OF

RESEARCH METHODOLOGY
TOPIC-

SUBMITTED SUBMITTED BY: MR.harindera singh sindwani NO: a02

TO: nitin ROLL

TABLE OF CONTENTS

ABSTRACT TOPIC OF THE RESEARCH OBJECTIVES OF RESEARCH HYPOTHESIS LITERATURE REVIEW RESEARCH DESIGN SAMPLING ANALYSIS OF THE DATA QUESTIONAIRE RESULTS INTERPRETATION OF THE DATA LIMITATIONS CONCLUSION REFERENCES

ABSTRACT

The present research will be conducted to investigate the relationship between parents and adolescents. A retrospective Correlation and Quantitative research design will be used. Through sampling technique data will be collected from 120 participants (N= 120 respectively) from the schools and colleges of Lahore. Each subject will be individually administered the Parent Adolescent Interaction Scale devise by prof. Zahra Kanwal .This research will clearly draw a picture and indicate the relationship of adolescent with their parents. The results will be discussed later in the light of existing literature revealed from the collected data.

TOPIC OF THE RESEARCH

Statement of the problem: The present research is an attempt to investigate the relationship between parents and adolescent and the conflicts that disrupt this relationship. The term adolescence comes from the Latin verb adolescere, meaning to grow into maturity (Rogers, 1985). In this sense, adolescence is a process rather then a time period, a process of achieving the attitudes and beliefs needed for effective participation in society. Adolescence is considered to be a period of emotional storm and stress.

Adolescence learns to make choices and commitments, follow through with them, and stand up independently in the world. Adolescence is a period of transition biological, psychological, social, economic and social (Papilia& Olds 1992). Relationships differ from family to family and whether these differences have important consequences for the developing adolescent. Some parents are stricter than others. Some adolescent are given great deal of affection, while others are treated more distantly (Steinberg 2002). Conflict is more likely to surface between adolescent and their mothers than adolescents and their fathers. This may be partly because mothers have been more closely involved with their children and may find it harder to give up their involvement. It may also be because fathers sometimes tend to with draw from their teenage children.

Conflicts usually pertain to chores, finances, appearance, and substance abuse. Also, family relations, school, curfew, dating, friends, and sexual behavior cause disagreements between parents and their teenagers The conflict between parents and adolescent usually occur in the early adolescence (age 12years-14 years) and decline in late adolescence (age 17years-19 years) (Galambos, 1992).

OBJECTIVES
The objective of the current research is to make the comparison and let us know that whether the rate of conflict is higher in early adolescence with respect to middle and late adolescence

HYPOTHYSIS
Ho = DO EARLY ADOLESCENCE HAVE MORE NEGATIVE

RELATIONSHIP WITH THEIR PARENTS THAN THE MIIDDLE AND LATE ADOLESCENCE?

1. Early adolescent will have more negative relationships with parents than late adolescent. 2. Middle adolescent will have less negative relationships with parents than early adolescent. 3. Late adolescent will have less negative relationships with parents than early adolescen.

LITERATURE REVIEW
There is empirical data that suggest relationship between parent and adolescents and the conflicts between them. The present chapter is an attempt to review the relevant researches in this area.

Steinberg (2002) conducted a research on parent adolescent conflict in early adolescence with samples of 11-13 years boys and 11-13 years girls and their study revealed heightened levels of conflict and oppositional behavior during early years of adolescence. And these conflicts were more between boys and girls with their mothers, but not fathers during this time.

Furman & Buhrmester (1992) conducted a cross sectional study of age and gender differences in the adolescent relationship with their parents which was assessed by using the Network of Relationships Inventory in early (11, 12 &13 years), middle (14,15,16 years) and late adolescent (17, 18 &19years). In contrast to their study more conflicts were reported greater in early and middle adolescent than in late adolescent for both genders with their parents.

Lempers, Lempers, and Ho (1991) conducted a study on parent-adolescent conflict in a sample of 1,100 male and female adolescents, ages 11 to 19. In this study, more conflict with parents was reported by the early-adolescent group (ages 11, 12, and 13) than either the mid-adolescent group (ages 14, 15 and 16) or the late-adolescent group (ages 17, 18

and 19). More parent-adolescent conflict was reported by daughters than sons, especially with mothers, across the age groups.

Sherin (2002) conducted a study on the characteristics of family process variables and analyzes the adolescents' perception of parent-adolescent interaction and its influence on their psychological well-being. Results indicate that a substantial proportion of the 179 adolescent males who perceived parent-adolescent interaction as positive and were identified as having a stable psychological well-being, than those adolescent males who did not perceive parent adolescent interaction as positive.

Barber (1994), in his examination of gender within parent-adolescent relationships, found that there were differences based on both the gender of the adolescent and the gender of the parent. The mother-daughter relationships seemed to be the most emotionally active, reporting high levels of both discord and closeness. They also reported a high level of shared activity compared to the other dyads. The mother-son relationships also had high levels of discord and closeness, but shared fewer activities. Relationships between fathers and their sons were found to be emotionally flat compared to mother-son relationships. The same comparison was found to be true in father-daughter relationships. Other gender differences have been found in the perceived amount of conflict.

RESEARCH DESIGN
SAMPLING Sampling means, selection of individual is from the population in such a way that every individual has the equal chance to be taken into the sample population. (Singh & Nath 2005).

SIMPLE RANDON SAMPLING Simple random sampling is the basic sampling technique where we select a group of subjects (a sample) for study from a larger group (a population). Each individual is chosen entirely by chance and each member of the population has an equal chance of being included in the sample. Every possible sample of a given size has the same chance of selection (Freund, 1979). PROCEDURE The data collected from the participants will be confidential and the consent of participant will be taken. The respondent will be given specific instruction. Using the scale each respondent will be assured that data collected is confidential and the participants will be free to express her without any invasion. Data will be individually collected and each participant needed to fill the questionnaire.

RESEARCH DESIGN Research design is a choice of an investigator about the components of his project and development of certain components of the design. A design of research does not consist of an ordered sequential step-by-step procedure. It is planning stage of research which is

usually made logically visualizing its practicality. The selection of research components is done keeping in view of the objectives of the research (Freund 1979).

DATA ANALYSIS Data analysis will be done by using different statistical procedures and SPSS version 13.0 will be used. The important findings will be discussed on basis of the findings emphasis on quantitative data and analysis.

DISCUSSION The important findings will be discussed on early, middle and late adolescence and comparison will be made between the categories and relevant statistical measures will be used.

Parenting Techniques Three types of parenting techniques that are associated with different aspects of the adolescents social behavior: authoritarian, authoritative and permissive.

a. Authoritarian Parenting Authoritarian parenting is a restrictive, punitive style in which the parent exhorts the adolescents to follow the parents directions and to respect work and effort. The authoritarian parent places firm limits and controls on the adolescent and allows little verbal exchange. Authoritarian parenting is associated with adolescents socially incompetent behavior.

b. Authoritative Parenting Authoritative parenting encourages adolescents to be independent but still place limits and controls on their actions. Extensive verbal give-and- take is allowed and parents are warm and nurturing toward the adolescent. Authoritative parenting is associated with adolescents socially competent behavior.

Parent- Adolescent Conflict Throughout adolescence, individuals experience a period of individuation. During this time, they develop their own identity and form their own opinions, separate from their parents. This is a normal process for adolescents. Also, teenagers begin to realize that their parents are not always right. This is called "de-idealization" of their parents. These changes are cognitive, occurring within the brain at puberty. During adolescence, young people develop advances in reasoning. They are more able to think about things abstractly and logically. Adolescents become interested in concepts such as justice, fairness, and rights (Galotti et al, 1991). This change in thinking allows teenagers to question their parents' authority and rules.

Youthful revolt against parents does not always mean rejection. A certain amount of rebellion is normal: it is an essential preliminary to attaining the independence required for establishing ones own family. Besides, the overt expression of conflict serves as catharsis which, if repressed, takes the form of anxiety. Though parents are many things to their children, perhaps their most important role is a source of affection. Attachment to either parent is natural. Both sexes, buffed by experiences in the world, rely heavily at 10

times on support from their parents. Girls who are constantly thwarted by their mothers in conflicts over emancipation may depend more than usual on their fathers. Boys, weary of proving themselves men outside the home that does not yet accept them as such, may regress to clinging to their mothers (Rogers, 1985). There are three basic contracts between parents and their children, one being freedom and responsibility. Parents give their children freedom to the degree that children show responsibility. Adolescent children can have friends over night if they constitute no disturbance in the house. Another contract concerns loyalty and commitment. Parents will take much time with their children, being loyal and committed to them, if the children in turn show respect for the parents values and beliefs and care more for them than they do for other adults. The third contract is between achievement and support. Parents will support their children in various endeavors, provided that the children achieve goals that the parents see as worthwhile (Mc Donald, 1980).

ANALYSIS OF THE DATA

2.1 Sampling
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Sampling is a process of selecting a subset of randomized number of members of the population of a study and collecting data about their attributes (Collican, 1994). Sampling is indispensable technique of behavioral research. The research work can not be undertaken without use of sampling. It is the selection of individuals from the population so that each individual becomes the subset of the population and has equal chance to be taken into the sample population (Singh & Nath 2005). 2.2 Sampling Methods Sampling methods can be classified into probability and non probability sampling methods.

2.3 Probability Methods

In probability sampling each unit of the population has a probability of being selected as a unit of the sample. But, this probability varies from one method to another method of probability sampling.

a. Simple Random Sampling The individual observations or individuals are chosen in such a way that each has an equal chance of being selected and each choice is independent of any other choice. This type of sampling is more rigorous and free from biases. b. Systematic Sampling

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Using a sampling frame with a random starting point the method is to select every tenth item thereafter. If every tenth item is included the result is a ten percent sample for example a sample of one-tenth of the whole population.

c. Cluster Sampling Cluster sampling is a sampling technique in which the population is divided into different clusters such that the members within each cluster are dissimilar in terms of their attributes, but different clusters are similar to each other. This leads to their inference that each cluster can be treated as a small population which posses all the attributes of the population.

d. Multistage Sampling This works in stages, the first stage being the breaking down of the population into a first set of distinct groups. Of these a number are selected by random methods. Those which are now left are again broken into sections according to a second characteristics and a random selection is again made. The process continues until all the necessary stages have been considered.

2.4 Nonprobability Sampling

In non probability sampling there may be instances that certain units of population will have zero probability of selection because judgment, biases and convenience of the interviewers are considered to be the criteria of such sampling. a. Convenience Sampling

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This is a non-probability sampling method in which the interviewer will decide the choice of sampling units based on their convenience.

b. Judgment Sampling / Purposive Sampling The judgment sampling is a non probability sampling in which the sampling units are selected on the advice of some expert by the intuition/ opinion of the researcher himself. In the first case, an expert who is familiar with the sampling frame guides the researcher in selecting the sample units from the sampling frame. In the second case the researcher applies his/her intuitive judgment and previous experience in selecting the sampling units from the sampling frame.

c. Quota Sampling Quota sampling is a non probability sampling in which the population is classified into a number of groups based on some criteria; say age of the members of population, viz, old age, middle age, and young age.

d. Snowball Sampling Snow ball sampling is a restrictive multi stage sampling in which initially certain numbers of sampling units (respondents) are randomly selected. Later, additional sampling units are selected based on referral process. This means that the initially selected respondents provide addresses of additional respondents for the interviewer (Panneerselvan, 2004). For this particular study purposive sampling was used.

Analyze the Data

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The questionnaire was designed from structured interview which had been developed by Dr. Iffat Yaqub Ch. Twenty questions were initially included in the questionnaire. A pilot study was conducted on twenty Kinnaird College students ranging from 16-21years of age. Eventually these questionnaires which were administered comprised of 11 questions and 9 items were deleted on basis of the pilot study conducted which gave similar information or gave no information.

Formal permission from the schools and colleges was taken. They were told that it would be face to face interview which would be held in one sitting. The respondents were asked to mark one response which applied to them. Maximum four options were given within which one particular response was asked to mark. The respondents who were given the questionnaire were instructed to answer truthfully as the information was confidential. The percentages were calculated for each question and each category of responses. Percentages of all 11 categories were taken out. The purpose of the study was to find the nature of the relationship.

Research Design
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The sampling plan was non probability sampling and purposive sampling was used. Data was obtained from Beacon House School, Lahore Grammar School, Lahore Grammar College and from Kinnaird College. Data was obtained from respondents ranging from class 7 to B.A. Qualitative data was obtained which emphasizes on parent adolescent relationship. Descriptive research design was used. Descriptive research is carried out with specific objectives and hence it results in definite conclusions. (Panneerselvan, 2004).

Instrument
Parent Adolescent Relationship Questionnaire was used. Demographic data was obtained with the help of the questionnaire. In order to judge type of relationship the adolescent had with their parents in each stage.

As it was descriptive research, the nature of the research did not require using SPSS. Telly sheets were marked and on the basis of this percentages were calculated. It was hypothesized that there is no difference of conflict between early, middle and late adolescence with parents, which is rejected by the results.

QUESTIONAIRE
1. Personal Details:

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a) b) c) d) e) f) g) 2.

Name: ____________________ Age: ______________________

Academic level: ___________________ No. of brothers with ages: _______________________________________ No. of sisters with ages: _______________________________________ Address: _____________________________________________ Phone no: _______________________

Father Details: a) b) c) Occupation: _____________________________ Academic qualification: __________________________ Monthly income: ____________________________

3.

Mother Details: a) b) c) Occupation: _______________________________ Academic qualification: ____________________________ Monthly income: _________________________________

INSTRUCTIONS

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Indicate which of the following alternatives applies to you. Do not mark more than one option. Your responses will remain completely confidential.

1. Do you find a harmonious atmosphere at home? a) Yes b) no c) to some extent

2. Who takes the responsibilities of the house work? a) Mother b) father c) both d) servants

3. Does your mother contribute in any way to your fathers profession? a) yes b) no c) some times

4. Does your father consult your mother in all situations? a) yes b) no c) some times

5. Do you often spend free time at home? a) yes b) no c) some times

6. Are you often depressed when you are at home? a) yes b) no c) some times

7. Do you feel that your parents are taking things too seriously all the time? a) yes b) no c) some times

8. Do you often have a hearty chat with your parents? a) yes b) no c) some times

9. Who do you confide more at home? a) father b) mother c) both d) others

10. Are you unable to discuss certain problems at home? a) yes b) no c) to some extent

11. Do you think that your parents devote enough time to you? 18

a) yes

b) no

c) some times

12. Do you sincerely feel that your parents love you? a) yes b) no c) to some extent

13. Can your parents sense your inner feelings, specially when you are disturbed? a) yes b) no c) to some extent

14. If you have to take an important decision, who will you confide in at home? a) mother b) father c) none d) others

15. Do you find your parents ideas too old fashioned? a) yes b) no c) to some extent

16. How often you have a serious argument with parents? a) frequently b) always c) some times d) never

17. Do you feel that nobody understands you at home? a) yes b) no c) sometimes

18. Are you often permitted to go out with your friends? a) never b) always c) sometimes d) rarely

19. If parents have an important decision to take, do they always consult you? a) yes b) no c) some times

20. Are there specific restrictions imposed on you by your parents? a) yes b) no c) to some extent

Results

3.1. Harmonious atmosphere at home.

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Age Early adolescence ( 13-15 years) Middle adolescence (16-18 years) Late adolescence ( 19-21 years)

Yes 30% 32.5% 45%

No 45% 37.5% 30%

To some extent 25% 30% 25%

3.2. Depressed when at home. Age Early adolescence ( 13-15 years) Middle adolescence ( 16-18 years) Late adolescence ( 19-21 years) Yes 45% 35% 22.5% No 22.5% 17.5% 45% Some times 32.5% 47.5% 32.5%

3.3. Hearty chat with parents. Age Early adolescence ( 13-15 years) Middle adolescence ( 16-18 years) Yes 52.5% 55% No 10% 10% Sometimes 37.5% 35%

Late adolescence ( 19-21 years)

62.5%

22.5%

15%

3.4. Respondents confide in at home.

3.5. Parents respondents communication.

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Age Early adolescence ( 13-15 years) Middle adolescence ( 16-18 years)

Yes 97.5% 90%

No 2.5% 0 2.5%

To some extent 0 10% 10%

Late adolescence ( 19-21 years) 87.5% 3. 6. Parents devote enough time. 3. 7. Respondents feel that the parents love them. 3.8. Parents sense respondents feeling when disturbed. ` Age Yes No Early adolescence ( 13-15 years) 45% Middle adolescence ( 16-18 years) 37.5% Late adolescence ( 19-21 years) 30% Age Early adolescence ( 13-15 years) Middle adolescence (16-18 years) Yes 60% 60% 40% No 15% 10% 30% To some extent 25% 30% 37.5% 25% 40% 15%

To some extent

Late adolescence ( 19-21years)

70%

7.5%

22.5%

3. 9. Generation Gap Age Yes No To some extent

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Early adolescence (13-15 years) Age Middle adolescence ( 16-18 years) Early adolescence ( 13-15 years) Late adolescence (19-21 years) Middle adolescence ( 16-18 years)

65% Freq uently 45% 35% 50% 40%

10% Always 20% 30% 5% 0 0

25% Sometimes 35% 35% 25% 30% 25% Never

20% 30% 30%

Late adolescence ( 19-21 years) 45%

3.10 Serious arguments with parents

3.11 Perception that nobody understands them at home.

Age Early adolescence (13-15 years) Middle adolescence ( 16-18 years) Late adolescence (19-21 years)

Yes 50% 47.5% 10%

No 30% 30% 55%

Some times 20% 22.5% 35%

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INTERPRETATION OF THE FINDINGS

The present study was conducted to investigate parent adolescent relationship. Early adolescents had more negative relation with parents. The result indicated that 45% of the early adolescents (13- 15 years) did not have harmonious atmosphere at home this means that they had more conflict with parents as compared to middle adolescents (16-18 years) 37.5% and late adolescents (19-21 years) is 30%. Adolescence is a period of emotional storm and stress when they are moving from childhood to adulthood which is called transitional period that can be disturbed by biological and psychosocial factors which force the adolescent to adapt and renegotiate to new roles and responsibilities. The demand for the autonomy increase which give rise to the conflicts. This study shows similar results to the study conducted by Laursen (1995) who revealed in his study of conflict in a number of social relationships, adolescents reported having more disagreement with their mother than with any one else- followed in order by friends, romantic partners, siblings, fathers, other adults and peers. The middle and the late

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adolescents had developed a better atmosphere at home. They had very little conflict as they reached maturity.

The result indicated that 45% of the early adolescents (13- 15 years) were depressed when at home. In our culture the adolescent girls are supposed to spend more time at home. The findings are supported by study conducted by Flagan (1990) who reported that parents demand from them to be a responsible person. Parents often expect their adolescent girls to become mature adults overnight, instead of understanding that the journey takes 10 to 15 years. Parent-daughter conflict was more intense than parent-son conflict in early adolescence over the issues of household chores, care of room, meal choices, table manners, personal appearance and personal autonomy. The peaking of conflict over these issues in Grades 6 and 7 testifies further to the volatility of parentadolescent relationships during the transitional years from preadolescence to adolescence. The result indicated that 62.5% of late adolescents (19-21 years) had hearty chat with their parents. On the other hand 55% of middle adolescents (16-18 years) had hearty chat with their parents and the parents listened to them and also make their points sometimes. Early adolescents had less hearty chat with their parents as compared to middle and late adolescents as shown by the result which is 50%. This indicates that the early adolescents were aloof from their parents.

The findings of the present study indicated that 45% of the early adolescent (13-15 years) was unable to discuss certain problems at home. The reason behind is that the early adolescents wanted to have freedom. The parents wanted to have a check on their activities which made early adolescents irritable and they tried to keep themselves away 24

from the parents resulting in less communication and discussion between them. This study shows similar results to the study conducted by Coltrane (1990) who reported that in the frequency of the conflict was found in the gender differentiating factor in the expression of emotions in exchanges between parents and adolescents. It was in the exchanges between parents and their daughters that the most intense emotions were exhibited. This parallels the findings on the frequency of conflict, thus representing consistent and strong evidence of gender-typing in the socialization of young females along traditional lines in this society. However, 37.5% of middle adolescents (16-18 years) were unable to discuss certain problems at home because as they grew up they started understanding their parents views and perspective. And when they reached late adolescents (19- 21 years) with the passage of time they started getting their parents view more clear than middle and early adolescence and that is proved with their minimum percentage of 30 %.

The results revealed that 75 % percentage of early adolescents (13-15 years) reported that they were given enough time by their parents. The reason behind this is that they wanted them to be connected with them so that they could guide them and their parents could teach them about right and wrong which they got from their experience. As the family provides a network of communication, experiences through which the individual learns the art of speech, interaction, listening and negotiate them, share their feelings. Mothers were more involved in this case. This study shows similar results to the study conducted by Reuter & Conger (1995) who found that in both early and late adolescence there is an increase in both conflict and closeness reported by adolescents and their mothers. There is no clear explanation for the variation in results, or for the mutual existence of increased 25

conflict and closeness within these relationships. Whereas 70% of middle adolescents (16-18 years) felt that their parents devoted them enough time.

Findings also revealed that 87.5% of late adolescents (19-21 years) felt that they were loved by their parents. When they grew up and reached maturity gradually they came closer to their parents understanding the point that though they pressurized them for disobeying them but they still had love for them. Attachment is of vital importance throughout life although object of attachment change. Adolescents normally continue to be attached to their parents, but not as strongly as they were children. Parenting is a difficult job especially during the adolescence when they are reaching maturity the parents have to change their attitudes towards them and same was the case with middle adolescents (16-18 years) as 70% of them reported that they were loved by their parents. However 62.5% of early adolescents reported that they were loved by their parents. While they were growing and reaching maturity their parents had to be strict with them to keep them on the right path.

Results indicated that 60% of the early (13-15 years) and 60% of middle adolescents (1618 years) reported that their parents could not sensed their feelings when they were disturbed and this showed that their problems were not understood by their parents. Early adolescents reported that 65% of them found their parents ideas too old fashioned. As the young generation has become more westernize which has caused a generation gap so it was possible that they found their parents ideas too old fashioned. The parents and adolescents can disagree on various matters such as choice of dress, taste and thoughts etc. At this stage they were also influenced by the peer group act in their way, more easily 26

influenced by their ideas and wanted to be like them. The adolescents compare their parents to the ideal standards.

50% of early adolescents (13-15 years) had frequent serious arguments with their parents. It is also supported by the study conducted by Montemayor (1982) on 64 high school sophomores. The adolescents were asked to tell about the events of the previous day, including any conflicts they had with their parents. Conflict was defined as you teased your parent or your parent had a difference of opinion; one of you got mad at the other. An average of 68 arguments with parents was reported in 192 days. This represents a rate of 0 .35 arguments with parents per day or about one argument every three days. The average length of argument was 11 minute. Most conflicts were with mothers, and the majority was between mothers and daughters.

Early adolescents (13-15 years) were also not understood by any one at home as it was reported by 50% of them. This finding is supported by Bowerman & Kinch (1959) who conducted a study in which he asked whether friends or families understood them better and whether they wanted to be more like their friends when they grew up. Questions to explore association orientation were about which group they most enjoyed being with. 62% of the choices were for the family from the early adolescents. The trend is clearly from family to peer orientation. Although the family loses and peers gain in regard to identification, 32% from 10th graders with a family. As for values and norms, peers made steady gains, endings in 10th grade with 50% of choices as compared with 30% for the family. 47.5% of the middle adolescents reported that they were not understood by their parents as the percentage increased which concludes that as the maturation is the gradual 27

process and that the adolescents take time to accept change and that the conflict can not be tumultuous rather it decreases in the late adolescents as the percentage shows which is 15%.

This study indicates that early adolescence is a period of greater problems as compared to middle and late adolescence. It also indicates that the late adolescence is a more stable period when the adolescents settle down. It is important to observe that though adolescents face adjustment problems they feel that parents love them and parents devote time to them.

LIMITATIONS
There is a scope for further research on a larger number of the population which was not possible in this study due to time constraints. Another limitation is that the number of the institutions included in this research are limited it would be interesting to observe a larger homogenous sample covering a wider range of institutions. There is a scope for a great deal of research in this particular field of Adolescence. There is also scope for a comparative research on samples belonging to different socio economic levels with reference to parent adolescent relationship.

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CONCLUSION
From this research it is obvious and comprehensible that the early adolescent have more negative relationship with their parents than middle and late adolescent being reasoning that there is a need of consolidation of the views and perception of both the groups and which will be amalgamated in the form of understandings and getting the sense of each other understandings. So, the culmination of good relationship comes only at that time when things get onto the rightness and that can be done by devising and developing the sympathetic and indulging the adolescence with great care.

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References
Anderson, E. R., Hetherington, E. M., & Clingempeel, W. G. (1989). Transformations in family relations at puberty : effect of family context. Journal of Early Adolescence ,9,Pp 310-334. Ausubel, D.P & Sullivar, E.V. (1970). Theory and problems of child development (2nd ed.). New York : Grune & Stratton Publisher. Barber,B.K. (1994). Cultural, family & personal contexts of parent adolescent conflict. Journal of Marriage and Family, 56, Pp 376-386. Baumrind, D. ( 1978). Parental disciplinary patterns and social competence in children. Youth and Society, 9, Pp. 239-276. Bowerman, C.E, & Kinch, J.W(1959) . Changes in family and peer orientations of children between fourth and tenth grades. Social Forces, 37, Pp 206-211. Brooks-Gunn, J., & Reiter, E.O. (1990). The role of pubertal processes: UK. Harvard University Press. Buhrmester, D., & Furman, W. (1987). The development of companionship and intimacy. Child Development, 58, Pp 1101-1113. Collins, W.A., & Laursen, B. (1992). Conflict and relationships during adolescence. Conflict in Child and Adolescent Development, New York: Cambridge University Press. Collins, W.A . (1990). Parent- children relationships in the transition to adolescence: continuity and change interaction; affect, and cognition. Childhood to Adolescence,

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24, Pp 85-106.

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