Authoritative Parenting Essays and Research Papers

Instructions for Authoritative Parenting College Essay Examples

Title: Indulgent parenting v s Authoritative parenting

  • Total Pages: 3
  • Words: 1085
  • Bibliography:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: This is a compare-contrast paper. I want it to contrast the differences in two types of parenting. Indulgent parenting(sets few limits or demands) and authoritative parenting ( encourages children to be independant but sets limits)It has to have the POINT in the paper.(What I am trying to prove.) I want to show or prove that Authoritative is better than indulgent parenting because of the outcome of the children and how it affects them in life. When contrasting the two you must have at least 8 paragraphs,5 sentences per pararaph. You need to show at least 3 points for each parenting style.Example: talk about limits of both, talk about outcome of both. If you bring up 1 point of indulgent you must talk about that same point for authoritative.(The teacher gave the example of contrasting 2 colleges. If you talked about the cost at a community college you have to talk about the cost at a University also.Or if you talked about the weather at a comm. college you must also talk about the weather at a the University.)In first paragraph have thesis statement and what you want to prove. In second paragraph talk about first point of indulgent.(5 sent.)In third paragraph talk about same point BUT about authoritative,and so on Set it up like this:
para-1= thesis, prove
para-2=pointA indulgent
para-3=pointA authoritative
para-4=pointB indulgent
para-5=pointB authoritative
para-6=pointC indulgent
para-7=pointC authoritative
para-8=wrap up conclusion and what it was that you proved

I wanted it to causually mention that I am an authoritative parent because I set limits with my 3 year old daughter Brayden but I still allow her to have some independance.Her father on the other hand is indulgent. He lets her do WHATEVER, WHENEVER.It drives me crazy.She listens to me but runs all over her daddy John. This causes problems between us because she plays us aginst each other. I get mad when he goes behind my back to give her something after I told her no.

You can word this however you like. I hope I have given you enough explaination and not confused you in any way.THANK YOU

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Title: Do the parenting styles in the Jewish community differentially correlate with alcohol use of Jewish College Freshmen males 18 26

  • Total Pages: 5
  • Words: 1802
  • Sources:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: This is a dissertation prospectus model. Based on the information provided, please complete the bullet points according to the specified framework.

Do the parenting styles in the Jewish community differentially correlate with alcohol use of Jewish College Freshmen males (18 - 26)?
Beck et al., (2004) discussed that parenting styles with the degree of alcohol intake frequency during adolescents is a significant problems among college students (Beck et al., 2004). In fall 2006, a random sample of under graduate students attending 10 universities were invited to participate (8 public and 2 private) in an online Internet-based survey of alcohol use and other risk behaviors (O’Brien, McCoy, Rhodes, Wagoner & Wolfson, 2008). All participating universities had a graduate program and surveys were sent to graduate and undergraduate students combined (O’Brien, McCoy, Rhodes, Wagoner & Wolfson, 2008). The National Institute on Alcohol abuse and Alcoholism (NIAA) funded the study as part of an effort to reduce high risk drinking and alcohol-related consequences among college students (O’Brien, McCoy, Rhodes, Wagoner & Wolfson, 2008). Campuses ranged from approximately 5,375 to 44,841 students (O’Brien, McCoy, Rhodes, Wagoner & Wolfson, 2008). Further, 139 Caucasian well-educated adolescent parents coupled with their adolescent children were assessed according to parenting types (Baumrind, 1991). Authoritative parents who are highly demanding and responsive, demonstrated noteworthy success in safeguarding their children from substance use with increased competency of self- harm (Baumrind, 1991). Also, while Authoritarian approaches most often sufficed good upbringing, results did not suggest increased competency of substance use consequences (Baumrind, 1991). According to Yang, Zhiyong, and Schaninger (2010), youth drinkers turn in to drinking adults. Yang, Zhiyong, and Schaninger (2010) asserted that parents are key attributes to mediating alcohol drinking frequency via implementing positive communication rather than insisting on behavioral control. Positive communication increased child responsiveness which manifested in raring children with a good self-esteem (Yang, Zhiyong, & Schaninger, 2010). Complimentary, having yielded a decrease of alcohol intake risk factors in young adulthood (Yang, Zhiyong, & Schaninger, 2010).
The theories of attachment styles are directly related to children and their caregivers (Bowlby & Ainsworth, 1982). The nature of parenting styles has been considered as a dominant factor in deciding the overall outlook of a child’s personality (Baumrind, 1991). Alcohol drinking behaviors are all present in the four different styles of parenting (Authoritarian, Authoritative, Permissive, and Uninvolved) to a greater or lesser degree. It can be inferred that these different parenting styles definitely warrant further investigation in connection to alcohol consumption of adolescents during their years of college. Children with strained relationships with their parents tend to show a greater inclination for alcoholism in later parts of their lives (Bahr & Hoffman, 2012; Changalwa et al., 2012; Peckham & Lopez, 2007). What is more, there is a relationship between youth drinking frequency and the parenting styles faced by alcohol addicts in their childhood (Bahr & Hoffman, 2012; Changalwa et al., 2012; Peckham & Lopez, 2007). The rationale of this relationship is based on social change theories, such as family system theory and social learning theory (Bahr & Hoffman, 2012; Changalwa et al., 2012; Peckham & Lopez, 2007). At the present, there is a need to better ascertain how parenting styles correlate with drinking frequency in the Brooklyn Borough Park Jewish community.
Bowlby & Ainsworth (1982) demonstrated that poor attachment styles manifested as a greater factor for an increased risk alcohol intake frequency in children and teenagers. Bowlby’s interest explored maternal loss while Ainsworth researched issues in regards to security theory (Bowlby & Ainsworth, 1982). In the process of investigating attachment, there was a linkage established between caregiver and child bonds with secure vs. insecure adjustment (Bowlby & Ainsworth, 1982). Further research indicated if children were exposed to good affectionate relationship styles, it sufficed healthy romantic attachment styles as a young adult (Bowlby & Ainsworth, 1982). By contrast, if the child experienced exposure of poor affectionate care, it resulted in separation anxiety, phobias, and poor relationship attachments in adulthood (Bowlby & Ainsworth, 1982). “Parenting styles convey parents’ overall feeling about the child through body language, tone of voice, emotional displays and quality of attention” (Benson & Haith, 2010, p.281). Accordingly, individuals can reciprocate affection that they themselves felt and is familiar to them (Bretherton, 1992). Even though there are different levels of intimacy in childhood vs. adulthood, there were ample similarities in connection to intimate relationships during adulthood (Bretherton, 1992),
According to Doyle, Karavasilis, and Markiewicz (2003), healthy attachment styles were examined in relation to parenting styles. Healthy attachment upbringings, furnished authoritative parenting which yielded as secure adolescent attachment (Doyle, Karavasilis & Markiewicz, 2003). More specifically, different parenting styles were measured in accordance with self-regulation during peer pressure related interaction such as drinking alcohol; hence, a more positive self-regulation was demonstrated with regard to alcohol intake in correlation to healthy parenting styles (Balhorn, Cheong, Patock-Peckham, & Nagoshi, 2001). However, poor parenting styles, which are associated with negative outcomes of self-regulating behavior in adolescents, were more likely to engage with alcohol (Balhorn, Cheong, Patock-Peckham, & Nagoshi, 2001). One of the most famous researchers on parenting styles was Baumrind (1991), who discovered that four dominant areas of parenting demonstrated significant differences in children’s development. Consequently, these parenting styles manifested within the parents’ warmth, nurturance, discipline strategy, communication skills, and expectations about maturity (Sarac, 2001). Baumrind (1991) defined parenting styles as child up-brining techniques used by the parents to control and limit their children’s behavior. In theory, there are three typical parenting behaviors: authoritarian, permissive, and authoritative (Baumrind, 1991).
Another parenting style was identified by Maccaboy and Martin (1983). This parenting style was known as the uninvolved/disengaged parent (Maccaboy & Martin, 1983). These parenting styles have a tendency of affecting the personality of a child to a great deal. The nature of parenting style has been considered as a dominant factor in deciding the overall outlook of a child’s personality (Baumrind, 1991). However, elements of drinking alcohol are all present in the four different styles of parenting to a greater or less degree. It can clearly be inferred that these different parenting styles need further investigation of how they correlate with alcohol consumption of children during their years of college. To date, there is much needed research to be done on how parenting styles within the Jewish community affect alcohol intake among our youth. McNally, Palfai, Levine, & Moore, (2003), advanced some of the above findings with 336 college age students. It was evidenced that young adults who had a poor perception of self, were more prone to engage in alcohol intake (McNally, Palfai, Levine, & Moore, 2003). Participants with a positive self, had a positive perspective of others and did not have significant relationships to problem drinking (McNally, Palfai, Levine, & Moore, 2003).
Problem Statement
Underage and college drinking is an increasing problem in our youth. This later phase of adolescence is one where pressure and a desire to act as an independent individual are overwhelming enough to convince college students to opt toward excessive alcohol usage (Bahr & Hoffman, 2012; Changalwa et al., 2012; Peckham & Lopez, 2007). The degree to which parenting styles correspond to college age drinking frequency within the Jewish community remains unknown. The given research is intended to investigate/measure a possible relationship between the parenting styles experienced by a child during childhood coupled with inclination potential to develop an alcohol intake frequency during late adolescence (Brennan, 1986). It is evidenced that there is a considerable relationship between the parenting styles and the degree of alcohol consumption in college aged adolescents/young adults in many college communities (Beck et al., 2004). Interestingly, it is currently unknown how parenting styles within the Jewish community correlate with our community youth drinking frequency.
Purpose of the Study
At the present, there are no studies to determine the interaction of parenting styles with alcohol frequency of college/rabbinical college students in the Brooklyn Borough-park Jewish community (Hassidic, Orthodox, and Modern Orthodox). It is currently unknown how prevalent this use/abuse is in the same age group within the Jewish Community. Much needed resources cannot be created without recognition or acknowledgment of the problem. Conclusively, there is a need to further investigate a direct relationship between parenting styles and alcohol consumption patterns of adolescents (Bahr & Hoffman, 2012; Changalwa et al., 2012; Peckham & Lopez, 2007). Respectively, this study would rarise parental competency in types of parenting style effectiveness. Further, it would elevate the level of awareness in the Jewish Community regarding Teenage Alcoholism during Late Adolescence. IV-1 ??" Parenting Styles (4) Evb. Inst. IV-2 - Jewish Affiliations (3) DP- Frequency of Drinking (How Much).
Research Question(s) and Hypotheses
RQ 1- Do the parenting styles in the Hasidic, Orthodox, and Modern Orthodox Jewish communities differentially correlate with alcohol use of Jewish College Freshmen males (18 - 26)?
Null HP- Parenting Styles have no correlation with teenage drinking frequency.
Alternate HP-2- Do parenting styles have a positive or negative correlation on teenage drinking frequency? Alternate HP-3- What type of parenting styles dominate in the Borough Park Jewish community? Alternate HP-4- Provided the investigation of specific parenting styles in the Borough Park Jewish community, is there a correlation if any, toward the existence of Alcohol use frequency within the Jewish Community Specifically in College Age Students?
Alternate HP-5 Are parenting behaviors related to influencing alcohol drinking frequency in college age children?
The types of research data that will be collected will involve opinions and characteristics that the children have and find in their parents. Some of the most fundamental research that needs to be collected before the latter half of the study occurs is concrete findings, which determine a specific group (A or B) to place the boys into for research. In many ways, labeling a child as originating from a particular parenting style generally describes how the parent feels about the child and feels about being a parent. This will be collected via surveys given to the children so that they can freely categorize their parents based on a series of questions. Thus, the research study will also collect information about how the child uses alcohol, when, how often, why and trace those reasons as they adapted throughout life. The measuring tools for this data set will be primarily questionnaire interviews gathered via self-report (surveys) and researcher observation.

Research Question(s) and Hypotheses

• State the research questions.
??- State the null and alternative hypotheses that identify the independent and dependent variables being studied, the association being tested, and how the variables are being measured.
??- IV-1 ??" Parenting Styles (4) For each institution
??- IV-2 - Jewish Affiliations (3)
??- DP- Frequency Of Drinking (How Much)
??- Methodology- Two Way Anova

Theoretical and/or Conceptual Framework for the Study

• Studies must include either a theoretical foundation or a conceptual framework section or both.
• Theoretical Foundation
• Identify the theory or theories and provide the origin or source.
• State concisely the major theoretical propositions and/or major hypotheses with a reference to more detailed explanation in chapter 2.
• Explain how the theory relates to the study approach and research questions.
Conceptual Framework
• This applies to some epidemiological studies (as well as to some other quantitative studies).
• Identify and define the concept and/or phenomenon that grounds the study.
• Concisely describe the conceptual framework (a description of the body of research that supports the need for the study) as derived from the literature with more detailed analysis in chapter 2.
• State the logical connections among key elements of the framework with a reference to a more thorough explanation in chapter 2.
• State how the framework relates to the study approach and key research questions, as well as to instrument development and data analysis, where appropriate.

Nature of the Study
• Provide a concise rationale for selection of the design and/ or tradition.
• Briefly describe the key study variables (independent, dependent, and covariates).
• Briefly summarize the methodology (from whom and how data are collected and how data will be analyzed).


• Provide concise definitions of the independent variable, dependent variable(s), and any covariates (with more detailed analysis of coding, etc. described in chapter 3).
• Define terms used in the study that have multiple meanings (e.g., socioeconomic status, educator, health service professional, etc.). Do not include common terms or terms that can easily be looked up in a dictionary.
• Include citations that identify support in the professional literature for the definition or operational definition.

• Clarify aspects of the study that are believed but cannot be demonstrated to be true. Only include assumptions critical to the meaningfulness of the study.
• Describe the reasons why the assumption(s) was (were) necessary in the context of the study.
Scope and Delimitations

• Describe specific aspects of the research problem that are addressed in the study and why the specific focus was chosen (issue of internal validity).
• Define the boundaries of the study by identifying populations included and excluded and theories and/or conceptual frameworks most related to the area of study that were not investigated (this is an issue of external validity).
• Address potential generalizability.


• Describe limitations of the study related to design and/or methodological weaknesses (including issues related to limitations of internal and external validity, construct validity, and confounder variables).
• Describe any biases that could influence study outcomes and how they are addressed.
• Describe reasonable measures to address limitations.

• Identify potential contributions of the study that advance knowledge in the discipline. This is an elaboration of what the problem addresses.
• Identify potential contributions of the study that advance practice and/or policy, as applicable.
• Describe potential implications for positive social change that are consistent with and bounded by the scope of the study.

• Summarize main points of the chapter.
• Provide transition to chapter 2.

Bowlby, J. (1982). Attachment and loss. Vol. 1: Attachment (2nd Ed.). New York: Basic Books (new printing, 1999, with a foreword by Allan N. Schore; originally published in 1969).
Bretherton, I. (1992). "The origins of attachment theory: John Bowlby and Mary Ainsworth". Developmental Psychology 28 (5): 759??"775. doi:10.1037/0012-1649.28.5.759. OCLC 1566542
Bahr, S. J., & Hoffmann, J. P. (2010). Parenting style, religiosity, peers, and adolescent heavy drinking. Journal of Studies on Alcohol & Drugs, 71(4), 539-543.
Beck et al. (2004). Parental monitoring and adolescent drinking: results of a 12-month follow-up, American Journal of Health & Behavior, 28(3): 272-279.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1): 56-95.
Brennan, A.F. (1986). Alcohol use and abuse in college students, 449-474.
Blane & K. E.Leonard (2005), Psychological theories of drinking and alcoholism New York: Guilford Press. (pp. 181??"226).
Berk, L.E., & Harris, S. (2003). Vygotsky, Lev. In L. Nadel (Ed.), Encyclopedia of cognitive science. London: Macmillan.
Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Changalwa et al. (2012). The relationship between parenting styles and alcohol abuse among college students in Kenya, Greener Journal of Educational Research, 2 (2), pp. 13-20.
Karavasilis, L., Doyle, A. B., & Markiewicz, D. (2003). Associations between parenting style and attachment to mother in middle childhood and adolescence. International Journal of Behavioral Development, 27(2), 153-164.
McNally, A. M., Palfai, T. P., Levine, R. V., & Moore, B. M. (2003). Attachment dimensions and drinking-related problems among young adults: The mediational role of coping motives. Addictive behaviors, 28(6), 1115-1127.
O’Brien, M. C., McCoy, T. P., Rhodes, S. D., Wagoner, A., & Wolfson, M. (2008). Caffeinated Cocktails: Energy Drink Consumption, High?risk Drinking, and Alcohol?related Consequences among College Students. Academic Emergency Medicine, 15(5), 453-460.
Patock-Peckham, J.A. & Morgan-Lopez, A.A. (2007). College drinking behaviors: Mediational links between parenting styles, parental bonds, depression, and alcohol problems. Psychology of Addictive Behaviors, 21(3): 297-306.
Patock-Peckham, J. A., Cheong, J., Balhorn, M. E. and Nagoshi, C. T. (2001), A Social Learning Perspective: A Model of Parenting Styles, Self-Regulation, Perceived Drinking Control, and Alcohol Use and Problems. Alcoholism: Clinical and Experimental Research, 25: 1284??"1292. doi:10.1111/j.1530-0277.2001.tb02349.x
Rowe, S., & Wertsch, J.V. (2002). Vygotsky’s model of cognitive development. In G. Bremner & A. Fogel (Eds.), Blackwell handbook of infant development (pp. 538-554). Oxford, UK: Blackwell.
Vygotsky, L.S. (1979). The development of higher forms of attention in childhood, Journal of Russian and East European Psychology, 18(1), 67-115.
Yang, Zhiyong, and Charles M. Schaninger (2010). "Parenting strategies as influences of teen drinking via self esteem: An important area for family policy." Journal of Macromarketing 30.4: 331-341.

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Title: parenting style

  • Total Pages: 3
  • Words: 870
  • References:3
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Assignment

Form your opinion clearly on a specific issue. Your paper should be 12 pt. Times New Roman, double-spaced. You will be required to do some additional reading to inform yourself about the issue (at least THREE scholarly sources). Please make sure to cite all additional sources you use.

Discuss the impact of parenting style on your own development; share (project into the future and guess) which style you (might tend to) use, in which situations, based on your own experience and preferences. Also explore how parenting styles might be a focus of attention in the mental health setting. Integrate texts/readings and Scriptural principles as appropriate.

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Central to this stance is communication. As has been noted, it is essentially a democratic style of parenting and the rules and limitations are explained to the child and not just imposed objectively, as would be the case in an authoritarian style of parenting. In the authoritative style there is a balance that is maintained between care and rules. Studies have shown that, "Children whose parents manage to strike the right balance in how they go about controlling and caring for them have been shown to benefit in many ways from their social skills to their achievement in school" ("Raising Kids the Right," 2006, p. 24) However, in the authoritarian mode there is a rigid structure which does not allow for any flexibility. It has also been found that "...being too rigid or having no boundaries in place can have a negative impact on your child. ("Raising Kids the Right," 2006, p. 24) the authoritarian approach is one in which there is little warmth, feeling or compassion and it is described as "uninvolved parenting..." (Cowan, Cowan, Ablow, Johnson & Measelle, 2005, p. 22). This is the opposite of the caring authoritative style. Only in extreme circumstances, where serious rules and limits haven been transgressed, would the authoritarian style be applied.

There are many other reasons that could be mentioned for the choice of the authoritative style. Chiefly this style focuses on an essential aspect that I found in my own upbringing; namely that, "...Children need both warmth and loving affection but they also need structure... (Seddon, 2003, p. 94) Another reason for choosing this style is that it has been found to best style in terms of the transmission of parental values and ideals to the child. (Pinquart & Silbereisen, 2004)

The following is a brief example of the way that I envision this style to function in my own family. If a child breaks the rules then the situation will be discussed with the child. The discussion

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