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Children's Perspectives on Parenting Styles And Children’s Perspectives on Parenting Styles and Discipline: A Developmental Approach The National Children’s Strategy Research Series Children’s Perspectives on Parenting Styles and Discipline: A Developmental Approach 2010 OFFICE OF THE MINISTER FOR CHILDREN AND YOUTH AFFAIRS The authors of this report are: Elizabeth Nixon, School of Psychology and Children’s Research Centre, Trinity College, Dublin, and Ann Marie Halpenny, Centre for Social and Educational Research, Dublin Institute of Technology. Research assistance was provided by Irene Loughran. Copyright © Minister for Health and Children, 2010 Office of the Minister for Children and Youth Affairs Department of Health and Children Hawkins House Hawkins Street Dublin 2 Tel: +353 (0)1 635 4000 Fax: +353 (0)1 674 3223 E-mail: [email protected] Web: www.omcya.ie Published by The Stationery Office, Dublin All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the copyright holder. For rights of translation or reproduction, applications should be made to the Head of Communications, Office of the Minister for Children and Youth Affairs, Hawkins House, Hawkins Street, Dublin 2, Ireland. Contents ACKNOWLEDGEMENts vi EXECUTIVE SUMMARY 1 Study objectives 1 Methodology 1 Key findings 2 Parenting roles 2 Parental control and discipline 2 Rationales for and against physical punishment 3 Key features of effective discipline 3 Childhood and parenthood compared 3 Conclusions 4 1. INTRODUCTION 5 Overview of study 6 Socio-demographic context 6 Listening to children and children’s rights in Ireland 7 Policy and legislative context relating to the physical punishment of children 7 Developments in Ireland 7 International developments 8 Research context 9 Aims of the study 9 Approach to the research 10 2. LITERatURE REVIEW 11 Effects of parents on children’s development 12 Parental responsiveness 12 Parental control 12 Parenting styles 13 Parental discipline 14 Physical punishment 15 Developmental considerations 16 Researching children’s perspectives 17 Children’s perspectives on family and parenting roles 18 Children’s perspectives on physical punishment 19 Conclusion 19 3. METHODOLOGY 21 Qualitative approach 22 Sampling approach and recruitment 22 Data collection method 23 Focus group ‘Topic Guide’ 25 Socio-demographic questionnaire 25 Ethical issues 25 Informed consent 25 Confidentiality and limits to confidentiality 26 Profile of children 26 Profile of family backgrounds 27 Data analysis 28 4. PARENTING ROLES 29 What parents do 30 Sustenance and care-giving 30 Protection 30 Breadwinning 31 Guidance 31 Authority 32 Emotional support 32 Shared activities 33 Facilitating autonomy 33 Summary 34 Age-related patterns in parenting roles 34 Changing parent roles 34 Changing child roles 35 Quality of parent–child relationship 36 Gender-related patterns in parenting roles 37 Gendered nature of parenting roles 37 Parenting girls and boys 38 Key findings 39 5. PARENtaL CONTROL AND DISCIPLINE 41 Nature of parental rules and regulations 42 Social conventional rules 42 Safety-related rules 42 Moral rules 42 Summary 43 Parental monitoring and checking strategies 43 Verbal communication 43 Parents as all-knowing 44 Trust in parent–child relationships 44 Physical proximity 45 Summary 45 Parental discipline strategies 45 Power-assertive discipline strategies 45 Inductive discipline strategies 46 Love-withdrawal strategies 46 Summary 46 Physical punishment 46 How does slapping make children feel? 47 Why do parents use physical punishment? 47 Rationales for physical punishment 47 Rationales against physical punishment 48 Should physical punishment be banned? 49 Summary 50 Key features of effective discipline strategies 51 Loss of privilege 51 Instructional value 51 Consistency 52 Fairness 52 Summary 52 Age-related patterns in parental control and discipline 53 Summary 54 Gender-related patterns in parental control and discipline 54 Gendered nature of parental control and discipline 54 Disciplining girls and boys 54 Summary 55 Key findings 55 Effective discipline: What works? What doesn’t work? 56 6. CHILDHOOD AND PARENTHOOD COMpaRED 57 Parental responsibilities 58 Parental rights 59 Parental right to regulate and monitor children’s behaviours 60 Parental right to use physical punishment 61 Children’s rights and responsibilities 61 Childhood: A time for fun 62 Key findings 63 7. DISCUSSION AND CONCLUSIONS 65 Revisiting the theoretical and policy context for the study 66 Rights and responsibilities in families 66 Parental control and discipline 67 Physical punishment 69 Rationales for physical punishment 69 Rationales against physical punishment 70 Perspectives on banning parental use of physical punishment 70 Methodological strengths and limitations of the research 70 Conclusions 71 REFERENCES 73 APPENDICES Appendix 1: Information Sheet for Parents, Parental Consent Form and Questionnaire 82 Appendix 2: Information Sheet for Children and Child Consent Form 84 Appendix 3: Topic Guide for Focus Groups 85 Acknowledgements We wish to express our sincere thanks to all of the children and young people who participated in this study. Also, thanks to the parents of the children who gave consent for their child to be invited into the study. Our thanks also to school personnel, teachers and principals, without whom the study would not have been possible. We would also like to acknowledge and thank the Office of the Minister for Children and Youth Affairs for providing funding for the study. Special thanks go to Irene Loughran for her assistance in the access and recruitment process, fieldwork and transcription. Finally, thanks to Professor Sheila Greene and Mary O’Hora of the Children’s Research Centre, Trinity College, Dublin, for their support and advice. Elizabeth Nixon, TCD and Ann Marie Halpenny, DIT vi Executive Summary The overall aim of this study was to explore children and young people’s perspectives on parenting styles and discipline. The study was carried out against the backdrop of changing trends in Irish society, most notably, changes in family routines and relationships. Little is known in the Irish context about children’s views of different parenting styles and, in particular, about the views of children in respect of physical punishment by their parents. In line with the ethos of the National Children’s Strategy, the research involved consulting directly with children to explore their perspectives on parenting styles and discipline. A qualitative approach was adopted, involving focus group interviews with children and young people aged between 6 and 17 years. The study was carried out jointly by the School of Psychology and Children’s Research Centre, Trinity College, Dublin, and the Centre for Social and Educational Research in the Dublin Institute of Technology, and was commissioned by the Office of the Minister for Children and Youth Affairs. Study objectives The broad aim of the research was to examine parenting styles and discipline from a child’s perspective. Specifically, the following questions were addressed: n What are children’s perspectives on the nature of parenting roles? n What are children’s perceptions of the effects of different parenting styles and disciplinary strategies, including physical punishment, on their lives? n How do children position themselves within the family and what is their understanding of their rights and responsibilities within the family? n Do children’s understanding and perspectives change over time (i.e. as they become older)? n What are children’s perspectives on legislation and policy relating to physical punishment in the home? Methodology Given the paucity of previous research into children’s perspectives on this issue, the study is essentially an exploratory investigation that seeks to uncover meaning and perceptions. Focus groups were the chosen method for the study since they represent an effective research method by which various issues can be explored with children and young people within a peer group setting. Moreover, the use of focus groups with children acknowledges children as experts and important informants on their perspectives. Topics discussed in the focus groups included children’s views on parenting and child roles in the family, parental control and monitoring, and parenting strategies of discipline and use of physical punishment. Thirty focus groups were conducted with 132 children, aged 6-17, from two class groups in primary schools (1st and 4th class) and two class groups in secondary schools (1st year and Transition Year). The gender composition of the sample was almost equal, with 67 boys and 65 girls. The perspectives of children in four age groups, ranging from early childhood to late adolescence, were explored in order to identify developmental patterns in children’s views on parenting styles and discipline. 1 Children’s Perspectives on Parenting Styles and Discipline: A Developmental Approach Key findings Parenting roles n Children’s descriptions of what parents do in a family revealed a variety of parental roles: providing sustenance, protection, emotional and financial support; monitoring and regulating children’s behaviour; sharing activities; guiding and teaching; and facilitating children’s independence and autonomy. n A number of themes emerged pertaining to developmental patterns in parenting roles. Younger children highlighted
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