The family much like a human body is a holistic structures consisting of interrelated parts, each of which affects an affected by every other part, and each of which contributes the functioning of whole. Family is not only complex social system; it is also a dynamic system as well. Every member family is a developing individual and the relationship bet" husband and wife, parent and child, sibling and sibling change in ways that can influence the development of family member. Not only does each family member in-flu the behaviour of every other member, but also the relationship between any two family members can affect the interaction relationship of all other family members. Recent conceptualizations of parent-child attachment endorse the view that children's emotionality and regulation emotions are related to the quality of parent-child relationships. Attachment styles and relationships have been view reflecting strategies for regulating emotion in interpersonal relationships. Specific emotion related parental practice is associated with children's expression of appropriate emotion. Parental discouragement of the expression of emotion is to deficits in understanding other's emotions and is linked with lower levels of social competence and peer acceptance: In contrast, parental support and environment that afford opportunities to children influence emotional regulation. Thus, relative to emotional regulation and social efficacy, it appears that factors within the family like warmth, responsiveness, and empathy with the child's emotional experience contribute to the development of competent self-regulation. Adolescence, being the transitional period between youth and maturity, is the time when trouble starts brewing in the parent-kid relationship throughout life, many developmental changes take place. Parents need to adapt themselves to the situation. An adolescent goes through changes that are physical, emotional as well as social and try to carve an idea for him/ her. Parents are the same anywhere around the world love their children and want the best for them. However, it rush of daily pressures, some of them tend to neglect or face the fact that effective communication is the key to bringing the best in their children. Children, especially teenagers, vulnerable and it is necessary that parents talk to them r effectively.

Research has indicated that the home environment parental involvement 'greatly contribute towards a child’s development and learning. Home variables

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relationship contribute significantly towards learning environment of the child at home. Home plays significant role in language development of a child related deficiencies often lead to difficulties in basic con formation which is essential for further learning. Although family constitutes the child's first and r enduring social environment, its influences on development of child’s emotional and social competencies have received relatively limited research attention. T'i1I date, few studies are already available have focused separately on various attributes of parenting, parent-child relationships, family environment and family influences on emotional development the child, social development of the child. Studies are available on various attributes of parenting. Parent-child relationship and home environment. The review of the empirical research indicates that involvement and monitoring are robust predictors of adolescent: achievement. Several studies, however, indicate that, parental involvement declines in adolescence, prompting the call for future research on the reasons for and associated consequences of this decline Furthermore, the review indicates that authoritative parenting styles are often associated with higher levels of student achievement, although these findings are not consistent across culture, ethnicity and socio-economic status. An integration of studies that have been conducted to assess satisfaction in the parent-adolescent relationship is wanted, including evaluation of measures to assess their satisfaction with one another. Limited research has been done on relationship between family environment and emotional and social development of the child. Most of the researches have been done on parental involvement on the overall development of the child and his/her school performance. These researches have been conducted in foreign countries but empirical work and evidences are still wanting in India. Present venture was an attempt by investigator to study the family relationship among high school students in relation to emotional intelligence

Family relationship among high school students in relation to their Emotional Intelligence

Family is the basic unit of human experience. The family is a holistic structure comprising of interrelated parts, ea which affects and is affected by every other part. Every member of the family is a developing individual and the relationship between the members also changes in ways that can influence the scores obtained on family relationship inventory by Sherry and Sinha.

According to Goleman (1995) emotional intelligence consists of five components knowing our emotion awareness), managing them, motivating ourselves, recognizing emotions in others (empathy) and handling relationships. In the present study the emotional intelligence assessed on the basis of the following dimensions: Awareness, Empathy, Self-Motivation, and Emotional Stability. Managing Relations, Integrity, Self-Development, Value Orientation, Commitment and Altruistic Behavior

OBJECTIVES OF THE STUDY

The following objectives were formulated for the present study 1. To study the relationship between parental acceptance behaviour and emotional, intelligence of students. 2. To study the relationship between parental concentration behaviour and emotional intelligence of students. 3. To study the relationship between parental avoidance behaviour and emotional intelligence of students.

1. There exists significant relationship between parental acceptance behavior and emotional intelligence of student 2. There exists significant relationship between parental concentration behavior and emotional intelligence of students. 3. There exists significant relationship between parental avoidance behavior and emotional intelligence of students.

Keeping in mind the nature and objectives of the present study, descriptive survey method of research used.

The investigator went through the simple random sampling technique for selecting the sample. The

While selecting the sample, it was ensured that all the students belonged to almost same socio-economic status, almost similar school environment conditions and from urban areas only.

1. Family Relationship Inventory (FRI) by G.P. Sherry and J. C. Sinha; 2. Emotional Intelligence Scale (EIS) by Anukool Hyde, Sanjyot Pethe and Upinder Dhar.

Interpretation: Table 1 shows that the calculated ‘r’ value 0.197 between emotional intelligence and parental acceptance is significant at 0.01 level of significance. It means that there exists significant relationship between emotional intelligence and parental acceptance. Hence, the hypothesis framed earlier i.e., there exists significant relationship between emotion intelligence and parental acceptance is retained.

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Findings related to family relationship and high school students emotional intelligence:  Significant relationship was found between emotional intelligence and parental acceptance  Insignificant but negative relationship was found between emotional intelligence and parental concentration.

The study has its implications for the teachers, administrators, parents and their relationships with children especially adolescents. These parent-child relationships are carried forward to influence all subsequent relationships, be with peers, with friend, with teachers, and even life partners. Parents should introspect their respective roles in making these relationships ships healthy as for most children there is a cascading effect in which early family relationships provide necessary support for effectively engaging in peer world, which in turn provide the foundation for more expensive, complex peer relationships. Parents should evaluate what and ideal parent is like because a child transitioning into adolescent phase becomes idealistic as far as his/her relationships with parents are concerned the parents should realize that the very real interaction with their children, are placed next to his/her schema of an ideal parent. Since emotional health, social adjustment and scholastic achievement of children is influenced by their parents accepting, warm and nurturing behavior, it becomes important on part of parents to provide ample affection and time to their growing child. The present study has its implications for teachers. Teachers should make parents aware of their child's performance at school. Parents should be acquainted with their child's needs and parental co-operation can be sought to hell the child in and out of home. Teachers should keep parent: well informed about their child's attitude, aptitude, interests emotional well-being, about his/her individual and peer group activities. A regular reporting to the parents should be done about the child's progress and weaknesses. Teachers should update the parents by providing information regarding The study also has its implications for the administrators School principal should bring about frequent and enhance parent-teacher meet, so that information about the child overall well- being can be shared and a mutual understanding can be developed. Administrator of the school should arrange for allocation of funds and resources for such parent-teacher interactions. The administrator can also seek feedback and suggestions from the parents with respect to the overall school environment.

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