Parenting styles

A parenting style is a psychological construct representing standard strategies that parents use in their child rearing. The quality of parenting is far more essential than the quantity of time spent with the child. For instance, a parent can spend an entire afternoon with his or her child, yet the parent may be engaging in a different activity and not demonstrating enough interest towards the child. Parenting styles are the representation of how parents respond and demand to their children. Parenting practices are specific behaviors, while parenting styles represent broader patterns of parenting practices.[1] There are various theories and opinions on the best ways to rear children, as well as differing levels of time and effort that parents are willing to invest.

Children go through different stages in life, therefore parents create their own parenting styles from a combination of factors that evolve over time as children begin to develop their own personalities. During the stage of infancy, parents try to adjust to a new lifestyle in terms of adapting and bonding with their new infant. For example, the relationship between the parent and child is attachment. In the stage of adolescence, parents encounter new challenges, such as adolescents seeking and desiring freedom.[2]

Mother carrying an infant child

A child's temperament and parents' cultural patterns have an influence on the kind of parenting style a child may receive.[3] The degree to which a child's education is part of parenting is a further matter of debate.

Early research in parenting and child development found that parents who provide their children with proper nurture, independence and firm control, have children who appear to have higher levels of competence and are socially skilled and proficient.[1] Additional developmental skills result from positive parenting styles including: maintaining a close relationship with others, being self-reliant, and independence. During the mid 1980s, researchers began to explore how specific parenting styles influence a child's later development.[4]

Distinction with parenting practices

Father and children reading

According to a literature review by Christopher Spera (2005), Darling and Steinberg (1993) suggest that it is important to better understand the differences between parenting styles and parenting practices: "Parenting practices are defined as specific behaviors that parents use to socialize their children", while parenting style is "the emotional climate in which parents raise their children".[1]

One study association that has been made is the difference between "child's outcome and continuous measures of parental behavior". Some of the associations that are listed include the following: support, involvement, warmth, approval, control, monitoring and harsh punishment. Parenting practices such as parental support, monitoring and firm boundaries appear to be linked to higher school grades, less behavior problems and better mental health. These components have no age limit and can begin early in pre-school leading all the way into college.[5]

Theories of child rearing

Beginning in the 17th century, two philosophers independently wrote works that have been widely influential in child rearing. John Locke's 1693 book Some Thoughts Concerning Education is a well known foundation for educational pedagogy from a Puritan standpoint. Locke highlights the importance of experiences to a child's development, and recommends developing their physical habits first. In 1762, the French philosopher Jean-Jacques Rousseau published a volume on education, Emile: or, On Education.[6] He proposed that early education should be derived less from books and more from a child's interactions with the world. Of these, Rousseau is more consistent with slow parenting, and Locke is more for concerted cultivation.[7]

Jean Piaget

Jean Piaget's theory of cognitive development describes how children represent and reason about the world.[8] This is a developmental stage theory that consists of a Sensorimotor stage, Preoperational stage, Concrete operational stage, and Formal operational stage. Piaget was a pioneer in the field of child development and continues to influence parents, educators and other theorists.[9]

Erik Erikson, a developmental psychologist, proposed eight life stages through which each person must develop. In order to move on to the next stage, the person must work out a "crisis" in which a new dilemma must be solved.[10] In each stage, they must understand and balance two conflicting forces, and so parents might choose a series of parenting styles that helps each child as appropriate at each stage. The first five of his eight stages occur in childhood: The virtue of hope requires balancing trust with mistrust, and typically occurs from birth to one year old. Will balances autonomy with shame and doubt around the ages of two to three. Purpose balances initiative with guilt around the ages of four to six years. Competence balances industry against inferiority around ages seven to 12. Fidelity contrasts identity with role confusion, in ages 13 to 19. The remaining adult virtues are love, care and wisdom.[11]

Rudolf Dreikurs believed that pre-adolescent children's misbehavior was caused by their unfulfilled wish to be a member of a social group. He argued that they then act out a sequence of four mistaken goals: first they seek attention. If they do not get it, they aim for power, then revenge and finally feel inadequate. This theory is used in education as well as parenting, forming a valuable theory upon which to manage misbehavior.[12] Other parenting techniques should also be used to encourage learning and happiness.He emphasized the significance to establish a democratic family style that adopts a method of periodic democratic family councils and meanwhile avert the punishment.[13] He advances “logical and natural consequences”.[14] That teach children to be responsible and understand the natural consequences of proper rules of conduct and improper behavior.[15]

Frank Furedi is a sociologist with a particular interest in parenting and families. He believes that the actions of parents are less decisive than others claim. He describes the term infant determinism[16] as the determination of a person's life prospects by what happens to them during infancy, arguing that there is little or no evidence for its truth. While commercial, governmental and other interests constantly try to guide parents to do more and worry more for their children, he believes that children are capable of developing well in almost any circumstances. Furedi quotes Steve Petersen of Washington University in St. Louis: "development really wants to happen. It takes very impoverished environments to interfere with development ... [just] don't raise your child in a closet, starve them, or hit them on the head with a frying pan".[17] Similarly, the journalist Tim Gill has expressed concern about excessive risk aversion by parents and those responsible for children in his book No Fear.[18] This aversion limits the opportunities for children to develop sufficient adult skills, particularly in dealing with risk, but also in performing adventurous and imaginative activities.[19]

In 1998, independent scholar Judith Rich Harris published The Nurture Assumption, in which she argued that scientific evidence, especially behavioral genetics, showed that all different forms of parenting do not have significant effects on children's development, short of cases of severe child abuse or child neglect.[20] She proposes two main points for the effects: genetic effects, and social effects involved by the peer groups in which children participate.[21] The purported effects of different forms of parenting are all illusions caused by heredity, the culture at large, and children's own influence on how their parents treat them.[22]

Baumrind's Parenting Typology

Diana Baumrind is a researcher who focused on the classification of parenting styles. Baumrind’s research is known as “Baumrind’s Parenting Typology”. In her research, she found what she considered to be the four basic elements that could help shape successful parenting: responsiveness vs. unresponsiveness and demanding vs. undemanding.[23] Through her studies Baumrind identified three initial parenting styles: Authoritative parenting, authoritarian parenting and permissive parenting. Maccoby and Martin expanded upon Baumrind’s three original parenting styles by placing parenting styles into two distinct categories: demanding and undemanding. With these distinctions, four new parenting styles were defined:

Maccoby and Martin's Four Parenting Styles
Baumrind's Three Parenting Styles
Demanding Undemanding
Responsive Authoritative/Propagative Indulgent
(Permissive)
Unresponsive Authoritarian/Totalitarian Neglectful

Baumrind believed that parents should be neither punitive nor aloof.[24] Rather, they should develop rules for their children and be affectionate with them. These parenting styles are meant to describe normal variations in parenting, not deviant parenting, such as might be observed in abusive homes.[25] In addition, parenting stress can often cause changes in parental behavior such as inconsistency, increased negative communication, decreased monitoring and/or supervision, setting vague rules or limits on behavior, being more reactive and less proactive, and engaging in increasingly harsh disciplinary behaviors.[26]

Authoritative parenting

The parent is demanding and responsive. When this style is systematically developed, it grows to fit the descriptions propagative parenting and concerted cultivation.

Authoritative parenting is characterized by a child-centered approach that holds high expectations of maturity. Authoritative parents can understand how their children are feeling and teach them how to regulate their feelings. Even with high expectations of maturity, authoritative parents are usually forgiving of any possible shortcomings. [27] They often help their children to find appropriate outlets to solve problems. Authoritative parents encourage children to be independent but still place limits on their actions.[24] Extensive verbal give-and-take is not refused, and parents try to be warm and nurturing toward the child.[24] Authoritative parents are not usually as controlling as authoritarian parents, allowing the child to explore more freely, thus having them make their own decisions based upon their own reasoning. Often, authoritative parents produce children who are more independent and self-reliant.[28] An authoritative parenting style mainly results when there is high parental responsiveness and high parental demands.[29]

Authoritative parents will set clear standards for their children, monitor the limits that they set, and also allow children to develop autonomy. They also expect mature, independent, and age-appropriate behavior of children. Punishments for misbehavior are measured and consistent, not arbitrary or violent. Often behaviors are not punished but the natural consequences of the child's actions are explored and discussed -allowing the child to see that the behavior is inappropriate and not to be repeated, rather than not repeated to merely avoid adverse consequences.[24] Authoritative parents set limits and demand maturity. They also tend to give more positive encouragement at the right places. However, when punishing a child, the parent will explain his or her motive for their punishment. Children are more likely to respond to authoritative parenting punishment because it is reasonable and fair. A child knows why they are being punished because an authoritative parent makes the reasons known. As a result, children of authoritative parents are more likely to be successful, well liked by those around them, generous and capable of self-determination.[30]

Authoritarian parenting

The parent is demanding but not responsive.

Authoritarian parenting is a restrictive, punishment-heavy parenting style in which parents make their children follow their directions with little to no explanation or feedback and focus on the child's and family's perception and status.[24][29] Corporal punishment and shouting are forms of discipline frequently preferred by authoritarian parents. The goal of this style, at least when well-intentioned, is to teach the child to behave, survive, and thrive as an adult in a harsh and unforgiving society by preparing the child for negative responses such as anger and aggression that the child will face if his/her behavior is inappropriate. In addition, advocates of this style often believe that the shock of aggression from someone from the outside world will be less for a child accustomed to enduring both acute and chronic stress imposed by parents.

Authoritarian parenting has distinctive effects on children:

  • For some children raised by authoritarian parents, these behaviors continue into adulthood.[32]
  • Children who are resentful of or angry about being raised in an authoritarian environment but have managed to develop high behavioral self-confidence often rebel in adolescence and/or young adulthood.[32]
  • Children who experience anger and resentment coupled with the downsides of both inhibited self-efficacy and high self-blame often retreat into escapist behaviors, including but not limited to substance abuse, and are at heightened risk for suicide.

Indulgent parenting

The parent is responsive but not demanding.

Indulgent parenting, also called permissive, non-directive or lenient,[33] is characterized as having few behavioral expectations for the child. "Indulgent parenting is a style of parenting in which parents are very involved with their children but place few demands or controls on them".[24] Parents are nurturing and accepting, and are responsive to the child's needs and wishes. Indulgent parents do not require children to regulate themselves or behave appropriately.The children will grow into adulthood not accustomed to aggression in others due to their inappropriate behavior which would be a great shock to them. As adults, they will pay less attention in avoiding behaviors which cause aggression in others.

Permissive parents try to be "friends" with their child, and do not play a parental role.[34] The expectations of the child are very low, and there is little discipline. Permissive parents also allow children to make their own decisions, giving them advice as a friend would. This type of parenting is very lax, with few punishments or rules.[34] ("The Four"). Permissive parents also tend to give their children whatever they want and hope that they are appreciated for their accommodating style. Other permissive parents compensate for what they missed as children, and as a result give their children both the freedom and materials that they lacked in their childhood.[34] Baumrind researched on pre-school children with permissive parents and she came up with a result that children were immature, absence in impulsive control and they were irresponsible because of permissive parenting style.[35]

Children of permissive parents may tend to be more impulsive and as adolescents may engage more in misconduct such as drug use. "Children never learn to control their own behavior and always expect to get their way."[24] But in the better cases they are emotionally secure, independent and are willing to learn and accept defeat. They mature quickly and are able to live life without the help of someone else.

From a recent study,[36]

Neglectful parenting

The parent is neither demanding nor responsive.

Neglectful parenting is also called uninvolved, detached, dismissive or hands-off.[33] The parents are low in warmth and control, are generally not involved in their child's life, are disengaged, undemanding, low in responsiveness, and do not set limits. Neglectful parenting can also mean dismissing the children's emotions and opinions. Parents are emotionally unsupportive of their children, but will still provide their basic needs. Provide basic needs meaning: food, housing, and toiletries or money for the aforementioned.[37] Neglectful parenting can stem from a variety of reasons, including the parents prioritizing themselves, lack of encouragement on the parents' parts, financial stresses, lack of support and addiction to harmful substances.[38]

Children whose parents are neglectful develop the sense that other aspects of the parents’ lives are more important than they are.[39] Many children of this parenting style often attempt to provide for themselves or halt depending on the parent to get a feeling of being independent and mature beyond their years.[24] Parents, and thus their children, often display contradictory behavior. The parent and the child will never come to an agreement because the child will be resentful and the parent will show a demanding, with great authority side. Children become emotionally withdrawn from social situations. This disturbed attachment also impacts relationships later on in life. In adolescence, they may show patterns of truancy and delinquency.[24] Children from this parenting style lack external structure and internal sense of discipline. Children also lack external expression of love so as a result they try to get love from whatever sources they can.[40]

A study done by Maccoby and Martin (1983) analyzed adolescents aged 14– 18 in four areas: psychosocial development, school achievement, internalized distress, and problem behavior. The study found that those with neglectful parents scored the lowest on these tests, while those with authoritative parents scored the highest.[41]

Other parenting styles

Attachment parenting
A parenting style framed around psychological attachment theory. Attachment in psychology is defined as “a lasting emotional bond between people”.[42] There are four main types of attachment: secure, insecure-avoidant, insecure-resistant, and disorganized attachment.[43]
Positive parenting
A parenting style overlapping substantially with authoritative parenting and defined by consistent support and guidance through developmental stages.[44]
Concerted cultivation
A specific form of positive parenting characterized by parents' attempts to foster their child's talents through organized extracurricular activities such as music lessons, sports/athletics, and academic enrichment.[45]
Narcissistic parenting
A narcissistic parent is a parent affected by narcissism or narcissistic personality disorder. Typically narcissistic parents are exclusively and possessively close to their children and may be especially envious of, and threatened by, their child's growing independence.[46] The result may be what has been termed a pattern of narcissistic attachment, with the child considered to exist solely for the parent's benefit.[47]
Nurturant parenting
A family model where children are expected to explore their surroundings with protection from their parents.
Overparenting
Parents who try to involve themselves in every aspect of their child's life, often attempting to solve all their problems and stifling the child's ability to act independently or solve his or her own problems. A helicopter parent is a colloquial early 21st-century term for a parent who pays extremely close attention to his or her children's experiences and problems, and attempts to sweep all obstacles out of their paths, particularly at educational institutions. Helicopter parents are so named because, like helicopters, they hover closely overhead, especially during the late adolescence to early adulthood years during which gradual development of independence and self-sufficiency are essential for future success.[48] Modern communication technology has promoted this style by enabling parents to keep watch over their kids through cell phones, emails, and online monitoring of academic grades.[49]
Slow parenting
Encourages parents to plan and organize less for their children, instead allowing them to enjoy their childhood and explore the world at their own pace. Electronics are limited, simplistic toys are utilized, and the child is allowed to develop their own interests and to grow into their own person with lots of family time, allowing children to make their own decisions.[50]
Idle parenting
Taking Children Seriously
The central idea of this movement is that it is possible and desirable to raise and educate children without doing anything to them against their will, or making them do anything against their will.[51]
Toxic parenting
Poor parenting, with a toxic relationship between the parent and child. It results in complete disruption of the child's ability to identify themselves and reduced self-esteem, neglecting the needs of the child. Abuse is sometimes seen in this parenting style.[52] Adults who have suffered from toxic parents are mostly unable to recognize toxic parenting behavior in themselves. Children with toxic parents grow up with damages and pass their damages to their own children.[53]
Dolphin parenting
A term used by psychiatrist Shimi Kang and happiness researcher Shawn Achor to represent a parenting style seen as similar to the nature of dolphins, being "playful, social and intelligent".[54][55] It has been contrasted to "tiger" parenting.[54] According to Kang, dolphin parenting provides a balance between the strict approach of tiger parenting and the lack of rules and expectations that characterizes what she calls "jellyfish parents".[56] Dolphin parents avoid overscheduling activities for their children, refrain from being overprotective, and take into account the desires and goals of their children when setting expectations for behavior and academic success.[57]

Differing parenting styles for male and female children

Mothers and fathers tend to pick up different behaviors of parenting based on the sex of their child.[58] Studies have shown that fathers can affect their daughters' emotional adjustment more through the style of parenting they demonstrate rather than through using disciplinary approaches, such as punishment.[59] Also, both a father and mother sometimes tend to use an authoritative style towards their daughters, while feeling more comfortable switching over to an authoritarian style for sons.[60]

Similarly, mothers may use a more authoritative style when they parent their daughters. Also, mothers spent more time reasoning with their daughters but mothers tended to favor their sons.[61][62]

See also

References

  1. 1 2 3 Spera, Christopher (1 June 2005). "A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School Achievement". Educational Psychology Review 17 (2): 125–146. doi:10.1007/s10648-005-3950-1. Retrieved 1 December 2014.
  2. ↑ "Parenting". Encyclopaedic dictionary of psychology.
  3. ↑ Berger S., Kathleen (18 February 2011). The Developing Person Through the Life Span (8th ed.). Worth Publishers. pp. 273–278. ISBN 978-1-4292-3203-6.
  4. ↑ Campione & Smetana, Nicole & Judith. "Parenting Styles". James J. Ponzetti Jr. Retrieved 22 October 2014.
  5. ↑ Amato & Fowler, Paul & Frieda. "Parenting Practices, Child Adjustment, and Family Diversity". Wiley Online Library. Retrieved 22 October 2014.
  6. ↑ Rousseau, Jean-Jacques (1762). Émile, ou De l'éducation.
  7. ↑ Irvine, P. "" Rousseau, Jean j." Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals". Credo Reference.
  8. ↑ White, F., Hayes, B., & Livesey, D. (2005). Developmental Psychology: From Infancy to Adulthood. NSW:Pearson Education Australia.
  9. ↑ "Piaget, Jean. (2005). In Science in the early twentieth century: An encyclopedia". Credo Reference.
  10. ↑ Constantinople, A. A. (1969). An Eriksonian measure of personality development in college student. Developmental Psychology, 1357-372.
  11. ↑ "Erikson, erik Homburger (2002)". Credo Reference. Biographical dictionary of psychology.
  12. ↑ Wright, Benjamin (Winter 1957). "Psychology in the Classroom by Rudolf Dreikurs". The School Review (The University of Chicago Press) 65 (4): 490–492.
  13. ↑ GODDARD, H. WALLACE; DENNIS, STEVEN A. (2003). "Parenting Education". In James J. Ponzetti Jr. International Encyclopedia of Marriage and Family. Gale, Farmington, USA. Retrieved 13 October 2014.
  14. ↑ "DEVELOPMENTAL THEORY". Credo. Elsevier's dictionary of psychological theories.
  15. ↑ Jon, Roeckelein. ""Developmental Theory". In Elsevier's Dictionary of Psychological Theories". Credo. Elsevier Science & Technology, Oxford, United Kingdom.
  16. ↑ Furedi, Frank (2001). Paranoid Parenting: Why Ignoring the Experts May Be Best for Your Child. Allen Lane. p. 240. ISBN 978-0-7139-9488-9.
  17. ↑ Petersen, Steve (January 10, 2000). "Baby Steps".
  18. ↑ Gill, Tim (2007). No fear: Growing up in a Risk Averse Society (PDF). Calouste Gulbenkian Foundation. p. 81. ISBN 978-1-903080-08-5.
  19. ↑ Gill, Tim (April 2007). "Playing it too safe". RSA Journal (Royal Society for the Encouragement of Arts, Manufactures and Commerce) 154 (5528): 46–51.
  20. ↑ Gerstel, Naomi (Mar 1999). "The Nurture Assumption: Why Children Turn Out the Way they Do by Judith Rich Harris". Contemporary Sociology (American Sociological Association) 28 (2): 174–176.
  21. ↑ Smith, P. "Group socialization theory. In Reader's guide to the social sciences".
  22. ↑ Perkins, Marian (May 13, 2000). "The Nurture Assumption: Why Children Turn Out The Way They Do by Judith Rich Harris". British Medical Journal 320 (7245): 1347. doi:10.1136/bmj.320.7245.1347.
  23. ↑ Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75(1), 43-88.
  24. 1 2 3 4 5 6 7 8 9 10 Santrock, J.W. (2007). A topical approach to life-span development, third Ed. New York: McGraw-Hill.
  25. ↑ Parenting Style and Its Correlates athealth.com. Retrieved 2009-06-14
  26. ↑ (PDF) http://journals1.scholarsportal.info.myaccess.library.utoronto.ca/tmp/5164191074160613738.pdf. Missing or empty |title= (help)
  27. ↑ Strassen Berger, Kathleen (2011). The Developing Person Through the Life Span. Worth Publishers. p. 273.
  28. ↑ "All about the authoritative parenting style". Pagewise. Retrieved 2007-09-23.
  29. 1 2 "Parenting Styles", "Parenting Styles"
  30. ↑ Stassen Berger, Kathleen (2011). The Developing Person Through the Life Span. Worth Publishing. pp. 273–274.
  31. ↑ "The Role of Parents in the Development of Peer Group Competence. ERIC Digest". Eric Digests. Retrieved 2007-09-23.
  32. 1 2 3 4 Stassen Berger, Kathleen (2011). The Developing Person Through the Lifespan. Worth Publishers. p. 274.
  33. 1 2 What's Your Parenting Style? Parents. The Anti-Drug. National Youth Anti-Drug Media Campaign. Retrieved 2009-06-14
  34. 1 2 3 Rosenthal, Maryann. "Knowing Yourself and Your Children". www.drma.com. Retrieved 7 December 2014.
  35. ↑ Dornbusch, Sanford; Ritter, Philip; Leiderman, P; Robert, Donald; Fraleigh, Michael. "The Relation of Parenting Style to Adolescent School Performance". Wiley on behalf of the Society for Research in Child Development: 1245. doi:10.2307/1130618. Retrieved 7 December 2014.
  36. 1 2 Verzello, Amanda. "Teens and alcohol study: Parenting style can prevent binge drinking". News. Brigham Young University. Retrieved 9 December 2014.
  37. ↑ "Neuroscience, Psychoanalysis & Psychopharmacology: [Meeting] #40" (PDF). NPSA: Neuropsychoanalysis. Retrieved 2007-09-23.
  38. ↑ Consistent Parenting Advice. 9 Apr. 2012.
  39. ↑ Steinberg, Laurence; Smrekar, Claire; Walker, Joan. "Parenting". www.encyclopedia.com. Retrieved 11 December 2014.
  40. ↑ "Individual and family wellness". www.sugerbendcenter.com. Angela M. Pfeiffer, Ph.D. Retrieved 13 October 2014.
  41. ↑ Laurence Steinberg, Susie D. Lamborn, Nancy Darling, Nina S. Mounts and Sanford M. Dornbusch. Over-Time Changes in Adjustment and Competence among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families Child Development , Vol. 65, No. 3. pp. 754-770.
  42. ↑ Stassen Berger, Kathleen (2011). The Developing Person Through the Life Span. p. 194.
  43. ↑ Stassen Berger, Kathleen (2011). The Developing Person Through the Life Span. p. 196.
  44. ↑ Walton, Stephen. "The Positive parenting centre". www.the-positive-parenting-centre.com. Retrieved 10 December 2014.
  45. ↑ Cheadle, Jacob E. (Jan 2008). "Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten through the Third Grade". Sociology of Education (American Sociological Association) 81 (1): 1–31.
  46. ↑ Stephen E. Levich, Clone Being (2004) p. 31 and p.89-91
  47. ↑ David Stafford & Liz Hodgkinson, Codependency (London 1995) p. 41
  48. ↑ Jackson, L. J. (November 2010). "Smothering Mothering: 'Helicopter parents' are landing big in child care cases". ABA Journal (American Bar Association) 96 (11): 18–19. Retrieved 10 December 2014.
  49. ↑ Gordon, Larry, and Victoria Kim. 2008. "Hovering Parents No Big Deal for Freshmen." Los Angeles Times (January 24) B1.
  50. ↑ Belkin, Lisa. "What is slow parenting?". www.parenting.blogs.nytimes.com. Retrieved 10 December 2014.
  51. ↑ "Parenting Style". www.Kingdomsolutiond.us. Retrieved 10 December 2014.
  52. ↑ "12 Types of Parenting Styles and Child Discipline Strategies". Positive-parenting-ally.com. Retrieved 2012-05-02.
  53. ↑ "Practical Advise And Deep Insights". www.positive-parenting-ally.com. Birgitte Coste. Retrieved 13 October 2014.
  54. 1 2 Berl, Rachel Pomerance (August 1, 2013). "Dolphin Parenting: Raising Kids to Be Smart and Happy". U.S. News & World Report. Retrieved October 27, 2015.
  55. ↑ Kang, Shimi (2014). The Dolphin Way: A Parent's Guide to Raising Healthy, Happy, and Motivated Kids—Without Turning into a Tiger. New York: Jeremy P. Tarcher, Inc. ISBN 978-0399166044.
  56. ↑ Kang, Shimi. "What's a 'Dolphin Parent'? Psychiatrist Decodes Parenting Styles". Parenting.com. Retrieved October 27, 2015.
  57. ↑ Kang, Shimi (May 11, 2014). "A Case for Parenting the Dolphin–Not Tiger–Mom Way". Time. Retrieved October 27, 2015.
  58. ↑ Putnam, Jodi; A, Judith; Walls, Myers; Love, Dee. "Influence on children's gender development". www.extension.purdue.edu. Retrieved 11 December 2014.
  59. ↑ Stephen, Ashley. "GENDER DIFFERENCES IN PARENTING STYLES AND EFFECTS ON THE PARENT CHILD RELATIONSHIP" (PDF). www.digital.library.txstate.edu. Retrieved 10 December 2014.
  60. ↑ Article: Parenting and Late Adolescent Emotional Adjustment: Mediating Effects of Discipline and Gender
  61. ↑ Fabes, Richard; Carlo, Gustavo; Kupanoff, Kristina; Laible, Deborah. "Early Adolescence and Prosocial/Moral Behavior I: The Role of Individual Processes". www.digitalcommons.unl.edu. Retrieved 10 December 2014.
  62. ↑ Conrade & Ho, Glenys & Robert (2 February 2011). "Differential parenting styles for fathers and mothers". Australian Journal of Psychology 53 (1): 29–35. doi:10.1080/00049530108255119. Retrieved 1 December 2014.

"The Four Types of Parenting Styles." UMN.edu. 5 Nov 2011. Web. 4 July 2014. <http://blog.lib.umn.edu/meyer769/myblog/2011/11/the-four-types-of-parenting- styles.html>

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