PARENTAL EXPECTATIONS DURING CONVERSATION WITH ADOLESCENTS

Adolescence is a phase separate from both early childhood and adulthood. It is a transitional period that requires special attention and protection. Physically, children go through a number of transitions while they mature. We now know that the brain undergoes quite substantial developments in early adolescence, which affect emotional skills as well as physical and mental abilities.

Adolescence can be defined biologically as the physical transition marked by the onset of puberty and the termination of the physical growth; cognitively it is viewed as changes in the ability to think abstractly and multidimensionally; and socially as a period of preparation for adult roles (Arnett, 2007). Adolescence is also when gender norms are solidified, rejected or transformed. As adolescent girls and boys grow, they take on additional responsibilities, experiment with new ways of doing things and push for independence. It is times in which values and skills are developed that have great impact on well-being Communication is a connection between people that allows for the exchange of thoughts, feelings, and ideas, and leads to mutual understanding. This exchange is evidenced when a speaker sends a message to which a listener responds. The process of communication is actually impressively complex. There are internal factors that affect each person participating in the communication process individually, interactional factors that affect how information is sent and received between two or more people, and external factors that affect the extent to which the physical environment is conducive to effective communication. The initial studies on family mealtime conversations, developed from the late 1960s onwards , are inspired by groundbreaking ethnomethodological theories (Garfinkel, 1967). The analytical foundation of this research trend is based on the principle that discourse, like other social practices, can be investigated only from within located practices (Garfinkel, 1967; Heritage, 1984). During these discussions among parents and their childrens , differences of opinion among family members can easily emerge. The correct management of the differences of opinion is of fundamental importance, since, at times, they can even degenerate into a full-blown interpersonal conflict (Arcidiacono et al., 2009; Morasso, 2011; 2012).

The parents could easily avoid engaging in a discussion by advancing arguments in support of their standpoint, and yet resolve the difference of opinion in their own favor, forcing children to accept , perhaps unwillingly, their standpoint. The difference in age, role, and skills with their children would allow them to do so. Now it is evident that this happens frequently. So it is very import ant for parents to be able to communicate openly and effectively with their children. Open, effective communication benefits not only the children, but every member of the family. Relationships between parents and their chi ldren are greatly improved when there is ef fective communication taking place. In general, if communication between parents and their children is good, then their relationships are good as well.

AIM
The aim of the present study was to examine and assess the parental expectations during conversation with adolescents.

MATERIALS AND METHODS
The present study was based on qualitative research method. This is a kind of scientific research, where this method investigates in depth information on sensitive questions. It also helps in assessing the root causes of the issues within the cultural context. The present study was constructed on school students living in tricity, Chandigarh. In this city students have migrated from adjoining states like; Haryana, Himachal Pradesh, Uttar Pradesh, Uttrakhand and Punjab. Adolescent boys in the age between 13-18 years studying in school were chosen to assess the parental expectations during conversation. Adolescents from different parts of urban area of Chandigarh city were chosen. The purposive sampling technique was used. Semi–structured interview schedule was used to assess parental expectations during conversation with adolescents. The researcher discussed the purpose of interview with the respondents and assured about the information provided by them would be kept confidential and will be used strictly for research purpose only. Respondents were assessed taking into considerations their convenience and wil l ingness about 3-4 appointments were fixed with them for collecting information. The semi- structured interview schedule was followed to collect the information by the researcher. The responses given by the respondents were noted in their own words (field notes). Field notes were converted into expanded notes. After which it was coded and categorized to present in tabular structure.