Alene mødre

[AnonymBruker]

8 minutter siden, AnonymBruker skrev:

Hva er liksom greia og poenget med alle disse alenemor trådene her på Kvinneguiden?!

Har aldri hørt om ditto hetsing av alene fedre heller?! De er jo "heltene" i samfunnet, men alememødrene skal rakkes ned på, på alle måter tydeligvis..

Anonymkode: a6f85...810

Forskning sier at barn som vokser opp uten en far blir ganske ødelagte. Det finnes ingen slik forskning om barn som vokser opp uten en mor.

Anonymkode: e1e66...fa1

[AnonymBruker]

5 minutter siden, AnonymBruker skrev:

Forskning sier at barn som vokser opp uten en far blir ganske ødelagte. Det finnes ingen slik forskning om barn som vokser opp uten en mor.

Anonymkode: e1e66...fa1

Har ikke hørt om denne forskningen, men sikkert i så fall fordi det ikke er like mange barn som vokser opp uten en mor, så er ikke like mye å gjøre forskning på.

Anonymkode: 87897...169

[AnonymBruker]

8 minutter siden, AnonymBruker skrev:

Forskning sier at barn som vokser opp uten en far blir ganske ødelagte. Det finnes ingen slik forskning om barn som vokser opp uten en mor.

Anonymkode: e1e66...fa1

Fordi det ikke blir forsket på det. Det er også svært få mødre som forlater barna sine. 

Anonymkode: 77a5b...93b

[Thyra]

4 timer siden, AnonymBruker skrev:

Begge mennene som jeg var gift med , var utro med flere andre damer. Hvorfor skulle jeg være ydmyk mot dem? Mann nr to levde også på meg økonomisk og drev med sexnekt. 

Anonymkode: 77a5b...93b

Sexnekt, hva er det egentlig? Jeg regner med at folk ikke sier nei til sex for å plage partneren, men fordi de ikke har lyst på sex. Ingen skal være forpliktet til å stille kroppen til dispisisjon for sex i et forhold, verken kvinner eller menn. 

3 timer siden, AnonymBruker skrev:

Drev han med sexnekt? Ånei, da er det jo helt klart bedre for barna å vokse opp uten faren sin. Dette trass i at vitenskapen forteller oss at barn som vokser opp uten fedre blir ødelagte. Men hva vet vel vitenskapen? Han drev med sexnekt, så det er det eneste som betyr noe.

Anonymkode: e1e66...fa1

Forteller vitenskapen at barn som vokser opp uten far blir ødelagt?!? Det er da mange som har vokst opp uten far og klarer seg helt utmerket. Jeg tror ikke det er til barnas beste at foreldrene skal holde sammen for enhver pris. At barna skal vokse opp og se på samliv som en plikt og ikke en glede. I de fleste tilfellene har vel også barna kontakt med far selv om foreldrene ikke kever sammen. 

[AnonymBruker]

1 hour ago, AnonymBruker said:

Forskning sier at barn som vokser opp uten en far blir ganske ødelagte. Det finnes ingen slik forskning om barn som vokser opp uten en mor.

Anonymkode: e1e66...fa1

Så derfor er det greit å hetse alle alenemødre, som i mange tilfeller har mistet sin mann, eller som har blitt forlatt av mannen som gir totalt faen i barna han har vært med på å sette til verden. Alenemødre som gjør alt de kan for barna sine, ofrer alt for at de skal ha det så godt som mulig?!

Anonymkode: a6f85...810

[AnonymBruker]

Her er ikke snakk om hetsing, men erfare litt ydmykhet fra dere. Dere kan ikke forvente pose i sekk.

Anonymkode: 8b1f7...3e9

[AnonymBruker]

10 minutter siden, AnonymBruker skrev:

Her er ikke snakk om hetsing, men erfare litt ydmykhet fra dere. Dere kan ikke forvente pose i sekk.

Anonymkode: 8b1f7...3e9

Poenget er at alenemødre ikke er ei gruppe som er lik. Det er ulike grunner til at mødre har hovedomsorg for barn. Mange har også halv omsorg, med aktive fedre. 

Anonymkode: d31c7...ba8

[AnonymBruker]

15 minutter siden, AnonymBruker skrev:

Her er ikke snakk om hetsing, men erfare litt ydmykhet fra dere. Dere kan ikke forvente pose i sekk.

Anonymkode: 8b1f7...3e9

Er du en INCEL? 

Anonymkode: 674e4...68c

[AnonymBruker]

Det er ekstremt viktig for barn å ha en far. Faktisk viser det seg at faren er viktigere for barnas utvikling enn moren er. Kanskje fordi moren bare er opptatt av  følelser, i mens menn er mer opptatt av prestasjon? Uansett så er det skadelig for barn å vokse opp med en alenemor.

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Infants of highly involved fathers, as measured by amount of interaction, including higher levels of play and caregiving activities, are more cognitively competent at 6 months and score higher on the Bayley Scales of Infant Development (Pedersen, Rubinstein, & Yarrow, 1979; Pedersen, Anderson, & Kain, 1980). By one year they continue to have higher cognitive functioning (Nugent, 1991), are better problem solvers as toddlers (Easterbrooks & Goldberg, 1984), and have higher IQ’s by age three (Yogman, Kindlan, & Earls, 1995). When compared with mothers, fathers’ talk with toddlers is characterized by more wh- (e.g. “what”, where” etc.) questions, which requires children to assume more communicative responsibility in the interaction. This encouraged toddlers to talk more, use more diverse vocabulary, and produce longer utterances when interacting with their fathers (Rowe, Cocker, & Pan, 2004).

School aged children of involved fathers are also better academic achievers. They are more likely to get A’s (National Center for Education Statistics, 1997; Nord & West, 2001), have better quantitative and verbal skills (Bing, 1963; Goldstein, 1982; Radin, 1982), have higher grade point averages, get better achievement test scores, receive superior grades, perform a year above their expected age level on academic tests, obtain higher scores on reading achievement, or learn more and perform better in school (Astone & McLanahan, 1991; Blanchard & Biller, 1971; Cooksey & Fondell, 1996; Feldman & Wentzel, 1990; Gadsen & Ray, 2003; Goldstein, 1982; Gottfried, Gottfried, & Bathurst, 1988; Howard, Lefever, Borkowski, & Whitman, 2006; McBride et al., 2005; McBride, Schoppe-Sullivan, & 2005; National Center for Education Statistics, 1997; Shinn, 1978; Snarey 1993; Wentzel & Feldman, 1993). Children of involved fathers are also more likely to live in cognitively stimulating homes (William, 1997). A father’s academic support was positively related to adolescent boys’ academic motivation to try hard in school, feel their grades were important, and to place a high value on education (Alfaro, Umana-Taylor, & Bamaca, 2006). Father contact was also associated with better socioemotional and academic functioning in school related areas for children with single or married adolescent mothers (Howard et al., 2006).

Children of involved fathers are more likely to demonstrate more cognitive competence on standardized intellectual assessments (Lamb 1987; Radin 1994) and have higher IQ’s (Gottfried et al., 1988; Honzik, 1967; Radin 1972; Shinn, 1978).

Children of involved fathers are more likely to enjoy school (National Center for Education Statistics, 1997), have positive attitudes toward school (Flouri, Buchanan, & Bream, 2002; Flouri, 2005), participate in extracurricular activities, and graduate. They are also less likely to fail a grade, have poor attendance, be suspended or expelled, or have behaviour problems at school, (Astone & McLanahan, 1991; Brown & Rife, 1991; Mosley & Thompson, 1995; National Center for Education Statistics, 1997; Nord & West, 2001; William, 1997). In addition, Zimmerman, Slaem, and Notaro (2000) found that positive paternal engagement in 10th grade predicted fewer problem behaviors in 11th grade.

Children of involved fathers are more likely to have higher levels of economic and educational achievement, career success, occupational competency, better educational outcomes, higher educational expectations, higher educational attainment, and psychological well being (Amato, 1994; Barber & Thomas, 1986; Barnett, Marshall, & Pleck, 1992a; Bell, 1969; Flouri, 2005; Furstenberg & Harris, 1993; Harris, Furstenberg, & Marmer, 1998; Lozoff, 1974; National Center for Education Statistics, 1997; Snarey, 1993). More recently, Flouri and Buchanan (2004) found that father and mother involvement at age 7 independently predicted educational attainment by age 20 for both sons and daughters indicating that early father involvement can be another protective factor in counteracting risk conditions that might lead to later low attainment levels.

https://library.parenthelp.eu/wp-content/uploads/2017/05/Effects_of_Father_Involvement.pdf

Anonymkode: e1e66...fa1

[AnonymBruker]

2 minutter siden, AnonymBruker said:

Det er ekstremt viktig for barn å ha en far. Faktisk viser det seg at faren er viktigere for barnas utvikling enn moren er. Kanskje fordi moren bare er opptatt av  følelser, i mens menn er mer opptatt av prestasjon? Uansett så er det skadelig for barn å vokse opp med en alenemor.

---------------------------------------------------------------------------

Infants of highly involved fathers, as measured by amount of interaction, including higher levels of play and caregiving activities, are more cognitively competent at 6 months and score higher on the Bayley Scales of Infant Development (Pedersen, Rubinstein, & Yarrow, 1979; Pedersen, Anderson, & Kain, 1980). By one year they continue to have higher cognitive functioning (Nugent, 1991), are better problem solvers as toddlers (Easterbrooks & Goldberg, 1984), and have higher IQ’s by age three (Yogman, Kindlan, & Earls, 1995). When compared with mothers, fathers’ talk with toddlers is characterized by more wh- (e.g. “what”, where” etc.) questions, which requires children to assume more communicative responsibility in the interaction. This encouraged toddlers to talk more, use more diverse vocabulary, and produce longer utterances when interacting with their fathers (Rowe, Cocker, & Pan, 2004).

School aged children of involved fathers are also better academic achievers. They are more likely to get A’s (National Center for Education Statistics, 1997; Nord & West, 2001), have better quantitative and verbal skills (Bing, 1963; Goldstein, 1982; Radin, 1982), have higher grade point averages, get better achievement test scores, receive superior grades, perform a year above their expected age level on academic tests, obtain higher scores on reading achievement, or learn more and perform better in school (Astone & McLanahan, 1991; Blanchard & Biller, 1971; Cooksey & Fondell, 1996; Feldman & Wentzel, 1990; Gadsen & Ray, 2003; Goldstein, 1982; Gottfried, Gottfried, & Bathurst, 1988; Howard, Lefever, Borkowski, & Whitman, 2006; McBride et al., 2005; McBride, Schoppe-Sullivan, & 2005; National Center for Education Statistics, 1997; Shinn, 1978; Snarey 1993; Wentzel & Feldman, 1993). Children of involved fathers are also more likely to live in cognitively stimulating homes (William, 1997). A father’s academic support was positively related to adolescent boys’ academic motivation to try hard in school, feel their grades were important, and to place a high value on education (Alfaro, Umana-Taylor, & Bamaca, 2006). Father contact was also associated with better socioemotional and academic functioning in school related areas for children with single or married adolescent mothers (Howard et al., 2006).

Children of involved fathers are more likely to demonstrate more cognitive competence on standardized intellectual assessments (Lamb 1987; Radin 1994) and have higher IQ’s (Gottfried et al., 1988; Honzik, 1967; Radin 1972; Shinn, 1978).

Children of involved fathers are more likely to enjoy school (National Center for Education Statistics, 1997), have positive attitudes toward school (Flouri, Buchanan, & Bream, 2002; Flouri, 2005), participate in extracurricular activities, and graduate. They are also less likely to fail a grade, have poor attendance, be suspended or expelled, or have behaviour problems at school, (Astone & McLanahan, 1991; Brown & Rife, 1991; Mosley & Thompson, 1995; National Center for Education Statistics, 1997; Nord & West, 2001; William, 1997). In addition, Zimmerman, Slaem, and Notaro (2000) found that positive paternal engagement in 10th grade predicted fewer problem behaviors in 11th grade.

Children of involved fathers are more likely to have higher levels of economic and educational achievement, career success, occupational competency, better educational outcomes, higher educational expectations, higher educational attainment, and psychological well being (Amato, 1994; Barber & Thomas, 1986; Barnett, Marshall, & Pleck, 1992a; Bell, 1969; Flouri, 2005; Furstenberg & Harris, 1993; Harris, Furstenberg, & Marmer, 1998; Lozoff, 1974; National Center for Education Statistics, 1997; Snarey, 1993). More recently, Flouri and Buchanan (2004) found that father and mother involvement at age 7 independently predicted educational attainment by age 20 for both sons and daughters indicating that early father involvement can be another protective factor in counteracting risk conditions that might lead to later low attainment levels.

https://library.parenthelp.eu/wp-content/uploads/2017/05/Effects_of_Father_Involvement.pdf

Anonymkode: e1e66...fa1

Og når far ikke stiller opp for barna sine, hva gjør vi da?!

Anonymkode: a6f85...810

[Arabella]

15 timer siden, AnonymBruker skrev:

Her er ikke snakk om hetsing, men erfare litt ydmykhet fra dere. Dere kan ikke forvente pose i sekk.

Anonymkode: 8b1f7...3e9

Du vet ingenting om hva du snakker om, hvordan det er å være alene med barn. Ikke kan du uttrykk riktig, heller. Å få i pose og sekk, heter det, ikke få en pose i sekken.

Endret 22. juli 2019 av Arabella

[AnonymBruker]

2 minutter siden, AnonymBruker skrev:

Og når far ikke stiller opp for barna sine, hva gjør vi da?!

Anonymkode: a6f85...810

Gråter, på barnas vegne, som vil bli ganske ødelagte. Eventuelt finner en stefar. Eller en fosterfamilie med en fosterfar. Uten en far er barnet dømt til å bli ganske ødelagt, dessverre.

Anonymkode: e1e66...fa1

[absinthia]

2 timer siden, AnonymBruker skrev:

Forskning sier at barn som vokser opp uten en far blir ganske ødelagte. Det finnes ingen slik forskning om barn som vokser opp uten en mor.

Anonymkode: e1e66...fa1

Joda, det gjør det.  Den sier dette https://forskning.no/skole-og-utdanning-samliv-partner/alene-med-far/1043319

 

[AnonymBruker]

9 minutter siden, AnonymBruker skrev:

Det er ekstremt viktig for barn å ha en far. Faktisk viser det seg at faren er viktigere for barnas utvikling enn moren er. Kanskje fordi moren bare er opptatt av  følelser, i mens menn er mer opptatt av prestasjon? Uansett så er det skadelig for barn å vokse opp med en alenemor.

---------------------------------------------------------------------------

Infants of highly involved fathers, as measured by amount of interaction, including higher levels of play and caregiving activities, are more cognitively competent at 6 months and score higher on the Bayley Scales of Infant Development (Pedersen, Rubinstein, & Yarrow, 1979; Pedersen, Anderson, & Kain, 1980). By one year they continue to have higher cognitive functioning (Nugent, 1991), are better problem solvers as toddlers (Easterbrooks & Goldberg, 1984), and have higher IQ’s by age three (Yogman, Kindlan, & Earls, 1995). When compared with mothers, fathers’ talk with toddlers is characterized by more wh- (e.g. “what”, where” etc.) questions, which requires children to assume more communicative responsibility in the interaction. This encouraged toddlers to talk more, use more diverse vocabulary, and produce longer utterances when interacting with their fathers (Rowe, Cocker, & Pan, 2004).

School aged children of involved fathers are also better academic achievers. They are more likely to get A’s (National Center for Education Statistics, 1997; Nord & West, 2001), have better quantitative and verbal skills (Bing, 1963; Goldstein, 1982; Radin, 1982), have higher grade point averages, get better achievement test scores, receive superior grades, perform a year above their expected age level on academic tests, obtain higher scores on reading achievement, or learn more and perform better in school (Astone & McLanahan, 1991; Blanchard & Biller, 1971; Cooksey & Fondell, 1996; Feldman & Wentzel, 1990; Gadsen & Ray, 2003; Goldstein, 1982; Gottfried, Gottfried, & Bathurst, 1988; Howard, Lefever, Borkowski, & Whitman, 2006; McBride et al., 2005; McBride, Schoppe-Sullivan, & 2005; National Center for Education Statistics, 1997; Shinn, 1978; Snarey 1993; Wentzel & Feldman, 1993). Children of involved fathers are also more likely to live in cognitively stimulating homes (William, 1997). A father’s academic support was positively related to adolescent boys’ academic motivation to try hard in school, feel their grades were important, and to place a high value on education (Alfaro, Umana-Taylor, & Bamaca, 2006). Father contact was also associated with better socioemotional and academic functioning in school related areas for children with single or married adolescent mothers (Howard et al., 2006).

Children of involved fathers are more likely to demonstrate more cognitive competence on standardized intellectual assessments (Lamb 1987; Radin 1994) and have higher IQ’s (Gottfried et al., 1988; Honzik, 1967; Radin 1972; Shinn, 1978).

Children of involved fathers are more likely to enjoy school (National Center for Education Statistics, 1997), have positive attitudes toward school (Flouri, Buchanan, & Bream, 2002; Flouri, 2005), participate in extracurricular activities, and graduate. They are also less likely to fail a grade, have poor attendance, be suspended or expelled, or have behaviour problems at school, (Astone & McLanahan, 1991; Brown & Rife, 1991; Mosley & Thompson, 1995; National Center for Education Statistics, 1997; Nord & West, 2001; William, 1997). In addition, Zimmerman, Slaem, and Notaro (2000) found that positive paternal engagement in 10th grade predicted fewer problem behaviors in 11th grade.

Children of involved fathers are more likely to have higher levels of economic and educational achievement, career success, occupational competency, better educational outcomes, higher educational expectations, higher educational attainment, and psychological well being (Amato, 1994; Barber & Thomas, 1986; Barnett, Marshall, & Pleck, 1992a; Bell, 1969; Flouri, 2005; Furstenberg & Harris, 1993; Harris, Furstenberg, & Marmer, 1998; Lozoff, 1974; National Center for Education Statistics, 1997; Snarey, 1993). More recently, Flouri and Buchanan (2004) found that father and mother involvement at age 7 independently predicted educational attainment by age 20 for both sons and daughters indicating that early father involvement can be another protective factor in counteracting risk conditions that might lead to later low attainment levels.

https://library.parenthelp.eu/wp-content/uploads/2017/05/Effects_of_Father_Involvement.pdf

Anonymkode: e1e66...fa1

Morsomt. Fedre har aldri vært en særlug stor del av barns oppvekst. Far var ofte ute laaange dager og mange ganger ukesvis om gangen. 

Kan vi ikke heller si at mor og far er viktig på hver sin måte? For å si at far er viktigere enn mor, viser bare hvor komplett blåst du er. 

I disse studiene dine er det også mye "kn" gitt. Her kunne man like så gjerne skrever "barn som har både mor og far, presterer bedre og klarer seg bedre enn barn med kun.far eller mor". 

Anonymkode: abd34...f30

[AnonymBruker]

2 minutter siden, absinthia said:

Joda, det gjør det.  Den sier dette https://forskning.no/skole-og-utdanning-samliv-partner/alene-med-far/1043319

 

Ja se der ja!!

Anonymkode: a6f85...810

[AnonymBruker]

6 minutter siden, AnonymBruker skrev:

Gråter, på barnas vegne, som vil bli ganske ødelagte. Eventuelt finner en stefar. Eller en fosterfamilie med en fosterfar. Uten en far er barnet dømt til å bli ganske ødelagt, dessverre.

Anonymkode: e1e66...fa1

Må du gi deg.. Dette blir bare dumt.. 

Anonymkode: abd34...f30

[AnonymBruker]

1 minutt siden, AnonymBruker skrev:

Må du gi deg.. Dette blir bare dumt.. 

Anonymkode: abd34...f30

Jeg skjønner godt at du mener empati med barna er dumt ja.

Anonymkode: e1e66...fa1

[AnonymBruker]

1 minutt siden, AnonymBruker skrev:

Jeg skjønner godt at du mener empati med barna er dumt ja.

Anonymkode: e1e66...fa1

Nei, jeg mener det du skriver blir helt idiotisk. 

Ganske greit å forstå når jeg først skriver at du må gi deg. Men logikk er ganskje ikke helt din bil?

Anonymkode: abd34...f30

[AnonymBruker]

7 minutter siden, absinthia skrev:

Joda, det gjør det.  Den sier dette https://forskning.no/skole-og-utdanning-samliv-partner/alene-med-far/1043319

 

Den var intentsigende. Det var en rekke forutinntatt holdninger og ingen årsakssammenhenger eller forklaringer.

Anonymkode: e1e66...fa1

[AnonymBruker]

5 minutter siden, AnonymBruker skrev:

Gråter, på barnas vegne, som vil bli ganske ødelagte. Eventuelt finner en stefar. Eller en fosterfamilie med en fosterfar. Uten en far er barnet dømt til å bli ganske ødelagt, dessverre.

Anonymkode: e1e66...fa1

Hahaha...jeg har ikke møtt min far siden jeg var to år og er både lovlydig, har normal psyke og er i full jobb og har et par utdannelser. Mannen min og hans søster, som er oppvokst i en kjernefamilie, med to velutdannede foreldre og svært god råd, er mer ødelagte enn meg. 

Det eneste «problemet» jeg har, etter en slik oppvekst, er at jeg er så vant til at damer må kunne gjøre alt selv, at jeg er ufattelig dårlig på å spørre andre om hjelp.

Anonymkode: 532bc...8fa