PSY311 5. Parenting Flashcards
What is a Family?
• Two or more people related by birth, marriage,
adoption, or choice
• Have emotional ties and responsibilities to one
another
• Important for successful parenting:
– Family structure?
üResources (e.g., economic, social support)
üQuality of parent-child interactions/relationships
üEmotional climate and stability
What is a Family?
-strong evidence that family structure not determinant of life consequences
there is research that children with 2 parents tend to show better consequences, but it’s more because of other parenting factors
What is a Family?
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What is a Family?
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What is a Family?
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What is Socialization?
• Process of helping children internalize the
attitudes, values, beliefs, and behaviors of the
larger society
– Controls and regulates children’s behavior
– Promotes children’s personal growth
– Perpetuates the social order
• Family as the main agent of socialization
• Family as a social system
• Bidirectional influences!
What is Socialization?
-child has incorporated ideas into own beliefs and values
internalization*
teaches them how to control behaviour
helps maintain human society
although there are other agents such as school and peers, the most consistent and important agent is the family, specifically the parents
family system: child lives within system
family is bigger than sum of its parts
network of reciprocal relationships that are constantly evolving
affected by the community
bidirectional and circular relationship: parents relationship, parenting, infants behaviour and development
every person in the family is affected and affects other members
naive to focus only on mother child relationship to explain development
What is Socialization?
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What is Socialization?
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What is Socialization?
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Early Theories of Socialization
Psychodynamic Model • Emphasis on nurturance • Child’s psychosexual, psychosocial, and personality development influenced by relationship between mother and child • Parents have the responsibility of constraining children’s instinctual impulses, child develops selfcontrol • Grouped parenting practices into broader categories (parenting attitudes) on the basis of their potential to alter emotional processes • Schaefer’s (1959) circumplex model
Early Theories of Socialization
-parents must help child control the id until the child has self-control
e.g. circumplex model
more concerned with attitudes (cognitions + ideas)
behaviourist
concerned with how children learned through conditioning
ferberation when a baby cries - don’t always go to it
more concerned with parenting behaviours
easier to measure
Early Theories of Socialization
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Early Theories of Socialization
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Early Theories of Socialization
Learning (Behaviorist) Model • Emphasis on control • Child’s development “shaped” by parental reinforcement of good behavior and punishment of bad behavior • Watson – parents should refrain from kissing, cuddling, and holding infants so that they don’t develop “bad habits” (e.g., clinging to parents, protesting separation) • Categorized parenting style according to behavior patterns (parenting practices) • Sears, Maccoby, & Levin’s (1957) child-rearing patterns
Early Theories of Socialization
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Early Theories of Socialization
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Early Theories of Socialization
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Schaefer’s (1959) Circumplex Model of Maternal Behavior Concepts
AUTONOMY LOVE CONTROL Freedom Democratic Cooperative Accepting Detached Indifferent Neglecting Rejecting Demanding antagonistic Authoritarian dictatorial Possessive Over indulgent Protective indulgent Over protective
Schaefer’s (1959) Circumplex Model of Maternal Behavior Concepts
-at this time, not much research
watched mothers with children and noted parenting behaviour they displayed
took behaviours and factor analyzed them
fit nicely into 4 dimensions - parenting attitudes
orthogonal - not correlated with one another
conceptually distinct dimensions
mapped behaviours he observed on dimensions
e.g. democratic - 60% and 85% autonomy
behaviour concept that shows an attitude of both autonomy and love
Schaefer’s (1959) Circumplex Model of Maternal Behavior Concepts
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Schaefer’s (1959) Circumplex Model of Maternal Behavior Concepts
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Sears, Maccoby, & Levin’s (1957) Patterns of Child Rearing
Mothers’ parenting patterns Permissiveness /strictness Family adjustment Relationship warmth Responsible child-training orientation Aggressiveness /punitiveness Perception of husband Orientation toward child well-being
Sears, Maccoby, & Levin’s (1957) Patterns of Child Rearing
Control
Permissiveness/
strictness
Compliance
Sears, Maccoby, & Levin’s (1957) Patterns of Child Rearing
-landmark publication - study of several hundred middle class parents
Boston 1950s
first detailed analysis on parenting discipline and its link to child behaviour
did a factor analysis - 7 factors of parenting patterns
some are more attitudes e.g. perception of husbands, but it would play out in behaviours
higher level ways of organizing practices
e.g. permissiveness/strictness - sanctions on aggression, rules on common living areas, physical punishment or tolerance on certain behaviours
relationship warmth - warmth in mother child relationship had the most pervasive influence on young children’s development
e.g. fondness, admiration, enjoyment
expressed by nurturance, positive affect
similar to Schafer’s dimension of love vs hostility - conceptualized it as continuum
Sears et al. conceptualized it was more behaviour
Schafer criticized that it was hard to find relationships between practices
e.g. warmth and orientation toward child well-being
but measuring attitudes can have limited usefulness to researchers
this is more useful because parenting processes mediate the process between attitudes and developmental consequences
you would need to know the parenting behaviours displayed that lead to compliance to reflect the attitudes
Sears, Maccoby, & Levin’s (1957) Patterns of Child Rearing
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Sears, Maccoby, & Levin’s (1957) Patterns of Child Rearing
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Dimensions of Parenting Style in Early Empirical Research
1939 Symonds Acceptance Rejection Dominance Submission 1955 Baldwin Warmth Hostility Detachment Involvement 1959 Schaefer Love Hostility Autonomy Control
Dimensions of Parenting Style in Early Empirical Research
1957 Sears, Maccoby, & Levin Warmth! Permissiveness Strictness 1964 Becker Warmth Hostility Permissiveness Strictness
Dimensions of Parenting Style in Early Empirical Research
dimensional heuristics in how parental socialization shaped development
WWII - Lewin - interested in group atmosphere
forced boys to work under authoritarian, democratic, and laissez faire leadership - found those under democratic were more productive
set stage for Baldwin’s research
Home visits - democratic family system
warm democracy - affectionate and more empathy for child
associated with better development outcome
scientific democracy - detachment and empirical thinking for child-
Dimensions of Parenting Style in Early Empirical Research
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Baumrind’s (1967; 1971) Typology of Parenting Styles
① Authoritarian parenting – Controlling and restrictive pattern – Many demands/rules, expect obedience, punitive and forceful
tactics, no explanations, no sensitivity to child’s view
② Authoritative parenting – Controlling but flexible pattern – Many (reasonable) demands, provide rationales, responsive
to child’s view, democratic
③ Permissive parenting – Accepting but lax pattern – Few demands, child has free expression of feelings/impulses,
poor monitoring of child’s activities, lack of follow-through
with punishments
Baumrind’s (1967; 1971) Typology of Parenting Styles
-how ppl used parental control
based on previous models - interested in Baldwin’s democratic warmth
parents should be less strict and more willing to express unconditional love
convinced that authoritarian and permissive parenting no matter how much love was given would result in less optimal child outcome
studied how happy the child was, how well they did in school
1. authoritarian:
e.g. corpal punishment
2. authoritative:
still controlling - firm limits, high expectations, but more flexible
e.g. negotiate fair punishment
while they are less strict, they place control and limits at just as high of a level as authoritarian parenting
3. permissive parenting
few demands, not a lot of expectations
inconsistent discipline
Baumrind’s (1967; 1971) Typology of Parenting Styles
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Baumrind’s (1967; 1971) Typology of Parenting Styles
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Baumrind’s (1967; 1971) Typology of Parenting Styles
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How is Baumrind’s Typology Different?
• Specified one broad parenting function (control) and
expanded on parenting behaviors within that single domain
• Did not try to organize control linearly from high to low,
instead distinguished among three qualitatively different types
• Used a configurational approach to define parenting style -
the influence of any one aspect of parenting is dependent on
the configuration of all other aspects – Parents who practice a specific type (e.g., authoritarian) also tend
to differ along other dimensions (e.g., poor communication, less
nurturant)
– More ecologically valid (grounded in naturally occurring parenting
styles)
• Saw the socialization process as dynamic – The parenting style used actually alters how open children are to
parents’ attempts to socialize them
How is Baumrind’s Typology Different?
-looked only at control
not on a continuum, but more categorical
configurational approach: emphasize more holistic process
not just what researchers thought was important to look at in parenting
set clear expectations which over time allows child to get better at recognizing appropriate behaviour
fosters different schemas of how world works
more open to socialization and parents’ influence
How is Baumrind’s Typology Different?
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How is Baumrind’s Typology Different?
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How is Baumrind’s Typology Different?
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How is Baumrind’s Typology Different?
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Parenting Style and Developmental Outcomes
Parenting style @ age 4 Outcomes @ age 9 Outcomes @ age 15 Authoritative High cognitive and social competences High self-esteem, excellent social skills, strong moral/prosocial concern, high academic achievement Authoritarian Average cognitive and social competencies Average academic performance and social skills, more conforming than adolescents of permissive parents Permissive Low cognitive and social competencies Poor self-control and academic performance, more drug use
Parenting Style and Developmental Outcomes
-revolutionary at the time to think that parenting styles influence on outcome
Parenting Style and Developmental Outcomes
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Parenting Style and Developmental Outcomes
In general, authoritative parenting is associated with positive
social and emotional outcomes in children and adolescents.
This is true for many diverse racial and ethic groups.
Parenting Style and Developmental Outcomes
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Parenting Style and Developmental Outcomes
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Parenting Style and Developmental Outcomes
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Lewis’s (1981) Critique of Baumrind
• Why should strong external control such as that used by
authoritative parents induce children to internalize their
parents’ values, when attribution theory suggests that
strong external control should undermine internalization?
– Reinterpreted findings as attributable to authoritative
parents’ openness to bidirectional communication
– Parenting typologies capture a configuration of parenting
practices
• Hard to know what aspect of parenting affects which developmental
outcomes
• Much of what we know about how parenting style affects
child development is speculative rather than empirically
grounded
Lewis’s (1981) Critique of Baumrind
-it doesn’t make sense for children to internalize values that they attribute to parent’s values that are trying to be imposed on them
internalization works when children think they’ve developed their own values and beliefs
more because they are open to bidirectional communication and making adjustments based on thought and feelings
not just about control
configuration - lots of factors that are involved in 1 typology e.g. maybe authoritative parents are more interpersonally sensitive
e.g. lots of parenting behaviours involved in one typology
why are children better socializers? is it because parents talk to them more, is it more democratic?
we don’t really know why 1 parenting style produces 1 specific outcome because family systems are so complex
Lewis’s (1981) Critique of Baumrind
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Lewis’s (1981) Critique of Baumrind
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Lewis’s (1981) Critique of Baumrind
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Maccoby and Martin’s (1983) Two-Dimensional Framework
Accepting/ Responsive Rejecting/ Unresponsive Demanding/ Controlling Undemanding/ Permissive
Maccoby and Martin’s (1983) Two-Dimensional Framework
Uninvolved parenting
– Extremely lax and undemanding pattern
– Active rejection or no time/energy to devote to parenting
– Children are aggressive, become rebellious adolescents who
lack motivation and are prone to delinquency
Maccoby and Martin’s (1983) Two-Dimensional Framework
-fit Baumrind styles onto the dimensions
authoritative: high responsive + controlling
authoritarian: high demanding, high rejecting
2 distinct patterns of permissive:
indulgent - high accepting, permissive
uninvolved - high rejecting, permissive
not found in Baumrind’s sample - middle class
Maccoby and Martin’s sample - less homogenous sample
Maccoby and Martin’s (1983) Two-Dimensional Framework
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Maccoby and Martin’s (1983) Two-Dimensional Framework
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Maccoby and Martin’s (1983) Two-Dimensional Framework
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Parenting Style as Context - Darling and Steinberg (1993)
• Parenting style – “a constellation of attitudes toward the child
that are communicated to the child and create an emotional
climate in which parents’ behaviors are expressed”
• Parenting practice – “behaviors defined by specific content and socialization goals”
Parenting Style as Context - Darling and Steinberg (1993)
Parental goals/values Child outcome Parenting style Parenting practice Child’s willingness to be socialized Academic achievement Authoritative School involvement Academic achievement “I know that school is important to my parents, and I want to make them proud”
Parenting Style as Context - Darling and Steinberg (1993)
practice occurs in context of parenting style
each of these attributes (style + practice) influence outcome through different pathways
practice thought to be mechanism through which parents express goals and values to child
style more indirect route: style moderates how well parenting practice works on affecting child outcome
influences child’s personality and willingness to be socialized, which in turn also moderates how well parenting practice works on affecting child outcome
e.g. more involved parents have children with higher academic achievement
parental goal: academic achievement
practice: school involvement
style: authoritative
authoritative parents discuss course selection
school involvement becomes more useful
while authoritarian parenting might make child more resistant which in turn makes school involvement less influential over outcome
Parenting Style as Context - Darling and Steinberg (1993)
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Parenting Style as Context - Darling and Steinberg (1993)
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Parenting Style as Context - Darling and Steinberg (1993)
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Modern Parenting Research Clarifying “Control”
-Psychological Control • Attempts to influence behavior through discipline and monitoring – Set reasonable rules – Keep track of child and regulate activities – Do not threaten autonomy • Sensitive to needs of child • Children display less externalizing problems (e.g., drug use, truancy, antisocial behavior) Behavioral Control • Attempts to influence behavior through emotions – Guilt induction – Withdrawal of love – Intrusiveness • Insensitive to needs of child • Children display more internalizing problems (e.g., anxiety, depression), low selfesteem (Barber et al., 2006)
Modern Parenting Research Clarifying “Control”
-psychological:
more manipulative form of control
can be damaging to children
behavioural:
the type we have talked about
not a continuum
Modern Parenting Research Clarifying “Control”
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Modern Parenting Research Clarifying “Control”
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Modern Parenting Research Clarifying “Control”
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Modern Parenting Research Clarifying “Control”
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Modern Parenting Research Clarifying “Positive Parenting”
Responsiveness to Distress • How the parent reacts when the child is upset – Insensitive responses (hostility, dismissing, or distress) or sensitive responses (comforting and helping) • Related to children’s regulation of negative emotion • Related to children’s empathy and prosocial behavior Warmth • Expression of positive affect, affection, and admiration toward the child • Related to children’s regulation of positive emotion • Related to boys’ peer group acceptance
Modern Parenting Research Clarifying “Positive Parenting”
-main problem from research standpoint: hard to know which parenting practices is driving correlation with positive outcome
positive parenting may be conceptualized differently
responsiveness to distress:
significantly related to regulation of negative emotions
e.g. not as upset as easily, calm down more easily
not predictive of peer group acceptance
these practices are distinct and are associated with different outcomes
make unique contributions to outcomes and are not interchangeable constructs
Modern Parenting Research Clarifying “Positive Parenting”
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Modern Parenting Research Clarifying “Positive Parenting”
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Modern Parenting Research Clarifying “Positive Parenting”
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Modern Parenting Research Clarifying “Positive Parenting”
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Modern Parenting Research Clarifying “Positive Parenting”
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Modern Parenting Research Differential Susceptibility
• Differential susceptibility – children vary in the extent to
which they are affected by parenting (Pluess & Belsky, 2010)
• Infants with difficult temperaments are disproportionately
susceptible to parenting
– Do better with “good” parenting but also do worse with
“bad” parenting
Modern Parenting Research Differential Susceptibility
infants with difficult temperaments are more moderated by parenting e.g. effortful control - high can inhibit automatic response and can perform a different response inconsistent discipline (permissive parenting) linked to delinquency and externalizing problems children with high effortful control exhibited low externalizing behaviour regardless of levels of inconsistent discipline children with low effortful control exhibited significant levels of change in externalizing behaviour based on level of inconsistent discipline temperament by parenting interaction - allows us to give specific interventions and think of parenting process as more complex e.g. polymorphism of DRD4 gene - looking at interacting with maternal sensitivity gene by interaction graph children with 7+ who had insensitive mothers showed much higher externalizing problems than those with highly sensitive mothers children without 7+ did not change in externalizing behaviour levels in levels of sensitivity
Modern Parenting Research Differential Susceptibility
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Modern Parenting Research Differential Susceptibility
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Modern Parenting Research Differential Susceptibility
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Modern Parenting Research Differential Susceptibility
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Modern Parenting Research Cultural Context
Beyond the middle-class families
– Low SES parents stress obedience, are more restrictive,
use less reasoning, and show less affection and warmth
• May be socializing skills necessary to succeed in blue-collar work
• Beyond Caucasian families
– Use of spanking and other power assertive disciplinary
techniques in African-American families does not have the
same negative effects as with European American children
– Asian American parents tend to be highly authoritarian
with regard to learning, but their children perform as well
academically as (or better than) European American
children who have authoritative parents
• Cultural normativeness influences the way parenting practices are
viewed by children
Modern Parenting Research Cultural Context
perhaps its more adaptive to grow up in authoritarian style when they will end up in jobs that it is more useful
children of asian american parents performed academically better despite authoritarian style
e.g. in asian american families - culturally normative for parents to be strict about school performance so they saw it as normal - perceived parenting practice as ok
child’s receptiveness is important in moderating how well practices will work
Modern Parenting Research Cultural Context
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Modern Parenting Research Cultural Context
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Modern Parenting Research Cultural Context
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Modern Parenting Research Cultural Context
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Family Distress Model - Conger et al. (1992)
Low income Job loss Family economic distress Unstable employment Debt CONDUCT AND ADJUSTMENT PROBLEMS Child emotional reactivity Child emotional insecurity Uninvolved parenting Father depression Mother depression Marital conflict
Family Distress Model - Conger et al. (1992)
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Family Distress Model - Conger et al. (1992)
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Family Distress Model - Conger et al. (1992)
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Family Distress Model - Conger et al. (1992)
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The Trouble with Evan
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The Trouble with Evan
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The Trouble with Evan
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The Trouble with Evan
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The Trouble with Evan
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