INADEQUATE
PARENTING STYLES
16
BAUMRIND'S TYPOLOGY
Differentiated parenting
practices based on strictness,
use of physical punishment,
consistency of punishment, use
of explanations
fi
4
PARENTING STYLE
Proposed that parents'
Characteristic of the parent that willingness to socialize their child
alters the ef cacy of the parent's is conceptually distinct from
socialization efforts by parental restrictiveness
moderating the effectiveness of
Took into consideration parents'
particular practices and by
attempts to integrate the child
changing the child's openness to
into the family/society by
socialization
demanding behavioral
compliance
Instead of parental control be
organized lineariy from high to
low, he made distinction among
three qualitatively different types
of parental control: permissive,
authoritarian, and authoritative
fi
fi
fl
Fostering maturity demands,
engage in bidirectional
communication and
encouragement of
independence
Establish rules & guidelines that
their children are expected to
follow
Democratic decision making
Failure to meet the expectations
- is nurturing and forgiving than
punishing
17
AUTHORITATIVE
PARENTING
Assertive (not intrusive and
Affection and support in child’s restrictive)
explorations and pursuits of
interest
Desire children to be assertive as
well as socially responsible, self-
regulated as well as cooperative
19
CHILD OUTCOMES
Strict, expect obedience, and
assert power when their children
misbehave
Maturity demands and
expectations expressed through
rules and orders
AUTHORITARIAN
PARENTING
High maturity demands as they
are intolerant of sel shness and
inappropriate behavior
CHILD OUTCOMES
Excessively lax in expectations
for children’s level of maturity
and their tolerance of
misbehavior
Rarely discipline children-low
expectations of maturity & self-
conh-ol
Allow considerable self-
regulation & avoid confrontation
PERMISSIVE OR
INDULGENT PARENTING Nurturing & communicative with
STYLE children, taking on the status of a
friend
Excessively moderate in their
responsiveness towards
children’s needs
24
CHILD OUTCOMES
Undemanding, and do not set
limits
Will still provide their basic
needs: food, housing, & toiletries
UNINVOLVED OR
NEGLECTFUL
PARENTING
Detached and dismissive of their
roles as parents
26
CHILD OUTCOMES
1
PARENTAL SUPPORT
pertains to the affective nature of
the parent-child relationship,
indicated by showing
involvement, acceptance,
emotional availability, warmth,
and responsivity
1 child development
DYSFUNCTIONAL
PARENTING STYLE
Two broad dimensions of
parenting
2 behavioral control (e.g., parental
PARENTAL CONTROL
The control dimension has been
subdivided into
17
17
17
17
18
Supportive disciplinary methods
(not punitive)
18
18
19
Energetic- friendly
Positive, social, emotional and
cognitive development
Appropriate development of self
esteem, internalized control,
popularity with peer.
Gain interpersonal competence
without anxiety/neurotic
inhibition
Adapting with needs and
demands of others
Associated with both
insfrumental and social
competence and lower levels of
problem behaviour
21
21 21
Do not communicate to their
children the rationale behind
rules
22
Lower self-esteem, and higher
levels of depression than do
children of authoritative parents
22
Moody, fearful, vulnerable to 22
stressors
Con icted, irritable and angry
22
Fearful of expressing themselves
22
22
Feel limited control over their
Poor social competence
enviromnent
22
Girls who are less independent,
boys who are more aggressive,
ai children who appear
discontent and more extrinsically
motivated
23
23
23
24
Tend to be more impulsive & as
adolescents may engage more
in misconduct and dmg use
24
Uncontrolled, noncompliant and
aggressive children
24
Poor performance in school, but
they have higher self-esteem,
better social skills, and lower
levels of depression than
children raised by authoritarian
parents
25
25
26
Develop the sense that other
aspects of the parents' lives are
more important than they are;
display contradictory behavior
and are emotionally withdrawn
from social situations
26
In adolescence- truancy and
delinquency
26
Impacts relationships later on in
life
1
related to positive development
outcomes in children, such as
the prevention of alcohol abuse
and deviance (Barnes and Farrell
1992), depression and
delinquency (Bean et al.
2006) and externalizing problem
behavior
2 2
PSYCHOLOGICAL
CONTROL Exclusively been associated with
negative developmental
outcomes in children and
Pertains to an intrusive type of
adolescents, such as depression,
control in which parents attempt
antisocial behavior and relational
to manipulate children’s
regression
thoughts, emotions, and feelings
Appropriate amount of
2 behavioral control has been
BEHAVIORAL CONTROL considered to positively affect
Parental behavioral control
consists of parenting behavior
2
that attempts to control, manage
or regulate child behavior, either
Insuf cient (e.g., poor parental
through enforcing demands and
monitoring) or excessive
rules, disciplinary strategies,
control of rewards and
physical punishment) has been
punishment, or through
commonly associated with
supervisory functions
negative child developmental
outcomes, such as deviant
behavior, misconduct,
depression and anxious affect
36
37
nting Styles: A Closer Look at a Well-Known Concept
1,2
uppens ●
Eva Ceulemans3

online: 18 September 2018

thor(s) 2018

ct
h parenting styles constitute a well-known concept in parenting research, two issues have largely been overlooked in
studies. In particular, the psychological control dimension has rarely been explicitly modelled and there is limited insight
nt parenting styles that simultaneously characterize maternal and paternal practices and their impact on child
ment. Using data from a sample of 600 Flemish families raising an 8-to-10 year old child, we identified naturally
g joint parenting styles. A cluster analysis based on two parenting dimensions (parental support and behavioral control)
four congruent parenting styles: an authoritative, positive authoritative, authoritarian and uninvolved parenting style. A
ent cluster analysis comprising three parenting dimensions (parental support, behavioral and psychological control)
similar cluster profiles for the congruent (positive) authoritative and authoritarian parenting styles, while the fourth
g style was relabeled as a congruent intrusive parenting style. ANOVAs demonstrated that having (positive) authoritative
associated with the most favorable outcomes, while having authoritarian parents coincided with the least favorable
s. Although less pronounced than for the authoritarian style, having intrusive parents also associated with poorer child
s. Results demonstrated that accounting for parental psychological control did not yield additional parenting styles, but
d our understanding of the pattern among the three parenting dimensions within each parenting style and their
on with child outcomes. More similarities than dissimilarities in the parenting of both parents emerged, although adding
ogical control slightly enlarged the differences between the scores of mothers and fathers.
ds Parenting styles Cluster analysis Psychological control Psychosocial outcomes School-aged children
● ● ● ●

g has gained ample research attention from various
c disciplines. Many theoretical frameworks
ze that parenting plays a vital role in child devel-
which has fueled research investigating the impact
ting on child development for over 75 years. When
g parenting, researchers can take various strategies
idering parenting practices, parenting dimensions or
g styles. Parenting practices can be defined as
observable specific behaviors that parents use to
e their children (Darling and Steinberg 1993). For
Kuppens
kuppens@kuleuven.be
mus School of Health Policy & Management, Erasmus
ersity Rotterdam, Rotterdam, The Netherlands
rtment of Public Health and Primary Care, KU Leuven,
en, Belgium
ty of Psychology and Educational Sciences, KU Leuven,
en, Belgium
example, parenting practices intended to promote academic
achievement are showing involvement by attending
parent–teacher meetings or regular supervision of children’s
homework. Other parenting practices pertain to positive
reinforcement, discipline, or problem solving.
Rather than focusing on specific parenting practices,
other researchers have identified overarching parenting
dimensions that reflect similar parenting practices, mostly
by modeling the relationships among these parenting prac-
tices using factor analytic techniques. There is consensus
among scientists about the existence of at least two broad
dimensions of parenting, labeled parental support and par-
ental control. Parental support pertains to the affective
nature of the parent-child relationship, indicated by showing
involvement, acceptance, emotional availability, warmth,
and responsivity (Cummings et al. 2000). Support has been
related to positive development outcomes in children, such
as the prevention of alcohol abuse and deviance (Barnes and
Farrell 1992), depression and delinquency (Bean et al.
2006) and externalizing problem behavior (Shaw et al.
1994).
 child behavior, either through enforcing demands
es, disciplinary strategies, control of rewards and
ment, or through supervisory functions (Barber 2002;
y 1990; Steinberg 1990). An appropriate amount of
ral control has been considered to positively affect
velopment, whereas insufficient (e.g., poor parental
ing) or excessive behavioral control (e.g., parental
punishment) has been commonly associated with
child developmental outcomes, such as deviant
r, misconduct, depression and anxious affect (e.g.,
and Farrell 1992; Coie and Dodge 1998; Galambos
03; Patterson et al. 1984). While parental behavioral
refers to control over the child’s behavior, parental
ogical control pertains to an intrusive type of control
h parents attempt to manipulate children’s thoughts,
s, and feelings (Barber 1996; Barber et al. 2005).
its manipulative and intrusive nature, psychological
has almost exclusively been associated with negative
mental outcomes in children and adolescents, such
ssion, antisocial behaviour and relational regression
rber and Harmon 2002; Barber et al. 2005; Kuppens
13). The three parenting dimensions (support, psy-
cal control, and behavioral control) have been
conceptually distinct, although they are related to
tent (Barber et al. 2005; Soenens et al. 2012).
r authors have taken yet a different approach to
g parenting by emphasizing that specific combina-
parenting practices within a parent particularly
child development rather than separate parenting
s or dimensions (e.g., Baumrind 1991; Maccoby and
1983). Within such a configurational approach, one
s which patterns of parenting practices occur within
e parent and how these patterns—commonly labelled
ting styles— are related to children’s development.
renting styles have the clear advantage of accounting
rent parenting practices at the same time within the
erson. As such, it comprises a person–centered
h that focuses on configurations within individuals
han a variable–centered approach that focuses on
ships among variables across individuals as has been
identify parenting dimensions (Magnusson 1998).
mrind (1966, 1967, 1971) is commonly considered a
of research into parenting styles. She introduced a
y with three parenting styles to describe differences
mal parenting behaviors: the authoritarian, author-
and permissive parenting style. Baumrind (1971)
ed that authoritarian parents try to shape, control, and
their children’s behavior based on the absolute set
ards; whereas permissive parents are warmer and
dimensions. Based on the combination of two dimensions –
demandingness and responsiveness – they defined four
parenting styles: authoritative (i.e., high demandingness and
high responsiveness); authoritarian (i.e., high demanding-
ness and low responsiveness); indulgent (i.e., low demand-
ingness and high responsiveness); and neglectful (i.e., low
demandingness and low responsiveness). These two par-
enting dimensions are similar, yet not identical to the
dimensions ‘parental support’ and ‘parental behavioral
control’. Based on Maccoby and Martin’s work, Baumrind
(1989, 1991) expanded her typology with a fourth parenting
style, namely the ‘neglectful’ parenting style.
Maccoby and Martin (1983) research efforts primarily
focused on the configuration of the parenting styles and to a
lesser extent on their association with children’s develop-
ment. Baumrind, in contrast, has also extensively studied the
association between parenting styles and child development
(1967, 1971, 1989, 1991). This work consistently demon-
strated that youth of authoritative parents had the most
favorable development outcomes; authoritarian and permis-
sive parenting were associated with negative developmental
outcomes; while outcomes for children of neglectful parents
were poorest. These aforementioned associations have also
been replicated by other researchers. An authoritative par-
enting style has consistently been associated with positive
developmental outcomes in youth, such as psychosocial
competence (e.g., maturation, resilience, optimism, self-
reliance, social competence, self-esteem) and academic
achievement (e.g., Baumrind 1991; Lamborn et al. 1991;
Steinberg et al. 1994). Findings regarding permissive/
indulgent parenting have been inconsistent yielding asso-
ciations with internalizing (i.e., anxiety, depression, with-
drawn behavior, somatic complaints) and externalizing
problem behavior (i.e., school misconduct, delinquency), but
also with social skills, self–confidence, self–understanding
and active problem coping (e.g., Lamborn et al. 1991;
Steinberg et al. 1994; Williams et al. 2009; Wolfradt et al.
2003). An authoritarian parenting style has consistently been
associated with negative developmental outcomes, such as
aggression, delinquent behaviors, somatic complaints,
depersonalisation and anxiety (e.g., Hoeve et al. 2008;
Steinberg et al. 1994; Williams et al. 2009; Wolfradt et al.
2003). Children of neglectful parents have shown the least
favorable outcomes on multiple domains, such as lacking
self-regulation and social responsibility, poor self-reliance
and social competence, poor school competence, antisocial
behavior and delinquency, anxiety, depression and somatic
complaints (e.g., Baumrind 1991; Hoeve et al. 2008; Lam-
born et al. 1991; Steinberg et al. 1994).