Authoritative Parenting Synthesizing Nurturance and Discipline for Optimal Child Development

by Larzelere, Robert E.; Morris, Amanda Sheffield; Harrist, Amanda W.

• ISBN13: 9781433812408
• ISBN10: 1433812401
• Edition: 1st
• Format: Hardcover
• Copyright: 2012-11-15
• Publisher: American Psychological Association

Summary

Psychologist Diana Baumrind's revolutionary prototype of optimal parenting, called authoritative parenting, has become the bedrock of parenting research. In contrast to other parenting styles emphasizing responsiveness alone (permissive parenting) or demandingness alone (authoritarian patenting), authoritative parenting combines high levels of both responsiveness and demandingness. The result is an effective mix of warm nurturance and firm discipline.

Author Biography

Robert E. Larzelere, PhD, is a professor of human development and family science at Oklahoma State University. He has done research on parental discipline of young children for over 30 years and has collaborated with others to improve the methods used to support social scientific conclusions more generally. His research focuses particularly on comparing the emphasis on consistent consequences in some scientific perspectives on parenting with the emphasis on gentle verbal correction predominant in other scientific perspectives. He recently collaborated with Diana Baumrind to clarify the long-term effects of authoritative parenting and the specific types of power assertion that differentiate it from authoritarian parenting. He benefited from postdoctoral research training from Drs. Murray Straus and Gerald Patterson.
 
Amanda Sheffield Morris, PhD, is a professor of human development and family science at Oklahoma State University. She is a developmental scientist with research interests in parenting, emotion regulation, and developmental psychopathology. Her research focuses on the role of emotion regulation in child and adolescent adjustment and the ways in which children learn successful regulation skills. She was mentored by Drs. Laurence Steinberg and Nancy Eisenberg in her doctoral and postdoctoral work at Temple University and Arizona State University.
 
Amanda W. Harrist, PhD, is an associate professor of human development and family science at Oklahoma State University. Her research centers on the development of children's social competence, specifically the early social antecedents of children's competence and maladjustment exhibited in preschool and the early years of school, and the role that social cognition plays as a mediator. To this end, she has explored the relation of children's behavior in the peer group to early family interactions (parent–child and marriage), observed both naturalistically and in the laboratory. She also is interested in interventions for children at risk in early social settings and has pursued this through several funded projects, most recently in the Families & Schools for Health Project, a longitudinal study of the family and rural school contexts of child obesity. She worked with Drs. Gregory Pettit, Kenneth Dodge, and John Bates while at the University of Tennessee.
 

Table of Contents

Contributors	p. vii
Acknowledgments	p. ix
Introduction	p. 3
The History and Current State of Authoritative Parenting Research	p. 9
Authoritative Parenting Revisited: History and Current Status	p. 11
Parenting Research and Themes: What We Have Learned and Where to Go Next	p. 35
Authoritative Integration of Control and Negotiation	p. 59
The Centrality of Control to Parenting and Its Effects	p. 61
Responding to Misbehavior in Young Children: How Authoritative Parents Enhance Reasoning With Firm Control	p. 89
Are the Effects of Baumrind's Parenting Styles Culturally Specific or Culturally Equivalent?	p. 113
Conflict Emergence and Adaptiveness of Normative Parent-Adolescent Conflicts: Baumrind's Socialization Theory and Cognitive Social Domain Theory	p. 137
Clinical and Educational Applications	p. 163
Working With Parents of Aggressive Children: I Ten Principles and the Role of Authoritative Parenting	p. 165
Effective Parenting Practices: Social Interaction Learning Theory and the Role of Emotion Coaching and Mindfulness	p. 189
Authoritative Parenting and Parental Support for Children's Cognitive Development	p. 211
Conclusion	p. 235
New Directions in Authoritative Parenting	p. 237
Index	p. 265
About the Editors	p. 279
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