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Research on the Parent–Adolescent Dyad

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Families with Adolescents

Part of the book series: Advancing Responsible Adolescent Development ((ARAD))

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Abstract

Historically, empirical attempts to understand families with adolescents have paid great attention to the activities of parents, especially in terms of what they are doing to socialize their offspring to become productive members of society. As a natural extension, then, the parent–adolescent dyad becomes the smallest unit of analysis that can be used in the study of families with adolescents. The seminal work of Diana Baumrind on parenting styles (authoritative, authoritarian, permissive/indulgent, and indifferent/neglectful) continues to maintain a strong influence on the most recent research that focuses attention on parent–adolescent dyadic relationships. This chapter reviews studies that have been conducted over the last 25 years, with particular attention paid to the linkage that has been established between healthy adolescent development and an authoritative style of parenting. In addition, newer studies that have extended this work in a number of important directions are also highlighted. This includes work that examines parenting style differences between mothers and fathers and the degree to which parenting style consistency matters. The empirical literature concerning other related parenting behaviors such as monitoring and knowledge, responsiveness, warmth, and psychological control also is reviewed, and variations that may exist as a function of race, ethnicity, and culture are discussed as well.

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Authors and Affiliations

  1. Department of Human Sciences, The Ohio State University, Columbus, OH, USA

    Stephen M. Gavazzi

  2. Department of Child and Family Studies, Kyungpook National University, Daegu, Korea (Republic of)

    Ji-Young Lim

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Gavazzi, S.M., Lim, JY. (2023). Research on the Parent–Adolescent Dyad. In: Families with Adolescents. Advancing Responsible Adolescent Development. Springer, Cham. https://doi.org/10.1007/978-3-031-43407-5_8

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