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Parenting Styles in Psychology

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The link between parenting styles and how children grow and develop is very complex.

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In the early 1960s, psychologist Diana Baumrind did a study on pre-school aged kids.

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Dr. Baumrind created four main catagories to identify parenting styles: demanding, undemanding, responsiveness and unresponsiveness.

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1. Authoritative Parenting (Demanding /Responsive)

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Authoritative parenting is considered to be an ideal, balanced style.

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Under this category, kids are expected to maintain maturity and respect the rules set in place.

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Open communication is encouraged between the parent and child.

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Punishments are reasonable and consistent with the child’s actions. Parents are attentive, forgiving and teach their offspring proper behavior.

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This democratic style of parenting allows the child to become more independent and socially responsible, while promoting high self-esteem.



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2. Authoritarian Parenting (Demanding /Unresponsive)

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Authoritarian, or strict parenting, usually involves high expectations by the parent but little open communication.

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Children under this rule may have lower self-esteem as adults and are more likely to be lead by others.

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3. Permissive or Indulgent Parenting (Undemanding/Responsive)

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In this type, parents have low expectations and allow their children to make their own decisions.

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These parents are open and supportive and tend to avoid confrontation.

This causes the kids to become impulsive and demanding.

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One positive thing is that these children may become more emotionally stable and independent.

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4. Neglectful or Uninvolved Parenting (Undemanding/Unresponsive)

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This style of parenting is defined by little interaction between the parent and child.

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Neglected children tend to show erratic behavior and are usually socially withdrawn.

Healthy development is important for all children and leads to greater success as an adult.



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Most parenting styles blend, as the mother and father may exhibit different types of behavior.



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Www.helpingpsychology.com Parenting Styles in Psychology .

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