The research deemed that higher stress levels causes authoritarian and permissive parent styles which, as a consequence resulted in poorer executive functioning in children. It also mentions parenting styles may either lessen or increase negative child behavior. Parents with a permissive style place few restrictions, show little control, and provide little or no structure, rules, and expectations, yet they are warm and nurturing. Then, authoritarian style exert high levels of control, do not explain reasons for rules, expect obedience, and frequently use punishment to obtain compliance. These parents are low in warmth and nurturance.
The first parenting style is Authoritarian parenting; it is a one-way communication in which the parents expect immensely from their children without any response and support to them and they are punished severely if failed to meet the objective. These kinds of parents do not offer their children the liberty to make their own decisions and behave quite cold and callous towards them. For example- when kids go out and ask for more candies they are refused instantly since, there are allowed only certain amounts and then there is no room for discussion after the parents close the topic since the kids have to obey. Authoritarian parenting usually affects a child in an adverse way, and they start mistaking tameness and prosperity for love. Children with this style of upbringing have very little pride and are often petrified; some even feel melancholic and
The mother is usually found to be loving and affectionate, educating a child to cope with problems in the future. In contrast, punitive rejection and being unavailable is associated with insecure anxious-avoidant attachment. These children view themselves as unlovable and unable to attract care from their parents, and they view others as avenging and impartial to them. They grow to feel less able to explore, feeling unsafe and can often feel they can get attention by meeting needs of others. The mother is usually rated as being inconsistent in their care.
Parenting style does have an affect on child development and perfectionism. Indulgent parenting suggests that because of the type of parenting children may not have the aspiration to accomplish high standards because the parents don’t enforce it as much. Neglectful parenting lacks support and order, so children that experience this type of parenting will have perfectionist motives because they look for order and want to be independent. Authoritarian parenting places a lot of pressure on children and the result of that is children that undergo this type of parenting never take on challenging projects because they’re afraid of failure and parental judgment. Children will not attempt to be perfectionists because of this.
Expecting protection from them, instead the parent reacts to the child being upset by frightening them. The distress of the child is never marked nor recognized thus creating feelings of confusion in the child. Some researchers think that disorganization of infant attachment comes from the parents own unresolved fears. These fears are transmitted to the child which arouses fear in the infant. Slide 10 Situationism places emphasis on external and situational factors in personality and behavior.
The effects of parental cohabitation can have the risk of outcomes including poor school performance, behavioral problems, and psychological distress. It is proven that “children’s poor academic performance and high level of behavior problems are least partially related to lower levels of parental support and involvement” (Thomson et al., 1994). The reason being is because children tend to worry about their parent’s happiness and if there are arguments involved, it is likely that children’s emotional development will increase. Children are worried about their parents’ well-being and this could affect their childhood
Through factors such as cognitive development of the infant, attentive care and intimate interactions with a primary caregiver, the attachment relationship is created – shaping the infants- caregiver bond. By examining the interactions between an infant and their primary caregiver, we can identify secure, insecure and disorganized attachment (Ainsworth, 1978; Cassidy 1994); which can reveal a great deal about the relationship between the infant and attachment figure. Overall, the quality of attachment bonds formed in the early years can have long lasting effects on an infant’s emotional security and social competence; not only shaping their ability to form relationships, but laying the foundations for the social, emotional and mental development of the
Studies do show more positive behavior in kids whose parents took parenting classes. However, data on the influence of parenting class on child maltreatment is still somewhat unknown and although studies are indicating a decrease in the maltreatment of children more work needs to be done. The other major argument against parenting classes that many feel parents shouldn’t have to take classes and take power into their own hands in raising their kids. Many parents also feel stressed out by parenting classes making them feel depressed and even more inadequate as parents when they don’t do
Abstract The assignment focuses on explaining and understanding the relevance of parental ethno theories in the development and rearing of a child from a psychological perspective. The assignment attempts to achieve this purpose through highlighting and linking the theories with real life incidents/situations (which the student observed at her agency). It explores all the facets of a parent-child relationship and a parent’s goal towards conditioning of their child according to their culture (the assignment focuses on child-rearing according to the Indian culture). Key word: Parental ethnotheories, culture, child. Introduction Understanding Parental-ethnotheories Parental ethnotheories are shared beliefs about the goals of child development
(Joseph M.V, 2008) There are four main parenting types: authoritative parenting, authoritarian parenting, permissive parenting and neglectful parenting. Another researcher named Baumrind researched these main types of parents and found dramatically different results in development of children per style. He found that preschool children raised by authoritative parents were had the best outcomes in later years. They were happy, positive, socially responsible, self sufficient, achievement driven and cooperative with adults and peers. Children of authoritarian parents tended to be moody and snappy, easily distressed, relatively unmotivated, and not very enjoyable to be around.