three authors say that a child's behavior represents the behavior of 5 of its

parents and that a child is learning from the behaviors of parents and people around it.

Children become behavioral by observing and imitating (Bandura, 1977). Therefore, a man

should not battle his wife or married couple; for example, they cannot call each other's names

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(Kabeca, 1985). Parents created a fostered environment in which a child imitated society's

desired actions and behaved altruistically to associate with the entire community.

The desires of society shaped the child's personality. The concept of parenthood was wider

than that of male and female biological parents. Mbevi (2010) reports that all adult household

members to whom the child belonged took on parental duties. The boy was the community

needed to meet its standards (Kabeca, 1985; Kenyatta, 1965 & Movie, 2010). The method is

in keeping with many Kenyan cultures in which the fathers have taken their task of feeding

the child (Kabeca, 1985 & Kenyatta, 1965) seriously. There were strong relationships

between fathers and children, which meant the children's learning was consistent. The child

was also one of six companies belonging to his male children and other family members who

underwent their daily activities (Kabeca, 1985 & Kenyatta, 1965). It helped him build on the

values and behavior in society he wanted.

The Society's Role in Adolescent Maladaptive Behavior:

According to social learning theory, children develop actions by observing and imitating the

people around them. Individuals exist at the family and group levels. As a result, families and

the larger society serve as role models for children. This study discovered that many adults

engaged in harmful behaviors such as alcohol/drug abuse, language abuse, and fighting

within a boy-child community. Numerous boys have recognized the prevalence of crimes

such as rape and murder in their homes. In addition, they could easily access narcotics and

alcohol. Based upon the theory of social learning (Bandura, 1977), which influenced this

research, the people with whom the boy communicated in his group contributed to his

disadvantage. The results are consistent with previous research by Mincey et al. (2008),

which showed that children living in social settings full of social evils are likely to follow

suit. The result suggests that individuals should be encouraged to model suitable conducts for

children to build a safe social atmosphere that produces well-adjusted children. A healthy

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social atmosphere offers a child the opportunity to develop the beliefs, standards, habits of

social behavior, and social skills required to become a functional part of his specific society

(Binh, 2012). As this was not the case, the culture led to the misadjustment of the behavior of

the boy-child. Findings also reveal that the climate of the infant was not completely unsafe

for changed behavior. More than half of the children had helpful relatives and neighbors, and

they also got support when they needed it. Binh (2012) found a shared affection for building

a stable society without space for inappropriate conduct. However, the positive role models

do not seem to affect the behavior of the boy-child. As Dong and Hung (2001) pointed out, if

a child's socialization process is incomplete or negative, 123 of them will create a young

person with a weak self-image who's disconnected from traditional social structures and has

little commitment to a law-abiding lifestyle. So this can explain why the boy did not benefit

from positive role models in his culture.

Parental Role Modeling :

Most of the respondents reported having parents who had poisoned alcohol (77.8%), while

others used offensive language before them (68.9 percent ). This environment is more likely

to damage the actions of the infant. Social science theorists show that children are willing to

adopt and imitate their parents' acts. Therefore, based on this analysis, the young child may

have adopted the actions of his male parent/default guardian. He may have viewed the

unwelcome behavior of his parents/guardians as necessary, as children view their parents as

role models. That's how you go wrong. Table 4.8 summarizes the answer the children had to

their parents/guardians:

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Table 4.8 details indicate that most boys (74.4 percent) did not feel like it, while 71 percent s

aid their parents/guards did not like them well. The answers state the boys are unrelated to

their parents/guardians. Unrelated teens can be quickly drifting into risky and troublesome

activities, according to Carter and McGoldrick (1988). Barnes et al. (2006) found that young

people who are encouraged and nurtured by their parents have a high degree of trust and

personality and are less likely to become troubled. In this case, a boy's self-confidence and

fragile identity may have been low because of the relationship between him and his parents. It

can partly explain the boy's actions. Roughly half (52,2%) of kids said they had never worked

for the family, and few (38,9%) used to go with their parents. So both parents/guardians and

children are less likely to be together, meaning the kids are not socialized properly. Dong and

Hung (2001) notes that it increases the duty of children to carry out activities. They also learn

different competencies, including problem-solving, communication, self-regulation, and

social competencies. It helps to build a better self-image which isolates them from

maladaptive behavior. If the parents/guardians have no duties or constructive activities for the

young child, they may have left their homes and have benefited from the wrong role models.

As already indicated, early socialization experiences are a profound and formal self-image,

attitudes, beliefs, and life-long actions. The conduct of boys who deviated from social

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standards is, therefore, no surprise. Socialization is the process used to acquire a person's

personality. It includes also studying how society should live, work and flourish through

contact with important people and institutions (Gruseck & Hastings 2007). Most (62,2%)

respondents accepted that their parents/guardians would feel unnecessary. Rodriguez (2007)

and Taylor (2008) said that negative assessments could lead to feelings of refusal that make

victims vulnerable to gang membership. Gang membership contributes to possible

participation in anti-social behavior. Sanders (2005) reports that gangs, especially in city

centers, are a source of many crimes and are becoming a common route for young people.

Feelings of inner fragmentation, confusion about the direction of life, and the lack of social

status. Theories claim that the deficiency of proper negotiations could lead to feelings of

identity loss from one stage to the next (Mcleod, 2008). According to Schultz and Schultz

(2009), identity crises or roles lead to a strong identity conversation – Feelings of inner

fragmentation, confusion about the direction of life, and the lack of social status. There have

also been efforts to learn how the child is guided/disciplined.

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Recommendations:
1. Both the boy-child and parents/guardians have to be advised. For starters, the

boy/child can be encouraged to look for possible solutions other than stealing. On the

other hand, parents/guardians should consider their position in deciding the behavior

of children.

2. Encourage parents/guardians by parenting psycho-education. For example,

information and know-how must influence the actions of the boy-child and the

position of a father person.

3. Parent/guardian economic empowerment. For example, the policy on monthly

transfers of money to older people in society can be implemented, some of whom are

guardians of their grandchildren. This will help protect the child and other children in

general from lack of basic needs.

4. Parent/guardian economic empowerment. For example, implemented in society the

scheme of monthly transfers of money to the elderly, some of whom are guardians of

their grandchildren. It helps to shield children and other children from lack of

necessities in general.

5. Institutions such as schools, religious movements, non-governmental organizations,

and Community-based organizations must foster children's behavior.

Conclusions:
The study results indicate that parenting, which is important for shaping the actions of the

infant, is defective. In a wider sense, the lack of the father and the bad attitudes of certain

male parents in society have helped address the child's behavioural problems. As he is

without help and adequate modelling from the dad/male figure as expected from society, the

boy in recovery centres seems to have an identity crisis. Within cultural standards provided

by a harmonious and nurturing community, a strong identity is created. Moreover, family

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literature is a central element of identity creation as a primary source of internalization of the

community and structuring of society. Based on the study's findings, it concludes that

parental education is poor and necessary for shaping the conduct of the child.

Furthermore, the family as a primary source of social internalization and personality structure

is a gateway to identity formation the modern Kenyan society, and particularly the social

environment in which children come from the refurbishment facilities seems restricted in

raising children in a socially accepted environment that corresponds to the socially designed

gender roles. It is shown by the parents/guardians of the boy's child's insufficiency to fulfill

their fundamental needs, use good guidelines/disciplines, provide enough time, and a role

model for him.

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Reference:
Mbiti, J. S. (1997). African religions and philosophy. Nairobi: Heinemann Education
Publishers.

Farrington, D. P. & Welsh, B.C. (2007). Saving children from a life of crime. Early risk
factors and effective interventions. Oxford University Press

Tierney, N. Stahl, A. L., Sladky, A., Puzzanhera, C., Livsey, S.M., Finnega, T. A., (2007).
Juvenile court statistics. 2003-2004. Pittsburg, PA: National Center for Juvenile Justice

Synder, H. N. & Sickmund, M. (2006). Juvenile offenders and victims: National report
Washington DC: US. Department of Justice, Office of Justice Programs, Office of Juvenile
Justice and delinquency Prevention

Kabeca, M. (1985). The Living History of Embu and Mbeere. Nairobi: East African
Literature Bureau.

Kenyatta, J. (1965). Facing Mount Kenya. New York: Vintage Books. Kerr, M. H. Beck, K.
Shattuck, T. D. Kattar, C. & Uriburu, D. (2003). Family involvement, problem and prosocial
behavior outcomes of Latino youth, American Journal of Health Behavior, 27, 55-65

Mbevi, S. (2010). Boyz 2 men: turning boys into real men. Nairobi. Ascent Ltd.

Magesa, L. (1998). African religion: the moral traditions of abundant life. NY: Paulines
Publications.

Mweru, M. (2005). Sibling teaching among the Agikuyu of Kenya. Marburg: Tectum Verlag.
Naggaddya, C. (2011). Family roles and the social behaviour of children. the case of
socialization and delinquency. Retrieved from naggadyacissy.ohlog.com.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, Prentice-Hall.

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Mincey, B. Maldonado, N., Lacey, C. H., & Thompson, S.D. (2008). Perceptions of
successful graduates of juvenile residential programs: Reflections and suggestions for
success. Journal of correctional education, 59(1) 8-31.

Binh, N., T. (2012). Role of family in educating-socializing children: The case of Vietnam.
Current Research Journal of Social Sciences, 4(2), 173-181.

Dong, P.T. (2001). Role of families and Communities in Protecting, rearing and educating
children. Publishing House of Education. Hanoi.

Barnes, G. M., Hoffman J. H., & Welte, J. W. (2006). Effects of parental monitoring and peer
deviance on substance use and delinquency. Journal of Marriage and Family, 68(4), 1084-
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Sanders B. (2005). Youth Crime and Youth Culture in the Inner City. New York: Routledge.

Mcleod, S. A. (2011). Bandura-Social Learning Theory. Retrieved from

http://www.simplypsychology.org/bandura.html

Schultz, D. & Schultz, S. (2009). Theories of personality (9th ed.). New York. Wadsworth.

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APPENDIX:

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