Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development
Psychologist Diana Baumrind's revolutionary prototype of parenting, called authoritative parenting, combines the best of various parenting styles. In contrast to previously advocated styles involving high responsiveness and low demandingness (i.e., permissive parenting) or low responsiveness and high demandingness (i.e., authoritarian parenting), authoritative parenting involves high levels of both responsiveness and demandingness. The result is an appropriate mix of warm nurturance and firm discipline.
Decades of research have supported the prototype, and we now know that authoritative parenting fosters high achievement, emotional adjustment, self-reliance, and social confidence in children and adolescents.
In this book, leading scholars update our thinking about authoritative parenting and address three unresolved issues: mechanisms of the style's effectiveness, variations of effectiveness across cultures, and untangling how parents influence children from how children influence them.
By integrating perspectives from developmental and clinical psychology, the book will inform prevention and intervention efforts to help parents maximize their children's potential.
Michael M. Criss and Robert E. Larzelere
I. The History and Current State of Authoritative Parenting Research
- Authoritative Parenting Revisited: History and Current Status
- Parenting Research and Themes: What We Have Learned and Where to Go Next
Amanda Sheffield Morris, Lixian Cui, and Laurence Steinberg
II. Authoritative Integration of Control and Negotiation
- The Centrality of Control to Parenting and Its Effects
Brian K. Barber and Mingzhu Xia
- Responding to Misbehavior in Young Children: How Authoritative Parents Enhance Reasoning With Firm Control
Robert E. Larzelere, Ronald B. Cox Jr., and Jelani Mandara
- Are the Effects of Baumrind's Parenting Styles Culturally Specific or Culturally Equivalent?
Nadia Sorkhabi and Jelani Mandara
- Conflict Emergence and Adaptiveness of Normative Parent–Adolescent Conflicts: Baumrind's Socialization Theory and Cognitive Social Domain Theory
III. Clinical and Educational Applications
- Working With Parents of Aggressive Children: Ten Principles and the Role of Authoritative Parenting
Timothy A. Cavell, Amanda W. Harrist, and Tamara Del Vecchio
- Effective Parenting Practices: Social Interaction Learning Theory and the Role of Emotion Coaching and Mindfulness
James Snyder, Sabina Low, Lisha Bullard, Lynn Schrepferman, Marissa Wachlarowicz, Christy Marvin, and Andrea Reed
- Authoritative Parenting and Parental Support for Children's Cognitive Development
Mary Gauvain, Susan M. Perez, and Heidi Beebe
- New Directions in Authoritative Parenting
Carolyn S. Henry and Laura Hubbs-Tait
About the Editors
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.