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\title{Dual Perspective to Child's Wholeness}
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             \author[1]{Umukoro, Jones.  E.}

             \author[2]{Akinyemi,  O}

             \author[3]{Akinyosoye,  L}

             \author[4]{guntoke,  O}

             \author[5]{Ahannaya,  C.}

             \affil[1]{  Babcock University}

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\date{\small \em Received: 12 February 2021 Accepted: 2 March 2021 Published: 15 March 2021}

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\begin{abstract}
        


child?s wholeness is argued to be essential to the child becoming a productive citizen. However, when measured by the spiritual, academic, moral, and emotional wholeness appear to have maintained a steady decline. Therefore, the paper investigated the role of parental presence and parenting practices on child?s wholeness. The cross-sectional survey research design was adopted through a validated structured questionnaire. A purposive random sampling technique was applied to select 87 married people at Babcock University, Ogun State Nigeria. The data gathered were analyzed using both descriptive and inferential statistics. Multiple regression results revealed that parental presence and parenting practices had a positive significant effect on child?s wholeness (Adj. R2 = 0.396 (F (2, 84) = 27.549, p<0.05), and the artificial neural network analysis showed parenting practices as the best predictor.

\end{abstract}


\keywords{academics, child, morality, parents, practices, .}

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\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
t conception, the human egg and sperm meet and fuse into a zygote, the one cell beginning of human life; as such after conception, the zygote begins the infinite amount of mitotic divisions to produce an embryo, fetus, and eventually a baby. Throughout each phase of growth and development, the Deoxyribonucleic Acid (DNA) of the child directly influences its development. The child's genome will become its most distinguishing feature, as the DNA is different from everyone else's DNA \hyperref[b31]{(Keith, Persaud \& Mark, 2013;}\hyperref[b40]{Santrock, 2007}). Thus, the child's genome is directly influenced by the chromosomes the biological parents of the child passed in their egg and sperm. In this sense, the child will develop based on the genes it received from his or her parents; the child's body shape, eye color, hair color, complexion, and temperament as well as numerous other characteristics will arise based on its inherited genes \hyperref[b31]{(Keith et al., 2013)}. Therefore, the debate that parents could directly influence the development of their child in the genetic sense is unabated.\par
Likewise, once the child is born, the child enters into a new environment in which the parents are the sole means of survival and interaction with the world (Gattis, 2013; \hyperref[b35]{Marshak, 2016;}\hyperref[b36]{McKay, 2006)}. As a result, to what extent do parents influence the development of their child's wholeness and how do the environmental interactions with parents influence the development of a child are persistent discuss \hyperref[b29]{(Hornby, 2011;}\hyperref[b17]{?uri?i? \& Bunijevac, 2017;}\hyperref[b40]{Santrock, 2007;}\hyperref[b42]{Spera, 2005)}. Thus, scholars have opined that parents could influence the development of their child in all areas \hyperref[b36]{(McKay, 2006}; Mills-Koonce, Rehder, \& McCurdy, 2018; \hyperref[b38]{Papalia, Gross, \& Feldman, 2002)}. However, parental influence on child wholeness is argued to be most notable in the areas of physiological development aside from the emotional, moral, spiritual, academic, and social development. According to \hyperref[b42]{Spera (2005)}, a parental practice is a specific behavior that a parent uses in raising a child. Scholars opined that such parental behaviour includes, reading books to the child and storytelling to promote academic, moral, and spiritual development \hyperref[b7]{(Bellous \& Csinos, 2009;}\hyperref[b11]{Bolin \& Inge, 2006;}\hyperref[b17]{?uri?i? \& Bunijevac, 2017;}\hyperref[b37]{Mulali?, 2017)}.\par
In the light of these commentaries, scholars have demonstrated the effectiveness of establishments such as schools, churches, and businesses partnering in a child's education and wholeness (Akpa \& Amanze, 2018; \hyperref[b32]{Lareau \& Annette, 2002;}\hyperref[b29]{Hornby, 2011)}. However, reports have shown that families today are under siege and children are being hurt by parents; as more children are growing up with weak attachments, little empathy, and weakened respect for law and order and civility; as, the rate at which children easily indulge in pre-marital sex, alcoholism, drug abuse, robbery, and other social vices is on the increase both nationally and internationally while, most parents are occupied with activities of fending for their children (Akpa \& Amanze, 2018; Gates \& Badgett, 2017; Griffin, Botvin, Scheier, Diaz, \& Miller, 2000; \hyperref[b20]{Kimani \& Kombo, 2010;}\hyperref[b42]{Spera, 2005}; Substance Abuse and Mental Health Service Administration, 2014). More so, children learn values from their parents more than anyone else, and learn best by copying their parents' actions \hyperref[b14]{(Cherry, 2015;}\hyperref[b15]{Coste, 2015;}\hyperref[b9]{Berger, 2000)}; but could it be that parents are taking for granted the fact that successful childrearing requires the active and continuing physical, emotional, intellectual, and spiritual influence of parents in the lives of their children. It is on this premise that this article investigated parental influence (parental presence and parenting practices) on a child's wholeness. 
\section[{II.}]{II.} 
\section[{Objectives of the Study}]{Objectives of the Study}\par
The objectives of this paper include:\par
1. Ascertain the effect of parental presence and parenting practices on a child's wholeness.\par
2. Examine the effect of parental presence and parenting practices on a child's spiritual wholeness. 3. Investigate the effect of parental presence and parenting practices on a child's academic wholeness. 4. Determine the effect parental presence and parenting practices have on a child's moral wholeness. 5. Ascertain whether parental presence and parenting practices have effect on a child's emotional wholeness.\par
III. 
\section[{Literature Review a) Parenting Influence}]{Literature Review a) Parenting Influence}\par
The earliest research on parenting and its influence on child development examined ways in which parents disciplined their children  {\ref (Spear, 2005)}. However, the concept of parenting influence for this work was viewed from the aspect of parental presence and parenting practices. Parental presence is a bipolar concept in that the parent must be present both as an individual and as the incumbent in the parenting role; and if either of the two is lacking, the child could suffer deprivation \hyperref[b25]{(Haim, 1999)}. A large body of literature on the quality of parental involvement concerns parental behaviors that promote secure attachment in infants and toddlers. Further, attachment refers to an enduring reciprocal emotional bond between parent and child that transcends space, time, and even death \hyperref[b1]{(Ainsworth, 1989;}\hyperref[b12]{Bowlby, 1969)}. Children who experience parental responses that are intrusive, inconsistent, or ill-timed for meeting the child's needs develop a sense of insecurity \hyperref[b0]{(Ainsworth, Blehar, Waters, \& Wall, 1978)}. As such, the quality of the parent-infant attachment relationship serves as a prototype for the quality of relationships that children expect to experience throughout their lifespan \hyperref[b1]{(Ainsworth, 1989;}\hyperref[b17]{?uri?i? \& Bunijevac, 2017)}. Parenting practices are defined as specific behaviors that parents use to socialize their children \hyperref[b16]{(Darling \& Steinberg, 1993)}. 
\section[{b) Child's Wholeness}]{b) Child's Wholeness}\par
Vida, 2011). \hyperref[b18]{Elaine (1996)}, and Mulali? (2017) defined spirituality as, awareness that there is something greater than the course of everyday events. However, there is a strong belief amongst recent scholars that spirituality is innate and universal \hyperref[b37]{(Mulali?, 2017;}\hyperref[b45]{Vida, 2011)}. Conversely, \hyperref[b13]{Bull (1969)} stated that the child is not born with a built-in moral conscience but he is born with those natural, biologically purposive capacities that make him potentially a moral being.\par
According to ?uri?i? and Bunijevac (2017), education is essential for the development of society, as it is said that the more educated people of a society are the more civilized and well-disciplined the society will be. Thus, families have the responsibility of educating their children so they are productive members of society \hyperref[b24]{(Hafiz, Tehsin, Malik, Muhammad \& Muhammad, 2013)}. As such, parental involvement practices in a child's education along with environmental and economic factors may affect a child's development in areas such as cognition, language, and social skills. Numerous studies in this area have demonstrated the importance of family interaction and involvement practices in the years prior to entering school  {\ref (Bergsten, 1998;}\hyperref[b27]{Hill, 2001;} {\ref Wynn, 2002}). Epstein's (1995) framework of six major types of parental involvement is among the most useful tools developed in the educational field for defining parental involvement practices and linking them with certain type's outcomes. In light of these comments, Elishiba and Kinmani (2010) postulated that fathers' absence from the home creates tensions, family break-ups, disciplinary and motivation problems, which affect children's emotional, social, academic, and psychological progress. As such, it has been noted that the major cause of most serious personality disorders is maternal deprivation in early childhood. 
\section[{c) Parental Influence Perspective to Child's Wholeness}]{c) Parental Influence Perspective to Child's Wholeness}\par
Venham, Bengston, and Cipes (1978) studied the reactions in 64 children aged 2-5 years (30 boys, 34 girls) without any prior dental visits in the two groups of with/without parental presence. The visits included preliminary visits, diagnosis, and prophylaxis, and fluoride therapy. During the treatment phase, the children's heartbeat rate, baseline skin reaction, or skin resistance to electrical current were observed followed by Venham Picture Test at the beginning of each visit with scaling the clinical behavior and anxiety via taped Films using the Venham Anxiety and Behavior Scale. Total and one-by-one visits session studies did not reveal any significant differences in children's reactions with or without parental presence. Other studies showed that a family's social class played a large role in the opportunities and resources that were made available to a child. Likewise, children of lower working-class families often grow up at a disadvantage with the schooling, communities, and parental attention made available to them compared to middle-class or upper- Refers to a state of completeness in a child's life and as a result, he or she is able to live life to the fullest \hyperref[b6]{(Baumrind, 1978)}. Thus, this paper measured a child's wholeness with spiritual, academic, moral, and emotional wholeness. Spirituality is a difficult concept to define as it means different things to different people. For some people, spirituality is a sense of connection to the land, environment, and universe; for others, it is about religious philosophy and practices, or certain cultural or family rituals or ways of being that are regarded as sacred. Yet for some people, their spirituality is simply a way of connecting with people and involves deeply held values about what is right and wrong and how one needs to conduct him/herself (Amanze \& Amanze, 2009; \hyperref[b7]{Bellous \& Csinos, 2009;} class upbringings \hyperref[b42]{(Spera, 2005)}. Also, research has shown that it is especially important to have a supportive relationship when a child is young and it is also essential to maintain a close relationship during the teen years (Gattis, 2013; \hyperref[b20]{Kimani \& Kombo, 2010;}\hyperref[b36]{McKay, 2006)}. Thus, parenting practices could have a direct effect on a child \hyperref[b28]{(Hill \& Taylor, 2004)}.\par
Further, Johnson and Medinnus (1968) found that most medical students whose fathers had been absent while they were ages one to five of life were more psychopathic and criminal in behavior than those whose parents were not absent during this period. Thus, the child is emotionally stable when the caring responsibilities are carried out by both parents (Elishiba et al. 2010); as Lareau and Annette (2002) noted that a parental style is the overall emotional climate in the home. \hyperref[b6]{Baumrind (1978)} identified three main parenting styles in early child development which are authoritative, authoritarian, and permissive, and these parental styles were later expanded to four, including an uninvolved style \hyperref[b36]{(McKay, 2006)}. These four styles of parenting involve combinations of acceptance and responsiveness on the one hand and demand and control on the other. Baeck (2010), and \hyperref[b33]{Lee and Bowen (2006)} cited cultural norms, insufficient financial resources, and lack of educational attainment as barriers to parental involvement in school. Also, research showed that parental involvement practices are more important to children's academic success than their family's socioeconomic status, race, ethnicity, or educational background \hyperref[b4]{(Amatea \& West, 2007;}\hyperref[b26]{Henderson \& Berla, 1994)}. Thus recent research has found that parenting style is significantly related to children's subsequent mental health and well-being \hyperref[b17]{(?uri?i? \& Bunijevac, 2017;}\hyperref[b29]{Hornby, 2011)}. As such, parents and families have a major impact on the success of the process of education and the general upbringing of children \hyperref[b17]{(?uri?i? \& Bunijevac, 2017)}.\par
IV. 
\section[{Theoretical Review a) Social Influence}]{Theoretical Review a) Social Influence}\par
Social influence theory was posited by Paul Lazarsfeld and colleagues in the 1940s and 1950s. Their focus was on the power of informal communication as a complement to the influence of mass media. The assumption was that informal communication is widespread and that certain people were more central and influential than others in a group. They termed these individuals 'opinion leaders', thereby instigating a major topic of research that confirmed, expanded, and refined this idea \hyperref[b19]{(Katz, 1987;}\hyperref[b46]{Weimann, 1994)}. The theory has since been applied to political science, education, marketing, and a host of other fields. In this study, the effect of informal communication on children through parental presence and parenting practices goes a long way to forming the child's early behaviour. 
\section[{b) Theory of Centers}]{b) Theory of Centers}\par
The theory of centers (Alexander, 2002) adopted some radical thinking, in which shared values and human feelings are part of science, particularly that of complexity science. In this theory of centers, wholeness is defined as a global structure or life-giving order that exists in things and that human beings can feel. What can be felt from the structure or order is a matter of fact rather than that of cognition, that is, the deep structure that influences, but is structurally independent of our own cognition. To characterize the structure or wholeness. \hyperref[b3]{Alexander (2002)} in his theory of centers distilled 15 structural properties to glue pieces together to create wholeness and described the wholeness as a mathematical problem yet admitted in the meantime no mathematical model powerful enough to quantify the degrees of wholeness or beauty. In this study wholeness focused on gluing spiritual, academic, moral and emotional variables as components of wholeness.\par
Volume XXI Issue IV Version I  
\section[{Methodology}]{Methodology}\par
The cross-sectional survey research design was applied because of the time duration of the study, responses were gathered from respondents at a particular point in time, also it is a survey research because the questionnaire is considered to be the most feasible research instrument for the study considering the low cost implication, the confidentiality of the identity of respondents and it ensured access to respondents who were otherwise inaccessible. The research design was used to allow for proper investigation of the trends in form of impact and influence as it relate to family. This study focused on the parents within the Babcock University, Ilishan-Remo, Ogun State Nigeria since more than 70\% of the regular workers are married. The survey questionnaire was directly administered to randomly selected married staff who responded from their experiences as parents. There were 100 participants.\par
The researchers collected data from respondents at their earliest convenience. Also, secondary data was used in addressing contemporary social issues on parenting, published in the library and online current articles, books, journals and internal sources were used for the study. Six point Likert scale was chosen because it is the most universal method for survey collection therefore it was easily understood, responses were easily quantifiable and subjective to computation of mathematical analysis. The questionnaire was partially adopted from a study carried out by \hyperref[b9]{Berger (2000)}, and Emereonye (2016) on a descriptive study of the impact of spousal separation on children. Simple tables and percentages were used to analysis the responses obtained from respondents to offer answers to the research questions. Multiple regression analysis and artificial neural network analysis were used to determine the effect of parental influence on child's wholeness. The study analyzed the data using inferential statistics through Statistical Package for Service Solutions SPSS 21.0. 
\section[{VII.}]{VII.} 
\section[{Results and Discussions a) Respondents Bio Data/Personal Information}]{Results and Discussions a) Respondents Bio Data/Personal Information}\par
This section sets out the identity of 87 respondents whose questionnaire were retrieved and categorized by demographic characteristics. Below are the results of questionnaires distributed.  
\section[{b) Data Analysis to Answer Research Questions}]{b) Data Analysis to Answer Research Questions}\par
The following scale was used to analyse respondents' perception. 6 = Strongly Agree; 5 = Agree; 4 = Partially Agree; 3 = Partially Disagree; 2 = Disagree; 1 = Strongly Disagree. Information presented in descriptive Table 2 revealed that based on the mean scores (M), respondents agreed that presence of parents impacts on a child's behavior, and that a child that grows up without parental presence lack respect, good manners and moral norms. In addition, participants agreed that a child with parental presence is more responsible and parents are role models to their children. Information presented in Table \hyperref[tab_2]{3} showed that respondents agreed that behavior exhibited by parents' impacts on a child's behavior. However, respondents partially disagreed that do as I say and not as I do should be one best way of raising up a child; and that parents who drink alcohol can teach a child not to drink. More so, respondents agreed that examples depicted by parents mold a child's wholeness.  Data presented in Table \hyperref[tab_4]{5} revealed that respondents agreed that parent impacts children spiritually, that spiritual virtues are easily cultivated in the life of a child with parental figures, and the absence of parents and practices in a family leaves a child without spiritual guidance. Respondents also agreed that a child with parents who lacked spiritual values lacked encouragement to worship God. Information in Table \hyperref[tab_4]{5} reveled respondents partially disagreed that a child with parental influence easily indulges in pre-marital sex, but agreed that indiscipline is one of the challenges of a child with no parental influence. Participants partially agreed that a child can easily indulge in alcoholism, drug abuse, robbery and other social vices because of lack of parental influence; and partially disagreed that there is lack of respect in a child with parental influence. Data in Table \hyperref[tab_5]{6} showed that respondents partially agree that a child performs poorly/excellently in his/her academics due to parental influence. But agreed that children are discouraged from working hard in their academics by the parental influence. Also, participants agreed that parental influence only is not enough to motivate a child to work hard in academics; and partially agreed that children don't like to study so parental influence will not make a difference. Information in Table \hyperref[tab_6]{7} revealed respondents agreed that a child is sometimes unhappy or emotionally disturbed as a result of parental influence; and parent-child bonding is not achieved when parental influence is lacking. Participants agreed that a child tends to be more attached to parents who stay close to him/her always; and children do not open up or confide in parents who live away from them. 
\section[{Volume XXI Issue IV Version I}]{Volume XXI Issue IV Version I}\par
The table presents a summary of regression results used in deciding whether to reject or not reject the null hypotheses for this study  
\section[{Source: Results extracted from Regression tables (see appendix 1) c) Interpretation Hypothesis One:}]{Source: Results extracted from Regression tables (see appendix 1) c) Interpretation Hypothesis One:}\par
The multiple regression results revealed that there is a significant positive effect of parental presence and parenting practices on child's wholeness as depicted by the aggregated significance result of Adj. R 2 of 0.396, p<0.05 with F-statistics of 27.549. However, the Adjusted R 2 of 0.396 indicated that parental presence and parenting practices statistically accounted for 39.6\% of a child's wholeness. Further, the individual results revealed that both parental presence and parenting practices had positive significant effect on child's wholeness with p = 0.000. Consequently, based on the aggregated result parental presence and parenting practices had positive significant effect on a child's wholeness. 
\section[{Hypothesis Two:}]{Hypothesis Two:}\par
The multiple regression results revealed that there is a significant positive effect of parental presence and parenting practices on child's spiritual wholeness as depicted by the aggregated significance result of Adj. R 2 of 0.196, p<0.05 with F-statistics of 10.220. However, the Adjusted R 2 of 0.196 indicated that parental presence and parenting practices statistically accounted for 19.6\% of a child's spiritual wholeness. Further, the individual results revealed that only parenting practices had positive significant effect on spiritual wholeness with p = 0.000 while parental presence had positive but insignificant effect. Consequently, based on the aggregated result parental presence and parenting practices had positive significant effect on a child's spiritual wholeness. 
\section[{Hypothesis Three:}]{Hypothesis Three:}\par
The multiple regression results revealed that there is a significant positive effect of parental presence and parenting practices on child's academic wholeness as showed by the joint significance result of Adj. R 2 of 0.294, p<0.05 with F-statistics of 17.505. Nevertheless, the Adjusted R 2 of 0.294 indicated that parental presence and parenting practices statistically accounted for 29.4\% of a child's academic wholeness. Additional, the individual results revealed that only parenting practices had significant influence on academic wholeness with p = 0.000 while, parental presence had positive but no significant effect. Accordingly, based on the joint result, parental presence and parenting practices had positive significant effect on a child's academic wholeness. 
\section[{Hypothesis Four:}]{Hypothesis Four:}\par
The multiple regression results revealed that there is a significant positive effect of parental presence and parenting practices on child's moral wholeness as represented by the aggregated significance result of Adj. R 2 of 0.265, p<0.05 with F-statistics of 15.129. However, the Adjusted R 2 of 0.265 showed that parental presence and parenting practices statistically accounted for 26.5\% of a child's moral wholeness. The individual result showed that only parenting practices had positive significant effect on moral wholeness with p = 0.000 while parental presence had positive but insignificant effect. Therefore, based on the joint result, parental presence and parenting practices had positive significant effect on a child's moral wholeness. 
\section[{Hypothesis Five:}]{Hypothesis Five:}\par
Based on the multiple regression results of hypothesis four summarily showed that there is a significant positive effect of the independent variables (parental presence and parenting practices) on the dependent variable (emotional wholeness) as depicted by the aggregated significance result of Adj. R 2 of 0.109, p<0.05 with F-statistics of 5.138. Nonetheless, the Adjusted R 2 of 0.109 showed that parental presence and parenting practices statistically accounted for 10.9\% of a child's emotional wholeness. The individual results revealed that only parental presence had positive significant effect on emotional wholeness with p = 0.022 while parenting practices had a positive but no significant influence. Hence, based on the joint result, parental presence and parenting practices have positive significant effect on a child's emotional wholeness. 
\section[{d) Artificial Neural Network (Multilayer Perceptron)}]{d) Artificial Neural Network (Multilayer Perceptron)}\par
Based on the results from the artificial neural network architecture diagram (Figure \hyperref[fig_3]{1}), the synaptic weight shows higher relationship between the independent variable of parenting practice (PPS/PGP) (0.750). This contrasts the synaptic weights of parental presence (PPR/PLP) (0.311). Nevertheless both predictor variables had positive effect on child wholeness. This was supported by the parameter estimates as shown in Table \hyperref[tab_8]{9} considering both the hidden and output layers of the analysis. Parenting practices was the stronger determinant with parameter estimate value of 0.750 in the H(1:1) hidden layer. However, parental presence was the stronger determinant of child wholeness in the H(1:2) hidden layer. Aggregately, hidden layer H(1:1) had output effect of 0.449 while hidden layer H(1:2) had output effect of 0.359 mainly due to the effect of parenting practices which significantly affected child wholeness. The observations from the algorithm results correctly identified the model and also projected the parameters with a high degree of certainty and accuracy regarding child wholeness determinants. The model acknowledged the dynamism and the parameter estimation algorithm that would be integrated to form a predictive system for child wholeness.    The data entered into the algorithm and the results obtained provided additional aggregated information on the effect of the predictors on child wholeness. When compared with that of the conventional linear regression method used for hypothesis above denoted a large degree of similarity but differ slightly in the importance level. Nevertheless, the observation does not imply double permeability; rather it exhibited lower level of importance among the tested parameters. The application of the different statistical tools deepened empirical insight and expanded the range of methodological analysis to inform the power of parental presence and parenting practices to child wholeness. 
\section[{VIII.}]{VIII.} 
\section[{Discussion of Findings}]{Discussion of Findings}\par
The aggregated result of the hypothesis revealed that parental presence and parenting practices had a positive significant effect on a child's wholeness. The paper result is in consonance with previous works that found that parenting style is significantly related to children's subsequent mental health, well-being, and spiritual health \hyperref[b7]{(Bellous \& Csinos, 2009}; ?uri?i? \& Bunijevac, 2017; Hornby, 2011); and parents and families have a major impact on the success of the process of education and general upbringing of children \hyperref[b17]{(?uri?i? \& Bunijevac, 2017;}\hyperref[b37]{Mulali?, 2017)}. In addition, Lareau and Annette (2002) noted that a parental style is the overall emotional climate in the home; and as such, whatever consist of the parenting style, from authoritative, authoritarian, permissive, and uninvolved style, these styles of parenting involve combinations of acceptance and responsiveness on the one hand and demand and control on the other \hyperref[b6]{(Baumrind, 1978;}\hyperref[b36]{McKay, 2006)}. Likewise, Spera (2005) found a family's social class plays a large role in the opportunities and resources that will be made available to a child. In addition, Baeck (2010), and Lee and Bowen (2006) cited cultural norms, insufficient financial resources, and lack of educational attainment as barriers to parental involvement in school. Conversely, Sarwar (2016) found that parents who spend maximum time with their children reduce the probability of developing delinquent behavior among their children. Thus, parenting practices and presence could have a direct effect on a child \hyperref[b28]{(Hill \& Taylor, 2004)}. with parental figures, and a child with parents who lack spiritual values could lack encouragement to worship God. Likewise, a child could easily indulge in pre-marital sex, alcoholism, drug abuse, robbery, and other social vices because of lack of adequate parental influence. Also, a child could perform poorly/excellently in his/her academics due to parental influence although, parental influence only is not enough to motivate a child to work hard in academics. Thus, parent-child bonding is not usually achieved when parental influence is lacking as children do not commonly open up or confide in parents who live away from them \hyperref[b2]{(Akpa \& Amanze, 2018)}. Joseph in Genesis 37 was sold into captivity but the influence (presence \& practices) he received from his parents were part of the pillars that sharpen his path in captivity. 
\section[{IX. Conclusion and Recommendations}]{IX. Conclusion and Recommendations}\par
The study concluded that the concept of: do as I do and not just only as I say could be the one best way of raising a child either positively or negatively. Hence parents should be wary of their actions and inactions towards every child, as a child's behaviour could be formed and nurtured through parenting practices the child is exposed to by his/her parents. Therefore, for a child to experience wholeness in a family, parental influence should be the combination of parental presence and parenting practices. Consequently, the paper proposed a formula for a child's wholeness as: PI \{PLP + PGP = ?PI\} = CW \{SW + AW + MW + EW = ?CW\}. Although, the decaying social vices found in children cannot be totally eradicated due to peer pressure and other external and internal environmental influence, the fact still remains that, parents, "Train [Or Start] a child in the way he should go, and when he is old he will not turn from it." Proverbs 22:6. Future studies could apply longitudinal survey research design and increase the sample size and scope.  \begin{figure}[htbp]
\noindent\textbf{1}\includegraphics[]{image-2.png}
\caption{\label{fig_3}Figure 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2}\includegraphics[]{image-3.png}
\caption{\label{fig_5}Figure 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-4.png}
\caption{\label{fig_6}}\end{figure}
   \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.22761506276150625\textwidth}P{0.24895397489539747\textwidth}P{0.2631799163179916\textwidth}P{0.1102510460251046\textwidth}}
\tabcellsep \multicolumn{3}{l}{Dual Perspective to Child's Wholeness}\\
\tabcellsep V.\tabcellsep Conceptual Framework\tabcellsep \\
Year 2021\tabcellsep \tabcellsep \tabcellsep \\
( H )\tabcellsep \tabcellsep \tabcellsep \\
Global Journal of Human Social Science\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \multicolumn{2}{l}{(Respondents in this study N=87)}\\
\tabcellsep \tabcellsep Frequency (N)\tabcellsep Percent (\%)\\
\multicolumn{2}{l}{1. Age:}\tabcellsep \tabcellsep \\
?\tabcellsep 19-28\tabcellsep 31\tabcellsep 35.6\\
?\tabcellsep 29-38\tabcellsep 26\tabcellsep 29.9\\
?\tabcellsep 39-48\tabcellsep 18\tabcellsep 20.7\\
?\tabcellsep 49-58\tabcellsep 10\tabcellsep 11.5\\
?\tabcellsep 59 \& above\tabcellsep 2\tabcellsep 2.3\end{longtable} \par
 
\caption{\label{tab_0}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.5783746556473829\textwidth}P{0.023415977961432508\textwidth}P{0.03746556473829201\textwidth}P{0.09834710743801653\textwidth}P{0.05619834710743802\textwidth}P{0.05619834710743802\textwidth}}
Presence of parents impacts on a child's behavior\tabcellsep 87\tabcellsep 5.00\tabcellsep 6.00\tabcellsep 5.7931\tabcellsep .40743\\
A child that grows up without parental presence lack respect, good\tabcellsep 87\tabcellsep 2.00\tabcellsep 6.00\tabcellsep 5.1264\tabcellsep .91250\\
manners and moral norms\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
A child with parental presence is more responsible\tabcellsep 87\tabcellsep 2.00\tabcellsep 6.00\tabcellsep 5.1264\tabcellsep .94996\\
Parents are role models to their children\tabcellsep 87\tabcellsep 4.00\tabcellsep 6.00\tabcellsep 5.6207\tabcellsep .57550\\
Valid N (listwise)\tabcellsep 87\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{Source: Field survey, 2019}\end{longtable} \par
 
\caption{\label{tab_1}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.85\textwidth}}
N Minimum Maximum Mean Std. Deviation\end{longtable} \par
 
\caption{\label{tab_2}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.6071428571428571\textwidth}P{0.020238095238095236\textwidth}P{0.032380952380952385\textwidth}P{0.032380952380952385\textwidth}P{0.10119047619047618\textwidth}P{0.056666666666666664\textwidth}}
Parent impacts children spiritually\tabcellsep 87\tabcellsep 1.00\tabcellsep 6.00\tabcellsep 4.8621\tabcellsep 1.23111\\
Spiritual virtues are easily cultivated in the life of a child with parental\tabcellsep 87\tabcellsep 1.00\tabcellsep 6.00\tabcellsep 4.6437\tabcellsep 1.26654\\
figures\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Absence of parents and practices in a family leaves a child without spiritual\tabcellsep 87\tabcellsep 1.00\tabcellsep 6.00\tabcellsep 4.5862\tabcellsep 1.17683\\
guidance\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
A child with parents who lack spiritual values lack encouragement to\tabcellsep 87\tabcellsep 1.00\tabcellsep 6.00\tabcellsep 4.7931\tabcellsep 1.33937\\
worship God\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Valid N (listwise)\tabcellsep 87\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{Source: Field survey, 2019}\end{longtable} \par
 
\caption{\label{tab_3}Table 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{5} \par 
\begin{longtable}{P{0.85\textwidth}}
N Minimum Maximu Mean Std. Deviation\end{longtable} \par
 
\caption{\label{tab_4}Table 5 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{6} \par 
\begin{longtable}{P{0.85\textwidth}}
N Minimum Maximum Mean Std. Deviation\end{longtable} \par
 
\caption{\label{tab_5}Table 6 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{7} \par 
\begin{longtable}{P{0.34925742574257423\textwidth}P{0.34084158415841587\textwidth}P{0.1599009900990099\textwidth}}
\tabcellsep \multicolumn{2}{l}{Dual Perspective to Child's Wholeness}\\
\tabcellsep Descriptive Statistics\tabcellsep N Minimum Maximum Mean Std. Deviation\\
Year 2021\tabcellsep \tabcellsep \\
36\tabcellsep \tabcellsep \\
Volume XXI Issue IV Version I\tabcellsep Descriptive Statistics\tabcellsep m\\
( H )\tabcellsep \tabcellsep \\
Global Journal of Human Social Science\tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_6}Table 7 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{8} \par 
\begin{longtable}{P{0.39134107708553323\textwidth}P{0.023336853220696938\textwidth}P{0.06282998944033791\textwidth}P{0.026927138331573387\textwidth}P{0.04218585005279831\textwidth}P{0.12296726504751848\textwidth}P{0.06372756071805702\textwidth}P{0.11668426610348469\textwidth}}
\multicolumn{3}{l}{Joint Significance Result}\tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{Individual Significance Result}\\
Items\tabcellsep R\tabcellsep R 2\tabcellsep F\tabcellsep ANOVA\tabcellsep Variables\tabcellsep Coefficient Sig-\tabcellsep Decision\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep p-value\tabcellsep \tabcellsep value\tabcellsep \\
Hypothesis One\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Parental Presence \& Parenting Practices on\tabcellsep 0.629\tabcellsep 0.396 (39.6\%)\tabcellsep 27.549\tabcellsep 0.000 b\tabcellsep PLP on CW\tabcellsep 0.020\tabcellsep Significant\\
Child's Wholeness\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep PGP on CW\tabcellsep \tabcellsep Significant\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 0.000\tabcellsep \\
Hypothesis Two\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Parental Presence \& Parenting\tabcellsep 0.442\tabcellsep 0.196\tabcellsep 10.220\tabcellsep 0.000 b\tabcellsep PLP on CSW\tabcellsep 0.262\tabcellsep Not\\
Practices on\tabcellsep \tabcellsep (19.6\%)\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Significant\\
Child's Spiritual Wholeness\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep PGP on CSW\tabcellsep 0.000\tabcellsep Significant\\
Hypothesis Three\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Parental Presence \& Parenting\tabcellsep 0.542\tabcellsep 0.294\tabcellsep 17.505\tabcellsep 0.000 b\tabcellsep PLP on CAW\tabcellsep 0.125\tabcellsep Not\\
Practices on\tabcellsep \tabcellsep (29.4\%)\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Significant\\
Child's Academic Wholeness\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep PGP on CAW\tabcellsep 0.000\tabcellsep Significant\\
Hypothesis Four\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Parental Presence \& Parenting\tabcellsep 0.515\tabcellsep 0.265\tabcellsep 15.129\tabcellsep 0.000 b\tabcellsep PLP on CMW\tabcellsep \tabcellsep Not\\
Practices on\tabcellsep \tabcellsep (26.5\%)\tabcellsep \tabcellsep \tabcellsep \tabcellsep 0.227\tabcellsep Significant\\
Child's Moral Wholeness\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep PGP on CMW\tabcellsep 0.000\tabcellsep Significant\\
Hypothesis Five\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Parental Presence \& Parenting Practices on\tabcellsep 0.330\tabcellsep 0.109 (10.9\%)\tabcellsep 5.138\tabcellsep 0.008 b\tabcellsep PLP on CEW\tabcellsep 0.022\tabcellsep Significant\\
Child's Emotional Wholeness\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep PGP on CEW\tabcellsep 0.087\tabcellsep Not\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Significant\end{longtable} \par
 
\caption{\label{tab_7}Table 8 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{9} \par 
\begin{longtable}{P{0.14378109452736318\textwidth}P{0.24104477611940298\textwidth}P{0.15223880597014924\textwidth}P{0.13109452736318408\textwidth}P{0.1818407960199005\textwidth}}
\tabcellsep \multicolumn{2}{l}{Parameter Estimates}\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep Predicted\\
Predictor\tabcellsep \tabcellsep \multicolumn{2}{l}{Hidden Layer 1}\tabcellsep Output Layer\\
\tabcellsep \tabcellsep H(1:1)\tabcellsep H(1:2)\tabcellsep Child Wholeness\\
Input Layer\tabcellsep (Bias)\tabcellsep -0.290\tabcellsep -0.187\\
\tabcellsep PPR/PLP\tabcellsep 0.180\tabcellsep 0.311\\
\tabcellsep PPS/PGP\tabcellsep 0.750\tabcellsep 0.156\\
Hidden Layer 1\tabcellsep (Bias)\tabcellsep \tabcellsep \tabcellsep -0.127\\
\tabcellsep H(1:1)\tabcellsep \tabcellsep \tabcellsep 0.449\\
\tabcellsep H(1:2)\tabcellsep \tabcellsep \tabcellsep 0.359\end{longtable} \par
 
\caption{\label{tab_8}Table 9 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{10} \par 
\begin{longtable}{P{0.40501022494887523\textwidth}P{0.06170756646216769\textwidth}P{0.26855828220858896\textwidth}P{0.006952965235173824\textwidth}P{0.001738241308793456\textwidth}P{0.026942740286298568\textwidth}P{0.04606339468302658\textwidth}P{0.033026584867075666\textwidth}}
\multicolumn{4}{l}{Dual Perspective to Child's Wholeness}\tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Year 2021\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 39\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Volume XXI Issue IV Version I\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep ( H )\\
\multicolumn{2}{l}{e) Importance of Independent Variables Table 10 and Figure 2 further contained an analysis, which computes the importance and the normalized importance of each predictor in determining the neural network. The analysis is based on the training}\tabcellsep \multicolumn{5}{l}{importance represents the importance values divided by the largest importance values and stated as percentages. Hence from Table 10 and Figure 2, it is evident that "Parenting Practices (0.640/100.0\%) contributes more in the neural network model}\tabcellsep Global Journal of Human Social Science\\
\multicolumn{2}{l}{and testing samples which includes 61 (70.1\%) cases}\tabcellsep construction,\tabcellsep followed\tabcellsep by\tabcellsep "Parental\tabcellsep Presence\\
\multicolumn{2}{l}{assigned to the training sample and 26 (29.9\%) testing}\tabcellsep (0.360/54.3\%)".\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{2}{l}{samples with no data excluded. The normalized}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Importance\tabcellsep \multicolumn{3}{l}{Normalized Importance}\tabcellsep \\
Parental Presence\tabcellsep 0.360\tabcellsep \multicolumn{2}{l}{54.3\%}\tabcellsep \tabcellsep \\
Parenting Practice\tabcellsep 0.640\tabcellsep \multicolumn{2}{l}{100.0\%}\tabcellsep \tabcellsep \\
\tabcellsep \multicolumn{4}{l}{Source: SPSS Output Independent Variable Importance}\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{© 2021 Global Journals}\end{longtable} \par
 
\caption{\label{tab_9}Table 10 :}\end{figure}
 			\footnote{© 2021 Global JournalsDual Perspective to Child's Wholeness} 			\footnote{© 2021 Global Journals} 		 		\backmatter   			 
\subsection[{Acknowledgement}]{Acknowledgement}\par
The authors' first appreciation is to God Almighty for life, health, mercies, wisdom and foresight. Appreciation goes to Prof. M. O. Akpa for his spirit-led tutelage, practical true-life applications and inspiration during the course "Personal and Family Wholeness", and behind this article write-up and critique. May God continue to bless, strengthen and prosper him and family. 			  			 			 			  				\begin{bibitemlist}{1}
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