communication studies ia unit 1

8/18/2019 communication studies ia unit 1

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Poor Parenting


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Title Page

Student: Trishana Richardson

Candidate Number:

Subject: CAPE Communication Studies

Tutor: Mrs. Laurence

Theme of portfolio: Poor Parentin!Poor Parentin!"

Sub#theme of portfolio: $s poor parentin! the root cause of the man% socio# economic

problems in societ%&


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Table of Content


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Introduction

“Children live what they learn”.

Anon%mous

Sub-Theme: $s poor parentin! the reason for the socio#economic problems in the 'amaica&

Theme & purpose of portfolio: The theme( Poor Parenting, Poor Parenting, is a social dilemma that impacts the socio#

economic structure of 'amaica in a ne!ati)e *a%. E)idence of moral deterioration( unemplo%ment and a hi!h

le)el of teena!e pre!nanc% are resultin! factors of poor parentin!. This portfolio *as done to e+amine the

effects of poor parentin! and ho* it perpetuates the man% challen!es that 'amaica faces.

• How theme relates to academic interest: The candidate is currentl% stud%in! sociolo!% *hich deals stud% of

societ% and it members. A sociolo!ical anal%sis of the problem of poor parentin!( *ill allo* the researcher to

e+amine this problem from a standardi,ed perspecti)e in sociolo!%.

• How theme relates to candidate’s work-related interests: The candidate( ha)in! aspirations of bein! a

sociolo!ist choose this topic has it *as deemed rele)ant to the desired field of *or-. Poor parentin! is a topic

• How theme relates to candidate’s personal interests: The candidate ha)in! seen the ne!ati)e impact of poo

parentin! on the de)elopment of children( stron!l% belie)e that this problem must be addressed b% members o

societ%( in order for the future of 'amaica de)elopment to be bri!hter.

Exposition Is poor parenting the root cause of the many socio- economic problems in society?

'amaica is faced *ith se)eral social problems because of lar!e amount of ju)enile delinuents that li)e there.

/hitne% 0ouston stated in one of her most re)ered son!s that the children are the future" but if these man% ju)en

delinuents are the future( then the future of 'amaica does not loo- bri!ht. $t is said that man% parents in 'amaica


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ha)e failed to instill proper )alues in their children from a tender a!e and no* man% of these children ha)e !ro*n

to become unproducti)e members of societ%1 en!a!in! in counter#producti)e acti)ities1 but ho* accurate is this

statement&

This dilemma faces the countr% of 'amaica to a !reat e+tent1 leadin! Ps%cholo!ist li-e 2r Leahcim Semaj and othe

sociolo!ist1 to loo- into the ill#effects of poor parentin!1 ho*e)er others social scientist li-e Cod% 3ulla are no*

claimin! that a increasin! amount of delinuents are those comin! from !ood families *ith strict parents *ho lo)e

and care for them1 so *hat could be the root cause of a problem that so desperatel% needs sol)in!& As a %oun! pers

the problem of ju)enile delinuenc% *orries me deepl%( as children some *hom *ho ha)e not e)en left hi!h scho

as %et are no* terrori,in! our societ%( puttin! the noble name of 'amaica into disrepute.

The countr% of 'amaica is pla!ued *ith the problem of crime and )iolence1 man% homes of our nation are

nurturin! criminal and indi)iduals *ith serious beha)ioural problems. These social problems accordin! to 2r

Leahcim Semaj can be lin-ed to poor parentin!( he stated at a forum( held at the 'amaica 4bser)er5s North Street(

central 3in!ston offices.

6$n 'amaica( a lot of persons !o strai!ht from childhood to parentin!(6 he said( notin! that more than three#uarters

of children in the countr% are born to couples *ho *ill not ha)e a lon!#term relationship.

6 Many Jamaican children don't even know their puppa (father,! he added, al"o noting the continued a#"ence of th

father'" name from the children'" #irth certificate". $e "aid people who take on parenting re"pon"i#ilitie" in many

ca"e" cannot provide for them"elve", let alone a child. !%ur "ociety i" &u"t totally "hort of what i" reuired for

parenting,! he "aid. !Ju"t #ecau"e a fertile man and a fertile woman get together and #reed, that don't make you a

parent6 he e+claimed. 0o*e)er 2r Semaj himself stated that parentin! toda% is !ro*in! more increasin!l% difficu

ta-in! into consideration the lar!e amount of e+ternal ne!ati)e influences that sometimes affect our children( he sa

!Parenting i" a#out moving children toward" pro)"ocial activitie" and to a large e*tent the media in Jamaica

"upport" anti"ocial #ehaviour in Jamaica,! he commented .!+hat parent" had to compete with - or - year" ago,


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the average parent cannot compete with what the media influence i" now.! So is 2r Semaj bein! too jud!mental of

the parents of ju)enile delinuents.

Some parents of the delinuents are in man% instances those *ho reall% tr% to ma-e the best of a bad situation

and tr% to instill proper )alues in their child but their efforts someho* pro)e futile. An article published on 7ahoo8

contributor net*or-( on the No) 9( ;;< b% 'ournalist( Cod% 3ulla she e+pressed her )ie*s( that poor parentin! *a

not main reason for risin! rate of ju)enile delinuenc%1 she said in the article “/ #elieve that one'" "ocial cla"" play

#ig part in hi" or her #ehaviour. 0eing in a low "ocial cla"", it i" o#viou" that the"e people are not euipped with th

"ame opportunitie" a" the re"t of u". 1hey are &u"t making it #y and they are not !cool! enough to fit in with the

innocent people of their age group. 1hi" cau"e" them to find comfort in other people like them, who are more time"

than not, 2rowing up in a happy home, it i" hard for me to imagine that the"e aggre""ive #ehaviour" are a direct

re"ult of the parent"' manneri"m" delinuent" them"elve"

$n e)aluatin! the sources( all of the sources in m% estimation are reliable and are authori,ed to !i)e information(

*ith some ha)in! e+perience on the subject matter or others ha)in! intellectual -no*led!e based on research and

statistics. The first source consulted *as 2r Leahcim Semaj1 he is a ps%cholo!ist b% profession1 this ps%cholo!ist

belie)es that b% *or-in! *ith our ideas =human capital> and each other =our social capital> *e can chan!e the *orl

$t is *ith this ideal that 2r. Leahcim Semaj ta-es on the mantle of moti)ational spea-er( career de)eloper and a

professed a!ent of social chan!e. /ith all this said $ ha)e no reser)ation in deemin! him a credible and reliable

source( ha)in! the credentials to spea- on the topic of poor parentin!. The information !i)en in 2r Semaj8s speech

)alid and reflects the current situation in toda%8s societ% and is reasonable and correct based on common sense

reasonin!( despite of the fi)e %ear lapse in time( the information is still reliable( due to the fact that much as not

chan!ed since the last ? %ears. The medium for *hich this information *as collected *as )ia the 'amaica 4bser)er

ne*s paper. The second source Cod% 3ulla is a lecturer of journalism at the @reensbur!e uni)ersit% in Penns%l)an

and *ould be considered a )alid source ho*e)er( Cod% 3ulla8s isolation from the circumstances of the lo*er clas

and the ne!ati)e effects of poor parentin! does not ma-e her opinion the most credible source( ho*e)er she does


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ma-e a e+cellent point *hen she states that poorer children do not ha)e the means to fit in *ith children of the uppe

class. $t is a -no*n fact that children of the upper class ha)e parents *ho can afford to send them to the best schoo

bu% them the best learnin! materials and afford them opportunities that a poor child can onl% dream off. This puts

children of the lo*er class at a disad)anta!e( and some fall to the )icious c%cle of po)ert%. The 7ahoo Contributor

Net*or- allo*s *riters( photo!raphers( and )ideo!raphers to share their -no*led!e and passion *ith hundreds of

millions of people *orld*ide. Bind %our audience and earn mone% b% publishin! %our uniue perspecti)es on oic

and other 7ahoo sites. Reuisite

The problems $ faced in doin! this research paper is findin! credible opposin! ar!uments on this topic.

$n m% conclusion use the definition of laudette rawford-!rown" #$$$ stated that parenting involve" the

encouragement of "ocially approved pattern" and the di"couragement of other ha#it"”

http://findarticles.com/p/search/?qa=Claudette%20Crawford-Brownhttp://findarticles.com/p/search/?qa=Claudette%20Crawford-Brown


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Preface of Reection

The follo*in! reflecti)e piece *ill ta-e the form of a drama piece and the purpose of it is to hi!hli!ht the

ne!ati)e effects of poor parentin! practices =such as poor socialisation of children( ne!lect( and child abuse> on

child social de)elopment. The fictional characters of the reflecti)e piece *ill demonstrate the effects of poor

parentin! throu!h their interaction *ith each other.

This reflecti)e piece is intended for audiences abo)e the a!e of thirteen( as some of its contents ma% not be

suitable for children under the reuired a!e limit and is onl% for )ie*in! b% adults. 0o*e)er1 the candidate in

preparin! this reflecti)e piece had t*o tar!et !roups in mind and the% are:#

1.1. Parent" and Parent" and

2.2. Pro"pective parent" Pro"pective parent"

Parent" Parent":: This !roup *as selected as a tar!et audience because( the morals of this stor%1 *ritten b% the candidate

informs parents of *hat are poor parentin! practices. $t is the hope of the candidate that on readin! this stor%

parents *ill be sensiti,ed on *hat are inappropriate *a%s of sociali,in! children and de)iate from them.

Pro"pective parent" Pro"pective parent": This !roup *as also selected as a tar!et audience because this reflecti)e piece *ill sensiti,

prospecti)e parents on *hat are poor parentin! practices and instill the importance of practicin! proper famil%

plannin! methods( so that the% *ill be able to pro)ide for their children in the future both sociall% and financia

This reflecti)e piece can be made into a pla% or mo)ie to be used parentin! seminars or just for !eneral )ie*in!


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Reection

A Broken Childhood A Broken Childhood

haracters

MoniueMoniue # 2au!hter of Nic-%( friend of Miss 'o%.

Miss 'o%Miss 'o% # Mentor of Moniue( Teacher of /olmers !irl8s school.

Nic-% Nic-% # Mother of Moniue( Mario and others

• Scene#- The search for food

Scene: DMoniue *al-s throu!h the streets of March to*n in search of somethin! to eat after her mother =Nic-%>

lea)es her and her %oun!er siblin!s hun!r%( to attend a dance( she loo-s o)er a fence to see a *oman bus% in her

-itchen

%oniue: A *onda if $ as- har fi some food( if shi *ud !imme& Afta all $ duh -no* this *oman( *hat if shi run

mi a*a%&"DMiss 'o% then lea)es the -itchen( Moniue then enters the %ard put then stops on seein! a sleepin! do!( *ho is

apparentl% sic-. She then continues *al-in! and then ma-es her *a% in the -itchen( she then ma-es her *a% to the

sto)e and opens the pot and be!ins ta-in! food out of the pot and star)in!l% feed herself. Then Miss 'o% enters the

-itchen and then !rabs Moniue b% the shoulder.

%iss 'oy: /hat %ou doin! in m% house little !irl& That8s the reason *h% unu poison ma do!( so unu can come i

here and thief"DMoniue tries to brea- free from Miss 'o% firm hold

%oniue: Let mi !o ouman( mi *id cum outta u place( just -ool an let mi !o nuh"

%iss 'oy: $s that ho* %ou spea- to an adult little !irl"( Din a stern )oice After all %ou are the one that bro-e into

m% -itchen( $ ha)e e)er% ri!ht to as- %ou *hat %ou doin! here".

%oniue: /ell( Din a humbled )oice mi did jus hun!r% an a loo- a tin! fi mi eat".

%iss 'oy: So if %ou *ere hun!r%( don8t %ou thin- the ri!ht and proper *a% *as to as- me for m% food."


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DMoniue loo-s at her in silence and then holds her do*n to eat the chic-en a!ain and loo-ed at Miss 'o% in

inter)als to see if she is ma-in! her upset.

%iss 'oy: /hat is %our name child"&

%oniue: Mi name Maniue".

%iss 'oy: So Moniue *here is %our mother"&

%oniue: D pauses a *hile Mi nuh -no*".

DMiss 'o% loo-s at Moniue *ith discernment on her countenance. She then mo)ed to the -itchen cupboard and

too- out plastic dish *ith a lid and then be!an to share out some of her food in the dish

%iss 'oy: Listen mi %oun! lad%( the ne+t time %ou *ant somethin! to the eat call at the !ate and then *ait for m

ac-no*led!ement( as- nicel% and $ *ill !i)e %ou somethin! to eat" DShe then hands Moniue the bo*l of food an

immediatel% Moniue reaches out to ta-e it *ith much anticipation. Miss 'o% then *ithdre* the plate /hat mus

%ou sa%"&%oniue: Dreluctantl% Than+".DMiss 'o% then escorts Moniue out of the %ard and stop to as-

%iss 'oy: A nuh %ou poison ma do!( little !irl&"

%oniue: No a nuh me".

%iss 'oy: 4h o.-. then( don8t let me see %ou in m% %ard a!ain unin)ited( %ou hear mi&"

%oniue: 7es Miss" DMoniue lea)es to !o home( to her %oun!er siblin!s

Scene ( ) !ecoming friendsScene: 2a%s after( Miss 'o% and Moniue meets a!ain on the street.

%iss 'oy: /hat school %ou attend( Child&"

%oniue: March to*n primar%".

%iss 'oy: D*orriedl% So ho* come %ou8re not at school toda%&"

%oniue: Mi nuh ha)e nuh mone% fi !o" Dholdin! her head do*n( s*eepin! the !ra)el *ith her bare feet(

sensin! Miss 'o% pit%

%iss 'oy: Dlefts Moniue8s head to !ain her attention So *hat %ou *ant be *hen %ou !ro* up&"

%oniue: Ddoubtin!l% A doctor".

%iss 'oy: So ho* %ou plan on becomin! a doctor b% brea-in! into people8s houses&"


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DMoniue holds her head do*n in shame. Miss 'o% nods her head in pit% and then in)ites Moniue into her house

and the% become !ood friends( Moniue continues to )isit Miss 'o%8s house e)er% da%( much to Nic-%8s dis!ust

• Scene * ) %oniue passes for high school%iss 'oy: $ am so proud of %ou( %ou passed for /olmers"

%oniue: $ can8t belie)e it m%self1 it *ould not ha)e been possible *ithout %ou Miss 'o%( cause m% mom nuh

business *id mi( Shi not e)en no* ho* mi !o school".

%iss 'oy: Ah Child( %our mother *ill come around e)entuall% *hen she learns *hat a bri!ht !irl %ou are1

spea-in! of %our mother did she hear the !ood ne*s&"

%oniue: No( Miss 'o%".

%iss 'oy: /ell *hat are %ou *aitin! for !o and tell her".

DMoniue loo-s at Miss 'o% and then heads out to tell her mother the ne*s( on her *a% she sees her mother on the

road( in hi!h spirits and /al-s to her mother and her mother reaches out to hu! her

+icky:Si mi bri!ht dau!hta %ah *eh pass har @SAT( oounu loo- pon har !ood a m% star dis".

,The people on the road( !reets Moniue *ith cheers of con!ratulations( the curtains on set falls

Scene ) Two years later. an abusi/e motherDMoniue *al-s home from Miss 'o%8s house to be !reeted b% her )er% upset mother

%oniue: Dremorsefull% @ood e)enin! Mumm%"(

DNic-% then !rabs Moniue b% the hair and pulled her in the house( *hile Moniue screams+icky: %uh spen *hole da% a that deh ouman %aad a clean it an nuh si sa% fi u house dut%( %uh tin- %uh betta dan

this %ah house %ah( Miss stush%( %uh tin- %uh betta dan me"& DNic-% then thro*s Moniues face in the *all of th

house brea-in! her nose

+icky: Clean up this damn house !al and don8t me- mi haffi mash %uh up in %ah( %uh damn nassi"

D/ith tears runnin! do*n her face and blood drippin! from her nose( Moniue s*eeps the house

+icky: $diat !al tap nassi up di blasted place( a *ah do %ah fool fool !al %ah man"& A soon mash up %uh *id %a

damn cup %ah. Tru %uh start chat En!lish no* and a !o bi! hi!h school no* %uh thin- %uh a smadd% an %uh bette

dan mi in %ah. Mi nuh -no* *ah u me- that deh ouman a full up %uh head *id ca, %uh is nobod%.

DMoniue hearin! the *ords of her mother thro*s the broom do*n and runs out of the house

+icky: Dshoutin! Come bac- here"


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DMoniue falls to the !round under a tree and continues to cr% bitterl%

%oniue: $ *ill proof to m% mother that $ am somebod% and $ *on8t !ro* up to be a prostitute and a horrible

mother li-e her( cause %our ri!ht mom $ am better a better human bein! than %ou"DThe curtains fall

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Analysis of Reective Piece

$n the reflecti)e piece1 A Fro-en Childhood"( the interactions bet*een the characters brin!s out se)eral

elements of communication. 0o*e)er( onl% t*o *ill be anal%sed and the% are dialectal )ariation and communicati)

beha)iour.

Throu!hout the reflecti)e piece different dialectal )ariation *as used b% the characters. Miss 'o% spo-e mainl%

the acrolect )ariation =standard En!lish> and one can deduce that Miss 'o% spo-e that *a% because her le)el of

educational attainment as seen in this e+ample: $s that ho* %ou spea- to an adult little !irl&" $t should be noted th

Miss 'o% used the dialect )ariation *hen the% *ere an!ered as seen this e+ample of Miss 'o%8s speech: That8s th

reason *h% unu poison ma do!( so unu can come in here and thief" Miss 'o% used creole as it is more emoti)e th

the acrolect )ariation. Nic-% spo-e onl% in basilect )ariation =deep patois> *hich illustrates that she as a lo*

educational attainment and poor mannerism as seen in this e+ample: $diat !al tap nassi up di blasted place".

E+amples of communicati)e beha)iours *ere illustrated b% the characters in the drama piece. ocalics *as use

b% Nic-% *hen *as callin! her dau!hter as illustrated in this e+ample: Dshoutin! Come bac- here" ocalic

is used to denote emotions b% the use of pitch( )olume and tone. Pro+emi+ *as sho* b% Moniue *hen she ran ou

of the house cr%in!. Moniue used space to sho* that didn8t *ant to be around her mother. Moniue also used bo


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lan!ua!e to sho* emotions *hen her mom *as cursin! her( !estures such as cr%in!( screamin!( thro*in! do*n th

broom and runnin! out of the house sho*s her emotional hurt and resentment to*ards her mother.

.


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communication studies ia unit 1