Parent and adolescent relationships in Japan and the United States

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Parent and adolescent relationships in Japan and the United States

Robert D Strom
Division of Psychology of Education, Lifespan Developmental Psychology, Arizona State University, Tempe AZ, United States of America

Paris S Strom
Education, Department of Educational Foundations, Leadership and Technology, Auburn University, AL, United States of America

PP: 91 - 105

Abstract

The success of any society depends upon how well parents perform their role. Mothers and fathers living in technological cultures believe this task becomes more difficult and less satisfying when children reach adolescence.

Confusion over ways in which family relationships should change is confirmed by many adolescents who report that parents do not understand them. Education for parents should consist of knowledge that is sequenced to match the development of their children from birth through adolescence.

One step toward achieving this goal involves finding out the strengths and learning needs of parents as perceived by themselves and adolescents. Specifically, (a) How well do parents communicate with their children? (b) How well do parents manage time? (c) How well do parents teach what is expected of them? (d) How well do parents cope with frustrations? (e) How satisfied are parents with their role? and, (f) How well do parents know the needs of individual children?

Responses to these questions are needed for an accurate portrayal of parent competence and to learn how they influence children. This paper shows how Japanese mothers and adolescents compare with American mothers, fathers, and adolescents in their assessment of parent performance.

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Keywords

cultural differences, parents, adolescents, intergenerational learning

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