Bonus Blog Prompt: Johari Window

--Original published at Jayln's Perspective

For some reason, it was initially extremely difficult to choose 5 words which best describe me. I do not really know why it was such a challenge, but I think it maybe had something to do with the fact I hadn’t ever thought about describing myself before. After staring at my laptop for quite some time, I decided that I am dependable, happy, extroverted, friendly, and trustworthy. Even though it was difficult for me to describe myself, I think my description was pretty accurate because most everyone who completed my window picked these 5 words. There were also a few words, such as intelligent, caring, kind, and organized, that I did not pick for myself, but most people picked for me.

I think the Johari Window is a valid test because the people who completed are around me a lot, and seem to know me very well. If I sent this link to my acquaintances, I think I would have gotten completely different results. In my opinion, one issue I have with the Johari Window is a lot of the words have very similar connotations, such as friendly, cheerful, and happy. I think in order to get even more accurate results, the descriptive words could be a little more unique, and less like synonyms.

I sent my Johari Window to those who have close relationships with me; however, I did not send it to any of my family members. Although I think my friends know me extremely well, I do not think they know me like my mom and brother do. For example, if I sent this to my mom, she would NOT have described me as organized, like many of my friends did. She would have laughed if she saw that people think I am organized because after all, my room and car are always a mess! If my younger brother saw that most people think I am friendly, he would say that it is all an act! This shows that the results of the Johari Window are all relative because you often show different parts of yourself depending on who you are around.

Through this process, I learned that I have many blind spots, which are words that I never thought could describe me. I think that people, myself included, are often hard on themselves, and it is important to realize that everyone has many good attributes which compose their personalities.

Spotlight Blog Post: Stress​

--Original published at Jayln's Perspective

For our second Spotlight Blog Post, I have decided to focus on evaluating different stress relieving techniques. As we learned in class, stress is a response to a situation, threatening one’s sense of well-being. Different groups of people, such as students, athletes, and parents, all deal with various types of either acute (short-term) or chronic (long-term) stressors, thus it is important to see what kinds of strategies most effectively alleviate stress.

College Students

College students are prone to experiencing large amounts of acute stress. A few examples of acute stress could be an upcoming test, going home over break, or submitting a research paper. Although all of these stressors are different, they are all examples of short-term stress. This means even though college students get extremely worked up and stressed out over these examples, they are acute stressors meaning there is an end in sight. According to Melissa Cohen, who wrote the first website I visited called, “Student Guide to Surviving Stress and Anxiety in College and Beyond,” describes college student’s stress as being episodic acute, meaning they experience short term stress quite frequently. I was interested in this article because it focuses on how stressful testing situations can be, and as a college student, I often feel overwhelmed when I think about my own upcoming tests. Cohen provides many tips on how college students can reduce their anxiety before they go to take the exam. The first tip she discusses is studying effectively and efficiently. Based on what we discussed in class, studying effectively for an exam is a type of constructive strategy known as problem-focused coping. This means by preparing effectively for an exam, the stressor is being tackled directly. Another stress relieving technique she suggests before taking a test is to get a good night’s rest, eat a balanced breakfast, and to limit caffeine intake. Cohen says getting a good night’s sleep and eating breakfast makes college students feel calmer and less stressed going into test day. Also, since caffeine is a stimulate, it speeds up the Central Nervous System, which inhibits the body in terms of feeling relaxed. She then discusses how regular exercise not only provides physiological benefits, but it can also provide psychological benefits, such as easing a stressed-out mind. Cohen then discusses how college students also suffer from negative self-thoughts. Since college can be very difficult at times, she explains students must practice positive self-talk. If stressed-out students go into a testing situation, already feeling defeated, then they are setting themselves up for failure. Just as we discussed in class, she touches on how important social support can be for college students when they are feeling overwhelmed. Talking to someone about stress is another constructive strategy known as emotion-focused coping. Cohen closes by expressing how getting involved in a sports team, club, or pursuing a hobby is not only a great way to alleviate stress, but it is also a perfect way to get involved around campus.


Athletes of all types and skill levels are often faced with high levels of stress when they realize what is expected of them during practices and games. Just like in college students, the type of stress athletes face is usually acute stress because their game schedules allow them to see an end in sight. On the Sports Psychology website, Aaron Moffett wrote an article targeting athletes which provides a variety of stress relieving techniques. He begins by saying all stress is not necessarily bad. For athletes, a little bit of healthy stress can actually enhance performance. This “good stress” is known as eustress, which can result from the responsibility of leading the team during practice. The “bad stress,” or distress, stems from poor performance in a big game. Moffett says athletes respond to negative stressors in one of three ways. First, they could have a physiological response, which could mean their heartbeat speeds up before a big game. Second, they could have a specific behavioral response, such as nervously passing back and forth. Lastly, athletes could have a cognitive response to a stressor, which could result in them thinking negatively about themselves. He advises athletes to match how they respond to stress with a specific coping strategy. Athletes who respond to stress in a physiological manner should try implementing certain breathing and muscle relaxing techniques. Inhaling and exhaling deeply and calmly will slow the heart rate, and it can also help get more oxygen to the muscles. Those who respond to stress with a certain behavior should first analyze whether or not it is a positive or negative behavior. For example, when some athletes get stressed, they respond with drinking or smoking. These are two examples of detrimental behavioral responses, and they are also ineffective coping strategies. Instead of responding to stress with a potentially harmful behavior, Moffett encourages athletes to either write “to-do” lists or to exercise. By writing lists, a person will feel more in control over what is stressing them out. As mentioned before, exercise has many positive psychological and physiological benefits. Lastly, those who respond to stress with an “I can’t do this” type of attitude need to utilize cognitive coping strategies. For example, it is important for athletes to practice positive self-talk. If an athlete struggles with defense, they should not respond with “I just can’t do this.” Instead, he should focus on how great his offense is, and continually challenge himself to improve defensively.


 Parenting is no doubt an extremely stressful job. The type of stress parents feel is not just acute, but they also feel a lot of chronic stress as well. For example, worrying about children is extremely different from worry about an upcoming test. The test anxiety has an end in sight, whereas the stress parents feel for their children lasts their whole lives. The article I visited called, “Stress Management for Parents” describes the constant tension parents feel as “chronic tension.” When parents feel worried, their bodies respond with fight or flight, the body’s natural response to threats. The article’s focus is primarily on techniques that relax the mind. The first tip discussed is called progressive relaxation. Tense parents are instructed to tighten each muscle group, and then after a few seconds, the muscles should be released. This technique relaxes both the mind and the body. The next tip discussed focuses on breathing. When a parent gets stressed or anxious, their breathing often gets shallow, which decreases oxygen flow to the rest of the body. The article instructs parents to spend 5-10 minutes a day correctly breathing. By laying on your back, placing your hands on your ribs, and focusing on taking deep breathes, the mind is relaxing, and the body is then fully oxygenated. The next tip recommended is taking a mental vacation. In class, we discussed how effective this strategy can be. When taking a mental vacation, you first picture a place where you feel calm. Then, using as many senses as you can, you put yourself there and imagine how it must feel. This technique engages the mind and provides relaxation.

The three articles I visited all mentioned how negative stress can be detrimental. Each article revealed healthy techniques, very similar to the ones we discussed in class, for college students, athletes, and parents.

Chapter 11: First Impression Post

--Original published at Jayln's Perspective

For this blog post, I will be analyzing my current stress management strategies and how they work, and then I will be discussing other strategies which could also be effective in alleviating stress.

As I started college, I don’t think I was completely aware of how stressful it can be at times. Compared to the stress of high school, college stress manifests itself in more intense ways. For example, in high school, my teachers would constantly remind us what assignments were due and when. In college, a lot of knowing what is due falls on the responsibility of the students. This is just a part of the growing up process, but it can be difficult and stressful to adjust to at first. Another part of college that is stressful is learning how to time manage effectively. In high school, we spent the majority of the day in class. This is very different than college because most days, I only have one or two classes, which means that I am only spending about 1-2 hours of the day in class. Even though I am only in class for a couple hours a day, there is a lot more work and reading expected of me. In high school, most of my grades revolved around homework, paper, and in-class assignments. If I did not do as well as I wanted to on a test, there were still a lot of chances for me to earn points back. This is very different from college, and a specific example of this is my Biology class. In Biology, there are no papers, homework, or in-class assignments; instead, the grade received in this class is based on how you perform on quizzes and tests. Since our tests are so high stakes, it creates a very stressful testing situation. I tend to get very anxious as I am taking the exam, and I am sure this affects my performance.

In order to cope with stress, I make myself a schedule. If I have 2 big exams in one day, like I did last Monday, I will set a certain amount of time aside to make sure I am dedicating enough study time for each exam. I know that this is an effective strategy because whenever I make a schedule, my exam grades typically increase. Another strategy I use is whenever I get stressed, I listen to music because it relaxes my brain. Any type of music usually works, I just like focusing on the lyrics. Lastly, I have a “stress journal” I like to write in whenever I am feeling overwhelmed. Writing stressful assignments down usually helps me prioritize them, and then I feel like I have more control over them. Getting thoughts down on paper and out of my mind usually does the trick, and I highly recommend this strategy to everyone.

Three other strategies that I would like to become a part of my regular schedule are working out, to quit procrastinating, and to get more sleep. I have read online that working out helps relax your mind. Whenever I get really stressed, I go to the gym, and I normally feel much better afterward. I am hoping this can eventually become a habit. Secondly, I feel like everyone struggles with pushing things off to the last second. Whenever I do this, I tend to feel pressure and an uncomfortable amount of stress. I would like to stay more on top of things, and I think this would reduce my stress levels. Lastly, getting more sleep is always a good idea. If I would stop putting assignments off to the last minute, I could go to sleep earlier. Then, I would wake up less stressed out.


Chapter 3: First Impression Post

--Original published at Jayln's Perspective

After assessing my current sleeping habits, I have concluded that they are probably not as healthy as they could be. After I finish doing all my homework, socializing, and spend time either watching TV or playing on my phone, it is usually about 11. Even though I am in bed at 11, I normally have a hard time falling asleep. I am usually preoccupied with thoughts about school and homework, and I think that by the time I actually fall asleep, it is probably around 11:15 or 11:30. I usually get out of bed at around 6:30, and since I am a commuter, I leave for the college at 7:15.

Although being in bed by 11 and waking up at 6:30 seems pretty healthy, I have a bad habit of setting six alarms to wake me up in the morning. Although I do not know much about the sleep cycles yet, I am almost certain that setting an alarm for 5:50 and hitting the snooze button 12 times is not healthy. Even though getting that “five extra minutes of sleep” always feel so good, I do not think it benefits the human body in any way. In fact, I might be doing a disservice to myself.

If I was going to try and improve my sleeping habits, I would aim to be off my phone around 10:30. I think it is important that the brain has time to unwind and detox from screens before it sleeps. If I did this, I think there is a chance my academic performance could improve. Next, I would set either one or two alarms to wake me up in the morning instead of six. If I do this, I may be completing my sleep cycle more effectively.

I think a healthy amount of sleep for a college student is around seven hours. Growing up, I was always told eight hours was ideal, but there is a lot more homework and social aspects that come with college life. Therefore, I think seven is sufficient and reasonable.


Spotlight Blog Post: Learning Styles​​​

--Original published at Jayln's Perspective

As I read over the two options for the Spotlight Blog Post, I was flooded with a memory from the sixth grade. I can remember being forced to take a test which evaluated whether I was a visual, auditory, or kinesthetic learner. After seeing my results, I remember my teacher telling me that I was “shockingly auditory,” which meant I was not a mix of two learning styles, like most of my classmates; I pretty much just fell into one category. As I went through high school, I thought I was simply an auditory learner, and that is what I based my study habits and techniques around. Now, as I look back on my experience, it is interesting to see how much pressure was put on my teachers to specialize their lesson plans to adhere with the specific types of “learners” that were present in the classroom. Over the years, many teachers, parents, and scholars have taken sides on whether or not learning styles are relevant to consider when making lesson plans, or if they are simply just myths.

On the University of San Diego website, there is an article posted called, “One Classroom, many Learning Styles: Strategies for Teachers.” This article communicates to teachers how critical it is that they successfully determine which learning styles are represented in their class to ensure their lessons plans are effective. Instead of using the typical “VARK” questionnaire to determine if a student is a visual, auditory, reading, or kinesthetic learner, they use the seven intelligences (founded by Howard Gardener). Gardener proposes that in a classroom setting, students can be labeled: visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, or logical. Instead of believing that children can only be one type of learner, they theorize that children are stronger in one area but can also use other styles to understand new information. This website encourages teachers to use a student-centered approach. The teachers ultimately have authority in the classroom, but it is their job to assist students in learning with the styles that are specific to them.

“Understanding the Importance of Learning Styles,”  published on More 4 kids, is another highly supportive article. The author of this article is a mother who homeschooled her children, so it provides a different perspective than the last article. As she homeschooled her children, the author found that by adapting how she taught, based on their learning styles, was not only reflected in their academic performance, but it also made the process better for everyone. She stresses to teachers that if they neglect to understand how a child learns, it can result in conflict and even an inappropriate diagnosis (such as Attention Deficit Disorder). The author explains that she arrived at this conclusion because of her own experience teaching her two boys. As she began schooling her eldest son, who happened to be a visual learner, she thought that the techniques she used with him would also be effective for her youngest son. However, the youngest son was much more difficult because he was not performing well and he could not physically sit still. After being told by their family doctor that he should go on medication for ADD, the author decided to do some research of her own. She concluded that her son might be a kinesthetic learner, and all the visual techniques were frustrating for him.

Olga Khaazan, an award-winning staff writer for The Atlantic, argues against the use of learning styles in the classroom because they are simply ineffective. Khaazan begins, “The Myths of ‘Learning Styles,'” by discussing how Niel Fleming’s development of the “VARK” model gained its momentum during the self-esteem movement (the 90s). In the classroom, teachers were taught to view children like special individuals who had a unique learning style associated with them. As a result, the lessons should have been geared toward a specific learning style in order for struggling children to make sense of the material. She continues to critique how students grow up believing they already know how they learn, and since they feel defined by a certain learning style, they often get complacent in the classroom, and they develop bad habits when it comes to effective studying. Khaazan draws attention to the research of Daniel Willingham, a psychologist at the Univerity of Virginia, and Polly Husmann, a professor at Indiana Univerity to help support her claims against learning styles. To test the effectiveness of studying in a way that is specific to a learning style, Husmann had hundreds of students take the “VARK” questionnaire. After the students figured out how they supposedly learned best, they could choose whether or not they would apply the recommended strategies. As Husmann predicted, the students did not see improvements to their exam scores. Willingham theorized that by only catering to one learning style in the classroom, “educators may actually be doing a disservice” to the students because they are limiting the importance of other skills (

On the American Psychological Association website, Blake Harvard shares his negative opinions on learning styles, but instead of just critiquing the concept of learning styles like the last article, he takes it one step further by presenting more effective alternatives. Harvard starts by discussing that even though learning styles are no longer the backbone that gives structure to the classroom like they use to be, many institutions still wrongfully rely on them to shape their curriculum.  As an educator, Harvard was always asked to reach all the learning styles when he was teaching a lesson, but after a while, he realized that there was very little scientific evidence that supported learning styles. Instead, he began to research learning strategies that would be more effective in the classroom and were actually proven to reach children. Three examples of research learning strategies are retrieval practice, distributed practice, and interleaved practice. These are just a few examples of what student can do instead of focusing on studying one ineffective way. When a student uses the skill of retrieval instead of staring blankly at notecards, they are more effectively studying by attempting to retrieve information from their memory. These types of learning strategies require a student to be actively studying instead of just staring at a term and not connecting other information to it.

Before reading all of this research, I had always believed that learning styles were a necessary part of every child’s education. After gaining all of this newfound knowledge, I now see that there is actually very little scientific research that supports learning styles. As a “shockingly auditory” learner, I would tend to disregard any type of visual or kinesthetic learning strategies, and now as a college student, I see how this may have hurt me. I am currently adapting my study habits to include all type of strategies because each one is necessary when attempting to retain information. Instead of listening to youtube videos on certain topics like I did all through high school, I am now making charts and spending more time invested in the textbooks. It is important that all types of learning are integrated into the classroom so that schools produce well-rounded individuals who can problem solve, analyze, time manage, etc.



Harvard, Blake. “Learning Myths vs. Learning Facts.” Psych Learning Curve, 17 July 2017,

Khazan, Olga. “The Myth of ‘Learning Styles’.” The Atlantic, Atlantic Media Company, 12 Apr. 2018,

More4kids. “Understanding the Importance of Learning Styles.” Homeschooling Education Learning and Reading Resources, More4kids International, 10 Mar. 2011,

“Teaching to Every Student’s Unique Learning Style.” University of San Diego, 5 Jan. 2018,







Chapter 3: First Impression Post

--Original published at Jayln's Perspective

For this week’s first impression post, I decided to choose the second prompt, which deals with the efficiency of the Abstinence Treatment versus the Harm Reduction Treatment in terms of addiction. The Abstinence Treatment is the complete termination of drugs and alcohol usage, whereas the Harm Reduction Treatment is centered around using drugs and alcohol within moderation.

After considering these two treatments, I believe that if I was helping a loved one seek a cure, I would be more inclined to encourage them to consider the Abstinence Treatment. An abstinence-only type of approach to addiction seems to be more effective because of the weekly AA (alcoholics anonymous) meetings that are held, which are mandatory. These meetings promote a sense of accountability and safety to those in attendance. On the contrary, the Harm Reduction Treatment membership is usually online, thus it is more difficult to connect with real people who are going through the same struggles, and it is also harder to feel accountable. Another major critique I have concerning the Harm Reduction Treatment is that since it allows people to drink or use drugs, how do they recommend lowering the number of times someone uses cocaine or heroin? By still being able to take such harmful, addictive drugs, it seems like it would be near to impossible to coax them off of these substances. The Harm Reduction Treatment may be a good course of action for someone to take who has yet to reach their all-time low, in other words, this treatment seems more useful for an individual whose life has not been ruined by drugs or alcohol. If I was watching a loved one struggle with addiction, I would not want them to see them hit their lowest point before they showed signs of recovery.

Although I objectively think the Abstinence Treatment is a better course of action, I am sure that this is not just as simple as it seems. I cannot even begin to imagine how those who are addicted to drugs and alcohol feel as they try to recover. This process is probably excruciating, and I am sure addicts have issues coping with the fact that abstaining is a permanent treatment. All things aside, I still am inclined to believe that by attending AA and working the program, one will have a higher success rate of achieving sobriety.

First Impression: Chapter 8

--Original published at Jayln's Perspective

For this first impression post, I have decided to choose option one, which consists of critiquing my own study habits. In particular, I will be unveiling how I prepared for our first Psychology exam.

Since our exam took place on Monday afternoon, I spend the majority of the weekend sitting in the library. The first key technique I did to review was printing out Dr. Macfarlane’s study guide. Once I had this printed out, I went through my notes and the book, and I completed the questions with very detailed answers. I made sure these answers consisted of key Psychological terms we covered in class, as well as important phrases from the textbook. A factor that I think contributed to my decent performance on the exam was instead of typing up the answers, I hand wrote them. In high school, my teachers always stressed the idea that when you hand write something as opposed to typing it out, your brain is more apt to recall the information in a testing situation.

The second technique I used to study was to take the practice quizzes many times with my notes, and then complete the practice test without any notes. These quizzes were helpful with narrowing down what book information was the most important. Now looking back on how I studied, I think the most influential part of the process was the practice exam. I allowed myself 50 minutes to take it, and once it was completed, I was able to see how I would do with the amount of time I had studied. After I viewed the results of the test, it was evident that I needed to put more time into reviewing.

After seeing my results on the first exam, I was not overly thrilled with how I did because I know I could have done better. Something I will do while preparing for the next exam is to work on applying knowledge instead of simply memorizing information. This will consist of me asking the questions “why” or “how” instead of just focusing on the “what.”  I have a tendency, especially in Biology 111, to memorize flashcards, and then once I get to the short response questions, I struggle to apply the definitions I learned. I think this bad habit I have stems from high school. When I was in high school, I was able to just rely on my memory because many of my teachers never required me to dig deeper. For the next Psychology exam, and for any other exams I have, I am going to improve my grades by not just stating the definitions when answering short responses, but connecting the terms to the “why” aspect. All negative things aside, something I do very well is staying focused. When I have exams or quizzes, I take studying very seriously. I always turn my phone off so I do not get distracted, and instead of studying for hours at a time, I take mini breaks in between so my brain does not shut down.

First Impression Post: Chapter 7

--Original published at Jayln's Perspective

Over the years, as technology has advanced, arcade-style video games have evolved into a highly violent style of gaming. Violent video games are a substantial facet of today’s culture because they have become apart of many adolescent’s schedules. For example, most teenagers, especially boys, come home from school and play hours of violent video games. It’s a source of stress relief after a long day of school, and for them, it seems to be a form of mindless entertainment. Although I do not necessarily think that violent video games should be banned, I feel as if this type of gaming should be restricted from young children until they can comprehend that there is a difference between gaming and real life. Until children are able to identify the value of human lives and that actions have consequences, they should not be allowed to sit in front of a screen and play countless hours of graphics games.

I believe that barbaric video games are desensitizing today’s youth. If a child is exposed to violence at a young age, even something as standard as a video game, it will negatively affect their view of the world. If children are constantly exposed to killing, then they will not recognize the horror of violence. Raising children on these types of games is counterproductive to society because it is producing a generation that is unphased by the violence that is occurring in other parts of the world. To young children who are unable to distinguish the difference between a video game and the real world, violence is just a part of everyday life. Although playing violent games does not necessarily mean a child will end up aggressive and desensitized, it still may give him or her an idea of what they can do to a classmate, parent, or teacher if they have an issue with them. I do not believe that violent video games should be banned because I think it comes down to the parent’s judgment on what their child is able to handle and at what specific age. When parents are contemplating whether or not they should buy their child a more graphic video game, they should consider their maturity level and if it will have a negative impact on their psychological development.

Chapter 2 First Impression Prompt

--Original published at Jayln's Perspective

For this week’s first impression prompt, I chose to watch Thomas Insel’s, “towards a new understanding of mental illness.”  This TED talk stuck out to me right away because there are so many people who struggle with mental illnesses, and I was interested to hear another perspective. Insel begins his TED talk by using positive statistics about how far science has come in the last decade. Leukemia, heart disease, AIDS, and strokes fatalities have all decreased because of the concept of early detection, early intervention. He then continues to redefine mental illnesses as brain disorders. The brain is such a complicated organ and scientists are now beginning to figure out its complexities. Insel says that science has a long way to go, but in order to really make a difference in decreasing the number of deaths that occur because of these brain disorders is to apply the same concept of early detection, early intervention. Usually, doctors wait until there is any sort of behavioral change to start treatment, but Insel warns against this. By using schizophrenia as an example, he reveals that before behavioral changes even occur, the brain exhibits signs of a brain disorder. If scientists discover a way to detect these changes in the brain, then we will not have to wait until it is too late to diagnose someone. After listening to this TED talk, I am looking forward to studying more types of brain disorders in class. Someday, I hope we are able to apply the concept of early detection, early intervention so people are able to get the help they need to recover.

(2) First Impression Post: Prompt 1

--Original published at Jayln's Perspective

A helicopter parent is extremely focused on every aspect of their child’s life. A tiger parent is authoritative, overbearing, and often only validates their child when they are able to achieve something. On the other end of the spectrum, a jellyfish parent is permissive, unclear with boundaries, and absent in their child’s life.

The terms “helicopter parent,” “tiger parent,” and “jellyfish parent” are all styles of parenting I have been exposed to throughout my time as the neighborhood babysitter. During my early teenage years, I noticed that many of the parents in my neighborhood went about raising their children in different ways, so as the babysitter, I was expected to “mirror” these types of parenting styles. For example, the parents who were overbearing and strict always had me monitoring their child’s sugar intake and making sure their child was in bed by a specific time. But in other homes, where the parents were more relaxed, they were not as focused on these types of things.

I believe that the most effective type of parenting that produces happy, healthy, members of society, is a hybrid of tiger parenting and jellyfish parenting. If children are going to grow up in a home that is too restrictive with no sense of trust between parent and child, they will be more likely to rebel. On the other hand, if a child is predominately allowed to make their own decisions, with no parental intervention, they will most likely make costly mistakes. I think it is important for a child to have some form of structure and rules, but not to the point where they are not allowed to make any type of decision on their own. Trust is something that a child should earn from their parents. Also, a good parent is someone who is willing to listen to their child. This type of honest relationship makes it easier for a child to talk to their parent without fear of getting into trouble. This is positive for the parent, who knows what is going on in the life of their child, and for the child, who receives a vital, loving support system.

There are many ways to parent, but there must be mutual respect between children and parents. As long as they are not ridiculous and unfair, children should respect their parents’ rules and wishes. Parents should respect their children’s privacy (journals, text messages, etc.) as long as the child is honest, following their parents’ rules, and not putting themselves or anyone else in danger.