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Published online by Cambridge University Press: 25 October 2009
There are close parallels between the situation of parents and teachers regarding children with behavior problems: (1) the child's behavior problems at home are often reconstructed at school; (2) parents and teachers base their authority on the same foundations; and (3) the expectations from parents and teachers (and the criticisms against them) are similar. In addition, the tasks of both parties are so interdependent that it would be hard for either one to succeed without the other's support. Nonetheless, relations between parents and teachers are often extremely strained (Uziel 2001).
One might venture that of all the parties that affect the parental effort, the child's teachers and school are the most important. Suffice it to mention there is no other place in which the child spends as many hours and years as the school. Concurrently, the parents are the school's chief source of support in dealing with the child's behavior problems. Any teacher knows that a negative parental attitude toward the school can badly aggravate a child's behavior problems. Therefore, an attempt by either party to curb the child's aggressive behavior without the other's support – or worse, with its resistance – is like trying to build a dam with a sieve.
FACTORS THAT WEAKEN THE AUTHORITY OF PARENTS AND TEACHERS
Several processes in modern society undermine the authority of parents and teachers.
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