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The Relation of Harsh and Permissive Discipline with Child Disruptive Behaviors: Does Child Gender Make a Difference in an At-Risk Sample?

Abstract  

The role of parenting in child disruptive behaviors has received substantial support; however, the findings as to differential
effects of specific parenting behaviors (e.g., discipline) on boys’ and girls’ disruptive behavior problems have not been
consistent. The current study examined the individual, unique, and interactive relation of two types of ineffective discipline
(i.e., harsh & permissive) with child disruptive behavior for at-risk boys and girls separately. Participants were 160 parents
with 3- to 6-year-old at-risk children (47.5% girls). Findings revealed that higher levels of harsh discipline were related
to more intense disruptive behavior of both boys and girls, whereas higher levels of permissive discipline were related to
more intense disruptive behavior of only boys. Additionally, results indicated that harsh and permissive discipline did not
interact to predict child disruptive behavior problems. Clinical implications and directions for future research are discussed.

  • Content Type Journal Article
  • Pages 1-7
  • DOI 10.1007/s10896-011-9388-y
  • Authors
    • Justin Parent, Department of Psychology, University of Vermont, Burlington, VT 05405, USA
    • Rex Forehand, Department of Psychology, University of Vermont, Burlington, VT 05405, USA
    • Mary Jane Merchant, Department of Psychology, University of Vermont, Burlington, VT 05405, USA
    • Mark C. Edwards, University of Arkansas for Medical Sciences, Little Rock, AR 72202, USA
    • Nicola A. Conners-Burrow, University of Arkansas for Medical Sciences, Little Rock, AR 72202, USA
    • Nicholas Long, University of Arkansas for Medical Sciences, Little Rock, AR 72202, USA
    • Deborah J. Jones, Department of Psychology, UNC-CH, Davie Hall, Campus Box 3270, Chapel Hill, NC 27599, USA