Dianne Baurmind’s Parenting Styles Defined: Essential Good Parenting Guidance
Parenting is a complex subject. Developmental psychologists show their keen interest in exploring different areas of parenting and its influence on the development of the child. Although different theorists work differently on identifying different elements of parenting, Dianne Baurmind’s theory of parenting styles has probably gained the most importance. In her theory of parenting styles, Dianne Baurmind defines three particular parenting styles – permissive, authoritarian and authoritative. Moreover, Dianne Baurmind asserts that parenting styles profoundly influence the behavior, personality and emotional balance of the child.
Permissive Parenting Style
Ae permissive parent follows a non-disciplinary, acceptant and affirmative parenting style while controlling child’s impulses, behaviors, actions and desires. In the permissive parenting style, parents usually talk with the child about guiding principle and provide the child the family norms. The permissive parents make only a few demands on behalf of household responsibility and logical behavior.
Parents who adopt the permissive parenting style set them neither as a model for him to imitate nor as an active agent responsible for adjusting their child’s behavior. Permissive parents prefer to place them as a resource to their child and the child is not set to follow any externally defined standards in general. The parents encourage their child to utilize logic and manipulation, but not any sort of overt power to accomplish the parents’ standard of guidelines.
Authoritarian Parenting Style
Unlike to permissive parenting style, authoritarian parenting style places the focus on shaping, controlling and evaluating the behavior and attitudes of the child. Parents who adopt authoritarian parenting style define a set of standards which is overtly influential and put together by a higher authority. Authoritarian parents value obedience as a quality of parenting style and implement forceful measures in order to restrain self-will, particularly when the parents see that the child’s actions or behaviors conflict with the conduct set by them.
The authoritarian parents control the child’s autonomy as a standard of implementing discipline. Also, they give the child household responsibilities with the purpose of instilling value for work. These parents provide the highest value to the traditional structure and do their best to preserve order. Authoritarian parents do not accept ‘give and take’ policy as they think that the child should exclusively follow parents’ direction.
Authoritative Parenting Style
Authoritative parenting style aims at regulating a child’s behavior in a rational, problem-solving manner. In authoritative parenting style, parents believe in verbal ‘give and take’ policy. They give respect and try to comprehend the logic underlying the policy implemented by the child. The authoritative parents, in practice, try to comprehend the child’s protestations when the child says no to any rules. In authoritative parenting style, both child’s autonomy and disciplined conformity are understood, respected and valued.
Authoritative parents use strict control at times of child-parent conflict, but do not force the child to obey before learning the logic from the child’s end. Parents of authoritative style put their active parental role into effect, but value the child’s individual interest and identities as well.
Impact on Kids
Dianne Baurmind’s different parenting styles affect the child’s psychosocial development in different ways. Quite obviously, the most effective parenting style among all three parenting styles defined by Dianne Baurmind is authoritative parenting style. Kids with authoritative parents are found as more socially, emotionally and psychologically competent than kids with non-authoritative parents.
Kids with authoritarian parents display poor social skills and low self-esteem along with higher level of depression. Kidswith permissive parents are mostly involved in problem behavior and lower academic performance, but generally have high self esteem and better social skills.
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