IndexAbstractIntroductionLiterature reviewAuthoritarian parenting style: effects on social and emotional developmentPermissive parenting style: effects on social and emotional developmentConclusions, implications and future researchReferencesAbstractSocial and emotional development is influenced by the different parenting styles used between a parent and a child. How a parent interacts with their child will determine how the child will be when they are older. Three different parenting styles have been defined, regarding the way a parent interacts with their children. According to Bandura's social learning theory, the four parenting styles are Authoritative, Authoritative and Permissive. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay The theory suggests that children see, learn, and model the behaviors they witness on a daily basis. These behaviors are picked up and interpreted based on how their parents modeled them, either indirectly or directly. An authoritarian parenting style is shown as a demanding but non-reactive parent, an authoritarian parenting style is shown as a demanding and reactive parent and finally a permissive parenting style is shown as a non-demanding but sometimes reactive parent. Research shows that authoritative parenting has an even amount of demands and responsiveness, therefore creating a healthy social and emotional environment. Introduction This article focuses on the effect that different parenting styles have on social and emotional development in adolescents. A parenting style refers to a set of parenting practices that cause fairly stable and identifiable patterns of child adjustment. A model for parenting has been created, in which parenting styles involve parenting practices and both are influenced by what a parent wishes to teach the child. The model defines parenting style as consisting of parents' attitudes toward the child and the relationship between parent and child. . It causes an emotional environment that causes parenting practices to take place in different areas. When put together, the emotional and control dimensions created by this were the three parenting styles, authoritative, authoritarian, and permissive. Parenting styles reflect variations in parental attitudes and practices and encompass distinct parenting behaviors, including disciplinary tactics (Givertz, 2015). Teens develop differently socially and emotionally depending on their parenting style. According to the American Academy of Pediatrics, social-emotional development is a child's ability to manage, act on, and display positive and negative emotions, develop relationships with those around them, and seek out their surroundings to learn more (Briggs, 2012 ). ).Parenting styles are directly related to the quality of social-emotional development. There are many factors such as parenting styles and the ability to understand emotions that play a role in staying healthy. Studying these terms in particular can allow for a better understanding of the relationship they share and why they occur. With this in mind, the purpose of the article is to focus on the effect that different parenting styles have on social and emotional development in adolescents. Literature Review This article will use Bandura's social learning theory, because it suggests that children learn to associate with people and resolve conflicts by observing their parents and interactions with them during their childhood. Bandura states that foradapting a new behavior a student must observe what is being modeled to begin with, then create a mental image of it in their mind, after repeating what is done taking note of how it is done, then incorporate that learned behavior into their daily life too ( Crain, 2005). Baumrind (1971) identified three main parenting styles, which show the different levels of responsiveness of parents and what they require of their children. The three parenting levels and styles have been called authoritarian, authoritarian and permissive. Authoritative parents are both demanding and responsive. Authoritarian parents are very demanding, but not responsive. Permissive parents are more reactive than demanding. In order for a child to learn to adapt to a new behavior, he or she must see it modeled by those who influence him or her most, which in most cases are the parents who raise him or her. Depending on the child's parenting style, it will determine how the child acts later in life and how he develops because he is simply modeling the characteristics and actions he observed in his childhood. If there is a demanding but responsive parent, there is a balance for the child, if the parent lacks one it means that the child will not receive responses from the parents which will lead to compromising emotional development. Just as Bandura's social learning theory states, if a child sees their parent acting with a certain parenting style, they will see the behaviors modeled and will follow suit with their own behaviors as they get older. If a child grows up in a family where one parent is authoritarian, they will see the behavior of being very demanding but not responsive, and other parenting styles will follow suit with the pattern of behavior. Authoritarian parenting style: effects on social and emotional developmentOne example of a social-emotional development problem caused by parenting styles is career unpreparedness. A student being unprepared to choose a career path is due to the anxiety the teenager feels resulting from the parenting style they grew up with. The study surveyed 229 undergraduate students from two universities and applied a structural equation model, used to clarify the relationship between professional unpreparedness, authoritarian parenting and anxiety. This occurred in Hong Kong, China. A university is a place whose sole purpose is to teach incoming qualifiers for the careers they may be entitled to receive after attending their institution. This is done by providing them with the tools necessary to learn how to adequately address the duties of their future career. Authoritarian parenting continued to maintain a negative effect on anxiety, although the pattern remained unchanged for professional unpreparedness. The results imply that decreasing the unpreparedness of students/adolescents is a clear way to prevent or decrease the anxiety they experience, which arises from the demands of the authoritarian parenting style and tends more towards the authoritarian parenting style. Anxiety is defined as a feeling of being inadequate to achieve life goals. Authoritarian parenting is when a parent is in control of the child and asks for many things without showing any emotion. Authoritarian parenting refers to parental domination, control, regulation, and overestimation in a strict and unreasonable manner (Buri, 1991), and is said to be the cause of the weakening of the bond that the child and parent share . Socially withdrawn children were assumed to be more prone to parental influences than others. One study examined the effects of children's social-emotional development by taking into account parenting styles and social withdrawal. ForIn this research, teachers were asked to rate children on their social skills, while mothers and fathers were asked to fill out surveys that measured the amount of affection and control they instilled in their children. They found that socially withdrawn children were vulnerable to the negative effects of parental affection. Positivity in children's social-emotional development has received much attention and research in Western cultures, but this is not the case in non-Western cultures. Using data collected from 228 Chinese parents of second-grade children, this study examined the psychometric properties of the Child Routines Inventory for the first time. The instrument demonstrated strong construct validity along with reliability. They then examined, using a model, whether child routines were related to relationships between parenting practices and children's social skills and behavioral problems. The results showed that childhood routines fully linked the relationships between authoritative parenting and social-emotional functioning in children. Children with parents who matched the authoritative parenting style were found to have more consistent routines. These children later showed better social skills and fewer behavioral problems. The findings showed that childhood routines play a critical role in the socio-emotional development of Chinese children, suggesting the need to include childhood routines in prevention and intervention programs aimed at improving socio-emotional outcomes in Chinese children. Consistent day-to-day routines have been associated with better social skills in children. Additionally, consistent routines were related to fewer behavioral problems in children. Authoritarian parenting was positively associated with children's behavioral problems. Routines mediated the role of authoritative parenting in children's social outcomes. The purpose of this study was to examine parenting style in the domain of emotional socialization by studying the relationships between parenting styles, emotion-related parenting practices, and parenting goals of Hong Kong-Chinese. mothers. Data was collected from 189 Hong Kong Chinese mothers with children aged 6 to 8 years. Hong Kong Chinese mothers reported that among authoritative, authoritative, and permissive parenting styles, the most common parenting style used is authoritarian while the least used parenting style is authoritarian. They valued both their children's relational and individualistic emotional competence as parenting goals, but emphasized relational emotional competence more. Structural equation modeling results show that parenting goals mediated the influence of parenting styles on parenting practices. Authoritative mothers who had individualistic emotional competence goals adopted different parenting practices than those who had relational emotional competence goals. When mothers adopted authoritarian parenting and supported relational emotional competence as a parenting goal, they responded to children's expression of emotions in a dismissive manner. Parenting styles play a critical role in emotional socialization, influencing both parents' practices and goals. The findings imply that school personnel, counselors or social workers should take participants' parenting styles, parenting goals and cultural values ​​into consideration when offering training programs to parents. Authoritarian parenting was positively related to aggressive-destructive behavior but negatively related to peer acceptance andto the social competence of second grade students. In contrast, an authoritative parenting style was associated with positive social-emotional outcomes such as peer acceptance and social competence. However, in other research, child inhibition was positively associated with maternal warmth and acceptance and negatively with mothers' rejection and punishment orientation in a Chinese sample, but the results were reversed in a Canadian sample. One possibility for obtaining these results may lie in cultural differences in parents' goals and practices in the area of ​​emotional socialization. Understanding emotional socialization is important for a number of reasons, including the relationship between emotional competence and psychological health and issues of social competence in childhood and life. adulthood (Garner & Estep, 2001; Gross & Levenson, 1997). The methods parents use to teach children about emotions are important for the development of emotional competence. To date, most research has been limited to the study of emotional socialization in Western societies (e.g., Michelin et al., 2007; Smith et al., 2007; Smith et al., 2007; Smith et al., 2007 ;al. 2006; Spinrad et al., 2007). Permissive parenting style: effects on social and emotional development. The study examined two measures of sympathetic nervous system (SNS) activity as arbiters of permissive parenting to separate peer affiliations and delinquency in a community sample of adolescents. Participants were 252 adolescents (M = 15.79 years; 53% boys; 66% European Americans, 34% African Americans). Two indicators of SNS reactivity, skin conductance level reactivity (SCLR) and cardiac pre-ejection period reactivity (PEPR), were examined. . SNS activity was measured during a baseline period and a problem-solving task (star tracking); responsiveness was calculated as the difference between the task and baseline periods. Adolescents reported permissive parenting, deviant peer affiliations, externalizing behaviors, and substance use (alcohol, marijuana). Analyzes revealed indirect effects between permissive parenting and delinquency through affiliation with deviant peers. Furthermore, the links between permissive parenting and affiliation with deviant peers and between affiliation with deviant peers and delinquency were moderated by SNS reactivity. Low SNS reactivity (less PEPR and/or less SCLR) is a risk factor for externalizing problems and alcohol abuse. The findings highlight the role of SNS reactivity in parenting and peer pathways that may contribute to adolescent delinquency and point to possible interventions for at-risk youth. Families participated in four waves of a longitudinal study from childhood to adolescence that examined relationships between family functioning and youth. development. Data for the current study comes from the fourth wave (data collected in 2012-2013). Participants were recruited from elementary schools in the southeastern United States during the first wave of data collection in 2005. Eligibility criteria required parents to have lived together for at least 2 years, and exclusion criteria included a diagnosis of attention deficit hyperactivity disorder, developmental delays, or a chronic disease. At Time 1 (T1), 251 school-age children participated, and approximately 79% of these children participated at T4. In the current wave (T4), participants included 199 adolescents who had participated in previous waves (93 boys, 106 girls; 64% European American and 36% African American; M age = 15.78 years, SD = 0.82). Also, due to a 5 year delay between the third and fourth gradeswave of data collection and loss of participants (e.g., inability to contact families, families moving), an additional 53 families were recruited from the same school systems as the original sample to participate in the fourth wave. These participants (25 boys, 28 girls; 74% European American, 26% African American; M age = 15.83 years, SD = 0.78) were matched to the demographics of the original sample and the same inclusion criteria were applied /exclusion applied. There were no differences in demographics or primary study variables between participants recruited at T1 versus T4. Therefore, the final analytic sample consisted of 252 adolescents (118 boys, 134 girls; 66% European American, 34% African American; M age = 15.79 years, SD = 0.81). The data for this study comes from a larger longitudinal study surveys are presented and only relevant procedures are presented. This study was approved by the university's institutional review board. Consent and assent to participate were obtained from parents and adolescents, respectively. Parents and adolescents visited the university laboratory where adolescents' physiological responses (i.e., SCL and PEP) were measured during a 3-min resting condition (baseline assessment), during which adolescents were asked to sit quietly. This was followed by a 3-minute stress task: star tracing task in which participants were asked to trace the outline of a star using only the reflection of the star through a mirror as a guide. During the laboratory visit, adolescents and parents also filled out questionnaires in separate rooms with confidentiality. Permissive parenting can create contexts that place adolescents at risk for delinquent behavior and substance use, directly or indirectly through increased opportunities to associate with deviant peers. In the present study, we investigated individual differences in autonomic regulation that may moderate the pathways between permissive parenting, deviant peer affiliation, and delinquent behavior. Some studies have documented the role of lower RHR and lower SNS reactivity (SCLR or PEPR) in affiliation with deviant peers, sensation seeking, and delinquency. Additionally, others have found lower SNS reactivity indexed via SCLR to be a risk factor that exacerbates relationships. between parenting or peer relationships and delinquency. Thus, accumulating evidence is demonstrating that low SNS reactivity generally is associated with, or is a moderator of, family and peer relationships and delinquency and substance use in adolescence. However, no published studies have simultaneously assessed the conditional effects of autonomic indices of BI and BA on the indirect path from parenting behaviors to deviant peer affiliation to delinquency. Conclusions, Implications, and Future Research Career unpreparedness among college students tends to be an example of emerging adulthood. during which the university student postpones or prolongs his or her career development. This is why career counseling is an important service for those pursuing their university education (Gati, Houminer, & Fassa, 1997). Basically, the college student may not be career ready, even if he or she gets romantic and family support. Professional unpreparedness is seen as problematic due to its anxiety-provoking, from the perspective of behavioral inhibition theory. Please note: this is just an example. Get a personalized document from us now, 55(11), 1260–1269.