1. Parenting
Gemma Watson

2. Tonight’s session objectives
Child rearing styles
What is it?
Different child rearing styles
Cultural differences in child-rearing
Consequences of child rearing styles
Effects on an individuals emotional, social and cognitive development
Parenting skills
Intervention programmes
Exam practice
The student will be able to:
Identify parenting styles, including positive guidance techniques that help children develop positive self-concepts, self-management, and responsibility.
Identify parenting types and styles.
List ways to foster a child’s self-concept.
Identify positive guidance techniques.
Write an abstract and a personal analysis of a child guidance articles.
Apply positive guidance techniques to child-rearing problems and/or case studies.

3. What is meant by child rearing styles?
Strategies adopted by parents to bring up their child
Different child rearing styles are distinguished by;
the degree of demand placed on the child by the parent (expectations, standards)
Responsiveness of parent to the individuals needs and rights
Differ to which they are characterised by psychological control (e.g. guilt, love, withdrawl)

4. Types of Parenting
Most parent can be classified into three main types by the style in which they guide their children.
As we discuss each, think about where your own parents fits most appropriately.
Do each of your parents use the same style?
Do you fit the outcome?
If you are parents, think about which style you fit into.
Do your children fit the outcome ?

5. 3 different child rearing styles Baumrind, 1991
One theory of parenting was developed by Diana Baumrind .
Proposed that parents fall into one of 3 categories
Authoritarian
Authoritative
Permissive
The theory was developed later

6. Authoritarian Definition:
Parents’ word is law, parents have absolute control.
Set strict standards, boundaries
Misconduct is punished
Focus on bad behaviour
Affection and praise are rarely give
Over critical rather than giving feedback on the positives
Parents try to control children's’ behaviour and attitudes
They value unquestioned obedience
Children are told what to do, how to do it, and where to do it, and when to do it.
Children are not provided with options
Child is not provided with an explanation

7. Outcome of an Authoritarian Parent
Obedient
Distrustful
Discontent
Withdrawn, Unhappy, anxious
Hostile
Poor reactions
Not High Achievers
Give up easily
Often Rebel
Inability to think for themselves
Lack understanding of why behaviours are appropriate in certain contexts
Children from authoritarian homes are so strictly controlled, either by punishment or guilt, that they are often prevented from making a conscious choice about particular behavior because they are overly concerned about what their parents will do.

8. Authoritative Definition: Middle ground between the two above
Stress freedom along with rights of others and responsibilities of all
Parents set limits and enforce rules
But give reasoning behind rules
Willing to listen receptively to child’s requests and questions.
Both loves and limits
Children contribute to discussion of issues and make some of their own decisions
Encourage child to think about the consequences of their behaviour
Exert firm control when necessary, but explain reasoning behind it.
Respect children’s interest, opinions, unique personalities.
Final decision lies with adult
Loving, consistent, demanding
Combine control with encouragement
Focus on positives rather than negatives
Reasonable expectations and realistic standards.

9. Outcomes Happy and lively disposition Mostly self-reliant
Mostly self-controlled
Content, friendly, generous
Developed social skills
Cooperative
High-achiever’
Less likely to be seriously disruptive or delinquent
Well developed emotional regulation
Children whose parents expect them to perform well, to fulfill commitments, and to participate actively in family duties, as well as family fun, learn how to formulate goals. They also experience the satisfaction that comes from meeting responsibilities and achieving success.

10. Permissive Definition:
Parents allow their children to do their own thing.
Child is in control
Child makes the decisions even if not capable
Little respect for order and routine.
Parents make few demands on children.
Often inconsistent in reinforcing rules, boundaries
Impatience is hidden.
Discipline is lax
Parents are resources rather than standard makers
Rarely punish
Non controlling, non-demanding
Usually warm
Children walk all over the parents

11. Outcome Aggressive Least self—reliant Least self-controlled
Poor emotion regulation
Least self—reliant
Least self-controlled
Rebellious and defiant
Least exploratory
Low persistence
Most unhappy
Antisocial behaviours
Vandalism, violence
Children from permissive homes receive so little guidance that they often become uncertain and anxious about whether they are doing the right thing.

12. Activity 1
In groups of three or four have student develop a case study or story that fits each parenting style.
Have group pass their stories to other group and have them read them to see if they can identify the parenting style.

13. Activity 2 Match Responsive to children's’ needs.
Indifferent to children, ignore them
Reject their children
Critical, derogatory, dissatisfied with their children.
Warm, understanding and accepting.
Hostile and antisocial
Poor self-control, difficulty with social interactions when teenagers.
Compliant with parent’s wishes
Happy and friendly
Dissatisfied with themselves.

14. Why does authoritative parenting style work
Control that appears fair and reasonable (i.e. not arbitrary) to the child is far more likely to be complied with and internalized.
Nurturing parents who are secure in the standards they hold for their children provide models of caring concern as well as confident, self-controlled behaviour. A child's modelling of these parents provides emotion regulation skills, emotional understanding, and social understanding.
Parents who combine warmth and rational and reasonable control are likely to be more effective reinforcing agents. They praise children for striving to meet their expectations and making good use of disapproval, which works best when applied by an adult who has been warm and caring.
Authoritative parents make demands that fit with children's ability to take responsibility for their own behaviour. Children subsequently learn that they are competent individuals who can do things successfully for themselves. This fosters high self-esteem, cognitive development, and emotional maturity.

15. Cultural differences in child-rearing styles
Small (1998)
3 different cultures
The Kung San of Botswana
The Japanese
The Americans

16. The Kung San
One of the last remaining hunter-gatherer groups in the world
Key features of group
No concept of personal ownership (e.g. food)
No concern for privacy
Care of infants and young children = close proximity to mother is a rule (e.g never alone)
Carrying in a pouch/ sling on side or back
Young infants are in physical contact as well as proximity
90% of time during first few months
direct skin-to-skin contact providing physical warmth and stimulation
Infants sleep on a mat beside mother (equivalent of staying in the same bed)
25% in middle of second year

17. The Kung San Continued
Crying in infancy and early childhood not considered a symptom of "spoiling" or any other negative psychological condition
No sense yet
Theory of child development
Children go through stages
You have to respond to their needs
Non- response = child abuse or neglect

18. The Japanese Dependence on the mother Conformity Education
Mum quits her job
Co-sleeping is normal until 12 years
Child fed directly
Choose clothes rather than encouraging independence
Responsible for discipline – does not display anger
Conformity
Encouraged to join groups
Child’s popularity is a reflection on parents
Sharing is a social norm from early experiences
Education
Study after school
Sign up for extra lessons
Living at home
Live with parents until married

19. The Americans Promote independence from minimal contact
Parents do not feel the need to respond to needs straight away
Parents view self as teachers, protectors, stimulators

20. Conclusion from Small, 1998
Child rearing practices in the west differ considerably from other parts of the world
Growing movement towards attachment parenting in the west
Respond to the basic needs of the child
Contradicts idea of promoting independence

21. The Influence of Parenting Style on emotional development
Baumrind, 1991
Took 139, 15 year olds who had been studied at the age of 4 and 10 to determine impact of parenting on development
Children of authoritarian and permissive parents were less motivated, less independent
Children of authoritative parents more assertive, responsible, self-reliant and friendly
Chamberlin, 1978
Authoritarian parenting style led to issues at home and within school

22. The Influence of Parenting Style on social development
Weiss and Schwarz, 1996
Authoritarian Style
Poor social skills
Low self esteem
High levels of depression
Hoffman, 1970
Relationship between child rearing styles and moral development
Correlational analysis studies
Permissive parenting resulted in lowest moral development

23. The Influence of Parenting Style on cognitive development
Weiss and Schwarz, 1996
Authoritarian parenting style results in moderate performance
Adorno et al, 1950

24. Evaluating Child Rearing Styles Research
Lack of evidence
Rowe, 1990
Genetic factors
Environmental factors
Sutton et al, 2004
Parenting significantly effects outcome
A westernised world
Differences disappearing
Value of permissive parenting
Reeve, 2006
Ideal parenting style for shy children
Mothers versus fathers
Fathers relationship with child effects employment outcomes
Mothers relationship shapes inner world of child

25. Developing and Improving Parental Skills
Policy
UN Convention on the Rights of the Child, 1989
Right of child for healthy development
Not to be separated from parent
Seek views of child and parent
Parenting Programmes
Aim to support parents
Sure Start, Triple P, Positive Parenting, Incredible Years, STAR

26. Evaluation of Parenting Programmes
Cultural relativism
Child rearing practices vary between cultures
Effectiveness
Scar, 1992 – parents provide warm supportive environment for healthy development
Brenner et al, 1999 – interventions can improve aspects of parenting
Lewis, 2002 – parenting programmes are patronising, target high risk families that are hard to engage
Can be ineffective – produce little change
Expense questionned

27. STAR STUDY Paterson et al, 2005 Aims Method Procedure Results
Conclusion
Evaluation
Strengths
Weaknesses

28. Activity 3
Describe and Evaluate Ainsworth’s categorisation of types of attachment and discuss evidence of cultural differences in these types of attachment
KU = 12
AE = 8

29. Activity 4
Describe and evaluate Bowlby’s contribution to our understanding of attachment. You should refer to research evidence in your answer.
KU = 8
AE = 4