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Humanistic parenting is where “teaching specific values to children is denounced” (Robinson & Hyde, 2004). Advocates of “Humanistic Parenting” actually believe that children should be left alone to decide whatever traits/values they want to implement or practice for themselves and the parents will just have to provide the necessary support for their children (Robinson & Hyde, 2004). In addition to that, these parents do not encourage their children to impose on themselves any of the values that are religion-related simply because of the fact that the aforementioned values have no “empirical or scientific proofs to back it up” (Robinson & Hyde, 2004). They claim that even though religion-related values help “promote socially desirable behavior; it has never developed a better road to child development” (Robinson & Hyde, 2004).
Furthermore, “humanistic parenting” believes that “children should be taught how to make informed choices instead of being taught what choices to make so that he would develop enhanced rationality, thoughtfulness, as well as, great respect for other inpiduals” (Robinson & Hyde, 2004). In addition to that, if “humanistic parenting” is not utilized, all the more that a child will not be able to learn to explore, he or she would never learn how to properly reason out, he or she would not be able to develop being logical, his or her values will easily by “disturbed or triggered” and his or her “psychosocial development will be noticeably poor” (Robinson & Hyde, 2004).
Simply put “humanistic parenting argues for relativity with respect to values and they claim that religion, which actually advocates an absolute set of values, is ineffective” (Robinson & Hyde, 2004). This is primarily the reason why “humanistic parenting also recommends that parents should allow their children to decide their own values” since everyone in the family should all have “equal say” and that use of authority and punishment should not be carried out because it is extremely damaging for the kids (Robinson & Hyde, 2004).
Upholding “humanistic parenting” entails mental health professionals to encourage respectful communication. This is simply because “respectful communication” entails the following characteristics or features: First of all, in respectful communication, the “suspension of judgment is extremely important” (Western Washington University, n.d.). Instead, we should be more considerate of other peoples’ “thoughts, feelings, and judgments” by “not violently reacting, not issuing our opinions and conjectures provisionally” (Western Washington University, n.d.). Second, it is essential to be able to “identify assumptions” (Western Washington University, n.d.).
This entails analysis of “beliefs and opinions” with regards to “how the world works”, as well as, “what is actually true for us” (Western Washington University, n.d.). Third, “respectful communication” also means “to ask and to share” (Western Washington University, n.d.). It means that it is required to request for other inpiduals’ perspectives and to eventually “share one’s personal thoughts and feelings with other people” (Western Washington University, n.d.). Last but not least, another very important characteristic of “respectful communication” is “reflection” wherein one is necessitated to keep quiet to be able to eventually “suggest new patterns, meanings, as well as, relationships to arise” (Western Washington University, n.d.).
The components of “humanistic parenting” may be utilized when working with students by simply valuing the good side of the student (Robinson & Hyde, 2004). See if students are treated with respect or what is technically referred to as “respectful communication”, which is in fact, the major component of “humanistic parenting”, then they will feel entitle to articulate their thoughts and emotions in a “constructive non-violent manner”, and because they have a proper outlet, they would feel better and feel accepted by the school authorities including teachers and so they will also eventually behave (Robinson & Hyde, 2004).
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