Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Essay:
Reciprocal relationship can be simply defined as a relationship in which the two parties make an association on the basis of mutual privileges, emotions etc. There are different relationships between people and they influence their emotional development. These reciprocal relationships influence a person's life till the end of time. As far as children are concerned, their learning is mainly dependent on the engagement of family as it is the members of the family that enhance a child's experiences and family well being. Family engagement is responsible for the continuous, mutual and strong association between children and other adult members of the family (Bell and Wolfe, 2004).
When a child is of six months, he/she develops a sense of identity and agency. This whole growth mechanism is responsible for the transformation of his/her infancy-related associative original secondary emotions to the advanced levels. This system is focused on the first stable and long-term social relationship of the child. It also affects the manner how this first social relationship brings transformations in the child's responses to his/her surroundings. Reciprocity is one of the most important distinguishing feature of this relationship. Though this relationship starts as one-sided; it turns out as a reciprocal one with the passage of time. Reciprocity allows this association to work in oth ways i.e. adult-child and child-adult. It is also to be noted here that a child may associate him/her closely to a number of people at the same time. Thus, it is a common phenomenon that a child may develop several reciprocal relationships concurrently (Wilson, 2003).
To cut a long story short, reciprocal relationships are mutually dependent, harmonizing, and linked. A child feels comfortable and self-assured when he/she is provided an environment where the mentioned characteristics are offered by family members and teachers. Reciprocal relationships have undeniable importance as they help children in the development of a sense of safety and competency from a very early age. Responsive relationships allow the occurrence of both unrecognized and recognized assessment (Wilson, 2003).
As mentioned above, it is in the early months of a child's life that he/she develops a positive interaction with his/her caregiver and this association develops a sense of self. In the presence of this caregiver, a child feels satisfied due to associative learning. This happens even if no actual care is provided by the adult to the infant. Such feelings of positivity developed in the child elevate into affection for the adult. The maintenance of a warm relationship by the caregiver may result in the development of a mutual love. In short, this reciprocal relationship helps both the child and the caregiver to interact playfully and share blissful experiences. The amusement and engagement provided by the caregiver strengthens this relationship. Emotional development of a child is thus based on the experiences he/she shares with an adult due to the generation of positive reciprocally pleasing emotions (Wilson, 2003).
It can be said that the most outstanding feature of this relationship is that it turns out as a pleasurable and amusing relationship for both parties. In the absence of this element, it is not possible for the relationship to grow with highest psychological standard. It means that the emotional and neuro-physiological goals of the relationship cannot be achieved if there is no satisfaction and glee in the relationship. The child may be kept alive if he/she doesn't share a delightful and pleasing relationship with his/her parent(s). However, the absence of the mentioned relationship-energizing elements may indeed limit the mental and physical outcomes. It must be acknowledged and understood by the adults that this developmental process requires mutual hilarity (fun) as a major characteristic of the reciprocal relationship. This is because a sort of relationship is required that may work as a distress relief for both the parties. And this is possible if interaction between the child and the caregiver is based on exceptional amusement and mutual pleasure. Such experiences are indispensable for the development of positive emotions. Without positive emotions, the interaction may result in failure that limits the emotional growth and restricts cognitive growth as well (Wilson, 2003).
The know-how of life, expression and emotional management are the important factors in the social-emotional development of a child. The interpersonal and intrapersonal processes help a child to become capable of establishing and maintaining positive, healthy and satisfying relationships with those around him/her. Emotional development takes place when a child is capable enough of identifying and understanding his/her own feelings. Emotional development is also dependent on the accuracy with which the child observes and evaluates the emotional states of other people. Emotional development is of utmost importance as it helps a child in the management of the strong emotions he/she feels and also helps him/her to express those emotions in a productive and positive way. It also helps him/her in the regulation of his/her behavior and in the development of empathy. This is due to the emotional development that a child learns to build up and uphold relationships.
It is important to mention here that children know, communicate, and distinguish emotions from a very early age even before they are able to understand them completely. Children construct skillfulness that unite them with relatives, friends, teachers and the society and they do so while earning the wisdom to get acquainted with, tag, control, and communicate their emotions. During this whole process, they also observe and make efforts to identify with the feelings and sentiments of other people. Thus, such growing capabilities are helpful for children to develop into a proficient individual who is capable to negotiate progressively more intricate social interactions. These growing skills also help the child to develop into an efficient person who can involve him/her in relationships and group activities in an effective manner. Thus, emotional development helps a child to become an effective member of the society in his/her later life who knows how to obtain the social support benefits necessary for healthy human development, improvement and operation.
Strong social-emotional development for children opens up in an interpersonal framework. This is particularly evident when he/she has encouraging, affirmative and unending relationships with recognizable, cheering adults. It is an untold secret that children who are in the early years of their lives are principally in sync with social and emotional inspiration. It can be easily observed that even a newborn shows to concentrate more to spurs that bear a resemblance to appearance/features. They are able to distinguish the voice of their mothers to other women's voices. In the course of the nurturing phase, the children's initial experiences of emotion regulation are supported by adults.
Open and approachable care giving by adults is responsible for supporting toddlers to begin to learn and control their emotions. Adults are also helpful in assisting a child to develop a good judgment of certainty, protection, and sensitivity in their social surroundings. According to a number of research experts, fostering, constant and dependable relationships are the key factors to vigorous growth, improvement and learning. This makes it clear that the development of infants is mainly dependent on the kind of early relationships they have. Moreover, high-class reciprocal associations are also responsible for increasing the possibilities of positive results for children in their early age. Young children learn about social interactions and emotions when they spend time with their relatives and teachers. This gives them an opportunity to explore and get themselves familiarized with expected contacts and communications.
Brain research has specified that emotion and cognition are the two processes that are extremely interconnected. The interrelation between emotion and cognition informs a child how to comprehend situations. The two mentioned processes also have a great influence on the behavior of the child. A child's life is majorly impacted with emotions and cognition and their loaded interpenetrations. Not only this, these two processes are also responsible for advancing a child's attentiveness, ability to make decisions and learning. Emotional maturity and social behaviors also have an effect on the ability of a child to continue in an activity that has a goal. These features also help him/her to ask for assistance in the time of need and also let him/her to involve him/her in and take advantage from the various relationships and associations he/she establishes in the later years of his/her life.
It is a crystal-clear fact that the environments that adults establish for the children must be healthy and encourage social-emotional development. This is for the reason that children thrive well in a supportive social environment. Such positive and encouraging environments help the children to acquire the ability of responding to the caregivers/adults and involve themselves in interactions that are rather predictable. This association with close relatives then helps them to develop associations outside the household. Adults who make close associations with children, if truth be told, provide the children an opportunity to learn and develop their personalities in a number of ways (Bell and Wolfe, 2004). Social-emotional development of a child is mainly dependent on these early-life experiences and connections with adults. The establishment of…[continue]
Disintegrating Relationships Between Organizational Leaders and Employees Organizational leadership behavior towards employees can significantly affect their perception of the workplace, and contribute to the organization high performance and most essentially create and maintain a proper organizational culture that lead to the success of the organization . The good health of the organization depends greatly on the relationship between leaders and employees. However, the relationship that exists between organizational leaders and
Workplace Deviance Counterproductive and Productive Behaviors Defining Counterproductive and Productive Work Behavior Counterproductive work behavior (CWB) is defined by an employee's actions causing harm to either a coworker or their employer (reviewed by Krischer, Penney, and Hunter, 2010). The forms of CWB can vary considerably, from arguing with or ignoring coworkers, damaging equipment to sabotage the work of others, and reducing the amount of time spent at work. Researchers have proposed a
This leader must have subordinates who are trustworthy and the leader must be able to discern when it is appropriate to use this style. The most effective leader knows how to use a little bit of each style, and conversely the poor leader will stick to only one style despite the situation. A study by Hautala in 2006 investigated the association between personality and leadership style5. In this study, a
In this process, the principles of Grounded Theory Analysis were utilized. Primary coding categories were used in the analysis of the interview transcripts, as well as the identification of a range of significant themes. These were then organized into a formal codebook. The coding of the transcripts also led to new themes and modifications were made to the findings on this basis, where it was deemed to be appropriate. What
126). Although there are an increasing number of elderly in the United States today with many more expected in the future, the study of elder abuse is of fairly recent origin. During the last three decades of the 20th century, following the "discovery" of child abuse and domestic violence, scholars and professionals started taking an active interest in the subject of elder abuse. This increased attention from the academic
" (Polkinghorne, p. 4) As with Lewis before him in our discussion, Polkinghorne supplies a reason for the certainty of God's presence in scientific affairs most simply because he believes there is no other more likely or rational explanation for certain accomplishments. Like Lewis, Polkinghorne simply places beyond the grasp of human capacity a certain loosely defined category of things that must inherently be accounted for by the unseen power of
Alford reports that "for some, the earth moves when they discover that people in authority routinely lie and that those who work for them routinely cover up. Once one knows this, or rather once one feels this knowledge in one's bones, one lives in a new world. Some people remain aliens in the new world forever. Maybe they like it that way. Maybe they don't have a choice." (Alford,
"Reciprocal Relationship Can Be Simply Defined As" (2013, August 18) Retrieved October 20, 2016, from http://www.paperdue.com/essay/reciprocal-relationship-can-be-imply-defined-94779
"Reciprocal Relationship Can Be Simply Defined As" 18 August 2013. Web.20 October. 2016. <http://www.paperdue.com/essay/reciprocal-relationship-can-be-imply-defined-94779>
"Reciprocal Relationship Can Be Simply Defined As", 18 August 2013, Accessed.20 October. 2016, http://www.paperdue.com/essay/reciprocal-relationship-can-be-imply-defined-94779