Chapter 12: Families

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Chapter 12 Families

• Parenting

Kati Tumaneng (For Drs. Cook and Cook)
2
Dimensions of Parenting

• Parental warmth The degree to which parents are
  accepting, responsive, and compassionate with
  their children.
• Parental control The degree to which parents
  set limits, enforce rules, and maintain
  discipline with children.

Parenting Styles and its Correlates
http//www.athealth.com/Practitioner/ceduc/parenti
ngstyles.html
3
Four styles of parenting (Baumrind, 1973, 1991
Maccoby Martin, 1983)

• Authoritative parents Are warm and exert firm
  control.
• Warmth High
• Control High

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Outcomes

• Children raised by authoritative parents
• perform better in school
• are less hostile and more popular among friends
• have greater self-esteem
• show more purpose and independence in their
  activities and
• as adolescents are more accurate in understanding
  their parents values.

(Baumrind, 1973, 1991 Knafo Schwartz, 2003
Parke Buriel, 1998)
5
Four styles of parenting (Baumrind, 1973, 1991
Maccoby Martin, 1983)

• Authoritarian parents Exert firm control but
  are rejecting or unresponsive to their children.
• Warmth Low
• Control High

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Outcomes

• Children raised in an authoritarian environment
• may feel trapped and angry but afraid to confront
  their parents (Parke Buriel, 1998)
• perform less well in school (Baumrind, 1973)
• are more hostile and aggressive (Baumrind, 1973)
• less popular with peers and less independent than
  children reared by authoritative parents
  (Baumrind, 1973).

7
Four styles of parenting (Baumrind, 1973, 1991
Maccoby Martin, 1983)

• Permissive parents Warm but have little control
  over their children.
• Warmth High
• Control Low

8
Outcomes

• Compared to authoritatively raised children,
  children from permissive homes are
• more impulsive
• perform less well in school and
• are less self-assured, independent, and confident
  in their activities.

(Baumrind, 1973)
9
Four styles of parenting (Baumrind, 1973, 1991
Maccoby Martin, 1983)

• Rejecting/neglecting parents Dont set limits
  and are unresponsive to their childrens needs.
• Warmth Low
• Control Low

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Outcomes

• Children raised by rejecting/neglecting parents
  fare the worst of all.
• Compared to other children, they show higher
  rates of delinquency, alcohol and drug use, and
  early sexual activities.
• They perform more poorly in school and show other
  disruptions in peer relations and cognitive
  development (Park Buriel, 1998).

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Parental Warmth and Control Matrix
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Parental Control

• Psychological control Attempts at control that
  affect a childs psychological and emotional
  development (Barber, 1996). Includes inducting
  guilt, withdrawing love, or shaming.
• Behavioral control The claims parents make on
  children to become integrated into the family
  whole, by their maturity demands, supervision,
  disciplinary efforts and willingness to confront
  the child who disobeys" (Baumrind, 1991, pp.
  61-62).

(Darling, 1996)
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Parenting Styles Research on the Dos and Donts
of Raising Children

• Factors to keep in mind
• Research in this area is largely correlational.
• The effects of parenting styles that are
  typically reported are not as dramatic as you
  might expect.
• 10,000 high school students surveyed about the
  styles used by their parents and outcomes
  (Lamborn, Mounts, Steinberg, Dornbusch, 1991).
• Found that GPA did not differ significantly
  between the authoritative and authoritarian
  groups, but GPAs were higher in authoritative
  (2.86) than in permissive (2.68) or neglectful
  (2.57) groups. Patterns similar for school
  performance, psychological symptoms, drugs use,
  and delinquency.

14
Parenting Styles Research on the Dos and Donts
of Raising Children

• Factors to keep in mind (cont.)
• The correlations of outcomes with parenting
  styles are not universal.
• Rarely see a pure style of parenting.

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Discipline Spare the Rod and Spare the Child?

• Discipline Techniques used to teach children
  appropriate behavior.
• Punishment Techniques used to eliminate or
  reduce undesirable behavior.
• Often overemphasize punishment when disciplining
  children.
• 84 of American adults state that it is
  sometimes necessary to discipline a child with a
  good hard spanking (Lehman, 1989 Straus, 1994).

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Discipline Spare the Rod and Spare the Child?

• In the short run, spanking seems to work
  however, in the long run, spanking is not
  effective (Holden, 2002)
• Models violent behavior
• Creates fear of parents
• Focuses on what not to do does not teach what to
  do.

More info on Spanking http//www.stophitting.com/

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Discipline Spare the Rod and Spare the Child?

• Children who are spanked are
• more physically violent and aggressive
• twice as likely to attack their siblings
• more likely to steal property, commit assaults,
  and commit other delinquent acts and
• have lower moral standards and lower self-esteem
  (Straus, 1994 Straus, Sugarman, Giles-Sims,
  1997).
• Outcomes are related to frequency, severity of
  spankings. All findings are correlational.

18
Discipline Spare the Rod and Spare the Child?

• Gershoff (2002) analyzed the results of 88
  different studies and found consistent
  correlations between physical punishment and
• increases in child aggression, delinquency, and
  antisocial behavior
• increased rates of child abuse by parents and
• poorer relationships between children and
  parents.
• Children less likely to internalize moral values
  and later in life were more likely to suffer from
  mental problems such as low self-esteem,
  depression, and alcoholism.
• As adults, they were more likely to be
  aggressive, commit crimes, and abuse their own
  children and spouses.

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Discipline Spare the Rod and Spare the Child?

• Some research suggests that negative effects
  associated with spanking may due to the parenting
  style rather than to the spanking itself
  (Baumrind, Larzelere, Cowan, 2002).
• Spanking does not always work as well as American
  parents would like to believe.

No Spanking http//www.neverhitachild.org/
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Appropriate Discipline

• Remember
• Discipline refers to techniques used to teach
  children appropriate behaviors rather than
  punish.
• No technique works all the time and right away.

Positive Discipline http//www2.marshfieldclinic.
org/cattails/00/sepoct/parenting.asp
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Appropriate Discipline

• Recommendations
• Manage the situation
• Set clear rules and limits
• Praise good behavior
• Use explanation and reasoning
• If you must punish, try removing privileges or
  using timeouts (a disciplinary technique that
  involves removing the child from the situation
  and anything that is encouraging the misbehavior
  to continue, placing the child in a safe and
  quiet environment).

22
Mothers and Fathers Cooperating through Thick
and Thin?

• Raising children puts a great strain on most
  marriages.
• Vast majority of couples report a significant
  decline in marital satisfaction in the first year
  after the births of their first babies.
• Most parents work outside the home.
• When children are born, couples tend to move
  toward more traditional gender roles.
• Mothers spent 23 hours per week alone with
  children, whereas fathers spent only 2 hours
  (Russell Russell, 1987).

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Workforce Trends, 1970-1999
(US Census Bureau, 2000b)
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Mothers and Fathers Cooperating through Thick
and Thin?

• Types of time spent with mothers and fathers is
  different.
• Fathers play tends to be more physical and
  rough-and-tumble, while mothers play tends to be
  more toy-oriented and verbal (Park, 1996 Russell
  Russell, 1987).
• Cultural differences.

Gender Roles http//www.businessweek.com/smallbiz
/0004/bk000428.htm
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Mothers and Fathers Cooperating through Thick
and Thin?

• Stalled revolution The fact that although
  mothers now work more outside the home, they
  still shoulder most of the responsibility for
  day-to-day care of children (Hochschild
  Machung, 1989 Newman, 1999).
• Guilt gap The tendency of mothers to worry more
  than fathers about the negative impact their work
  may have on their children and families (Hays,
  1996 Newman, 1999).
• Wage gap The fact that on average, women are
  still not paid as much as men for comparable work
  (Newman, 1999).

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• Picture on Slide 2 from Cook, J. L., Cook, G.
  (2005). Child development Principles and
  perspectives (1st ed.) (p. 463). Boston Allyn
  and Bacon.
• Picture on Slide 3 from Cook, J. L., Cook, G.
  (2005). Child development Principles and
  perspectives (1st ed.) (p. 466). Boston Allyn
  and Bacon.
• Picture on Slide 4 from Cook, J. L., Cook, G.
  (2005). Child development Principles and
  perspectives (1st ed.) (p. 466). Boston Allyn
  and Bacon.
• Picture on Slide 5 from Cook, J. L., Cook, G.
  (2005). Child development Principles and
  perspectives (1st ed.) (p. 466). Boston Allyn
  and Bacon.
• Picture on Slide 6 from Cook, J. L., Cook, G.
  (2005). Child development Principles and
  perspectives (1st ed.) (p. 466). Boston Allyn
  and Bacon.
• Chart on Slide 7 from Cook, J. L., Cook, G.
  (2005). Child development Principles and
  perspectives (1st ed.) (p. 464). Boston Allyn
  and Bacon.
• Picture on Slide 11 from Cook, J. L., Cook, G.
  (2005). Child development Principles and
  perspectives (1st ed.) (p. 470). Boston Allyn
  and Bacon.
• Information on Slide 12 from Darling, N. (1999,
  March). Parenting styles and its correlates.
  Retrieved April 4, 2006, from http//www.athealth.
  com/Practitioner/ceduc/parentingstyles.html
• Graph on Slide 15 from Cook, J. L., Cook, G.
  (2005). Child development Principles and
  perspectives (1st ed.) (p. 475). Boston Allyn
  and Bacon.
• All other images retrieved from Microsoft
  PowerPoint Clip Art.