Parent-Child Conflict Factors

Factors of Conflict Researchers have established that some parent-child conflict is a normal part of development. However, frequent parent-adolescent conflict also has been linked to a variety of factors. (Kane & Garber, 2004).

Child Factors: Some of the most salient factors that have been associated with parent-child conflict and parent-child relationships include child temperament, child depression and other child behavior problems (Adams & Laursen, 2001). Overall, studies of temperament and parent adolescent conflict suggest that higher levels of difficult child temperamental characteristics (even at very young ages) are associated with more frequent parent-adolescent conflict. Behavior problems are also associated with parent-adolescent

Emerging adults who are classified as Identity Achievement have goals in their lives that they ultimately want to achieve, and are not influenced or pressured by others in deciding their path. Also, emerging adults tend to focus on what is important. Even though there are obstacles, they persevere. In addition, they have better skills to interact with others, and they are respectful without becoming defensive. Their identity achievement personality type consists of “self-sameness and continuity” (Erikson, 1968), which communicates dependability and competence of strength to other people (Kroger & Marcia, 2011).

Identity Moratorium refers to individuals who are currently struggling with occupational and/or ideological issues; they are in an identity “crisis” (Marcia, 1980). Marcia suggested that they appear “engaging” and “energetic,” but often struggle with identity formation. They interact with people who have opposite personalities because they can reduce conflict within themselves. Also, they tend to be morally sensitive. When they make a good judgment, they show strong identity achievement. On the other hand, they are typically indecisive (Kroger & Marcia,

Adolescents are striving for more autonomy and self-determination (Collins 1990; Laursen and Collins 2004). Indeed, one of the most salient developmental tasks during adolescence is establishing oneself as an autonomous being (Erikson 1959; Steinberg 1990). Ideally, parent–adolescent relationships in Western societies gradually change from a more vertical, asymmetrical relationship to a more horizontal, symmetrical relationship (Collins 1990, 1995; Collins and Steinberg 2006; Russell et al. 1998; Steinberg 1990; Youniss and Smollar 1985). Although parents encourage autonomy of their children and accept more symmetrical relations, they have somewhat different expectations regarding the timing of appropriate autonomy for their adolescents (Deković et al. 1997). These changes into more symmetrical relationships might therefore go hand in hand with some friction between parents and adolescents. In fact, conflicts are exceptionally suited to fostering the renegotiation of parental authority (Collins and Laursen 2004; Sillars et al. 2004; Smetana 1995) and are thus inevitable in this realignment process (Collins et al. 1997; Collins and Steinberg