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Abstract
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Table of contents
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CHAPTER ONE
INTRODUCTION

Scene setting
My interest in parenting styles started during my Parental and Family Counseling
class. While learning about different parenting styles, I was fascinated by the idea that the
way parents raise their children can influence their confidence, behavior, emotions, and
academic performance. I found myself wondering whether these ideas were really true in
everyday life. For example, do children raised by strict and controlling parents actually
develop lower self-esteem or struggle academically? Or do their experiences vary from
person to person? These questions sparked my curiosity and motivated me to explore people's
personal stories and experiences of parenting through this research.

The parenting styles commonly used in psychology today is based on the work of Diana
Baumrind, a developmental psychologist at the University of California at [Link] the
1960s, Baumrind observed that preschoolers exhibited distinct types of behavior. Each type
of behavior was highly correlated to a specific kind of parenting. Baumrind’s
The theory is that there is a close relationship between parenting styles and children’s
behavior, which leads to different outcomes in children’s lives. Based on extensive
observation, interviews, and analyses, Baumrind initially identified three different parenting
styles: authoritative parenting, authoritarian parenting and permissive [Link] and
Martin (1983) expanded this parenting style model using a two-dimensional framework. They
made further distinction by expanding Baumrind’s permissive parenting into two different
types: permissive parenting (also known as indulgent parenting) and neglectful
parenting (also known as uninvolved parenting). These four parenting styles are sometimes
called the Baumrind parenting styles or the Maccoby and Martin parenting styles . Diana
Baumrind initially identified three parenting styles - authoritative, authoritarian, and
permissive - based on her observations of preschoolers' behavior and its relationship
to parenting. Maccoby and Martin later expanded this to four styles by adding a
dimension of demandingness vs responsiveness: authoritative, authoritarian,
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permissive/indulgent, and neglectful/uninvolved. Each style correlates with different

child qualities and outcomes.

Parenting styles and child development

This longitudinal research investigated how distinct parenting styles influence the
development of self-esteem and identity formation among children aged three to six years in
Ireland, employing Baumrind's classical typology, distinguishing authoritative, authoritarian,
permissive, and uninvolved parenting approaches as the primary independent variable. The
combination of emotional responsiveness and appropriate boundary-setting, characteristic of
authoritative parenting, created optimal conditions for healthy psychological development
across multiple domains, as comprehensively assessed in this research. Permissive parenting
produced intermediate outcomes, with adequate self-esteem development but delayed
identity-commitment processes, reflecting insufficient scaffolding to accomplish
developmental tasks during early childhood. Uninvolved parenting consistently predicted the
poorest outcomes across all measured variables, with children showing declining self-esteem
trajectories and impoverished identity exploration throughout the entire observation period.
(Cian et al .,2025 )
Various researchers have investigated the influence of parenting on psychological
distress. Pearson (2013) discussed the impact of attachment and
parenting styles on the
development of emotion regulation as adolescents transition into
adulthood. Kerr et al.
(2012) found evidence indicating that parenting styles influence
adaptability among
adolescents and young adults. Baumrind introduced authoritative parenting in 1971
as one of the styles for controlling and demanding the role of parents that rationally directs
the activities of children in an issue-oriented manner and results in children with self-reliance,
independence, and self-control for life satisfaction (Baumrind, 1971)
Authoritative parenting, characterized by high levels of warmth and reasonable
control, is associated with positive cognitive outcomes in children. Such children tend to
exhibit better problem-solving skills, higher academic achievement, and greater intellectual
curiosity. Conversely, authoritarian parenting, which emphasizes strict control and lacks
warmth, tends to yield children with increased anxiety, lower self-esteem, and diminished
cognitive growth. Emotional development is another critical dimension explored in this
research. Children raised by authoritative parents typically demonstrate enhanced emotional
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regulation and resilience. On the contrary, children subjected to authoritarian parenting often
struggle with emotional expression and may face challenges in forming healthy emotional
bonds. ([Link] [Link].)

Statement of Problem
This critical review explores contemporary research to analyze the interplay between
different parenting dimensions and their effects on children’s developmental trajectories.
(Ahmed.R,2025). Parenting is one of the primary influences on a child’s development. There
is extensive research investigating the association between parenting style and child outcome,
from preschool to college years, and in different countries and cultures. (Awizus [Link] ., 2022)

Furthermore, there is limited research exploring how Nepali individuals interpret and
narrate the influence of parenting styles on their development. Parenting practices are
embedded within cultural values, family structures, and social expectations, making it
important to understand experiences from the perspectives of those who have lived them.
Therefore, the present study proposes a narrative inquiry approach to explore how individuals
make sense of their experiences with different parenting styles and how they perceive these
experiences as shaping their development. By focusing on personal stories, the study seeks to
contribute to a deeper understanding of parenting and child development within the Nepali
context.

Purpose of the study

The purpose of this study is to explore and analyse adolescents' experiences of their
parental relationships and support. It also focuses on different parental styles and their
challenges.

describe and interpret their experiences of being raised by their parents and how
these experiences have influenced different aspects of their development. Through
participants' personal stories, the study aims to explore the relationship between parenting
styles and child development. It also seeks to understand how parenting practices within the
Nepali context shape children's emotional, social, academic, and personal growth.
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Rationale of the study

Children reflect the society of tomorrow. The UN Convention on the Rights of the
Child (UNCRC) and the government of Nepal define children as persons under 18 years of
age. According to the Act Relating to Children, 2018, children below six years of age shall
have the right to learn properly by their age and level of development under their parents’
guidance (Bhattarai, 2020). Parenting research is still relatively new and growing. Previously,
people relied on counsel from family members, such as mothers and sisters, rather than experts or
the government. Despite this, most parents were quite successful in raising healthy, thriving
children based on their culture. Today, parenting advice has evolved tremendously, with a wide
range of materials available to parents, including books, magazine articles, journal articles, web
content, and television shows that offer expert advice. (Bhattrai, 2024).
Understanding parenting experiences may help counselors, educators, and parents
better support children's development. Previous studies suggest that parenting practices play a
significant role in shaping children's self-esteem, behavior, and emotional well-being
(Bowlby, 1988; Darling & Steinberg, 1993).

Research Question
1. How do adolescents narrate their experiences of being raised under specific
parenting styles?
2. How do their experiences make meaning of different parental styles and their
challenges?

Delimitation of the Study

This study is delimited to the themes of parenting styles and child development. It
focuses on how individuals narrate and interpret the influence of parenting on their
emotional, social, academic, and personal growth. Other factors affecting child development,
such as peer influence, genetics, school environment, and socioeconomic conditions, are
beyond the scope of this study.
The study is theoretically delimited to Baumrind's Parenting Style Theory,
Attachment Theory, and Social Learning Theory, as these frameworks provide a foundation
for understanding how parenting experiences are perceived to influence child development.
Other theoretical perspectives on child development are not examined in this study.
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CHAPTER 2

LITERATURE REVIEW

Conceptual understanding of parenting styles

Experiences and making meaning of parental styles
Challenges for parents

Policy Review

References
O'Sullivan, C., Murphy, A., Kelly, S., & Byrne, N. (2025). The influence of parenting styles on the
development of self-esteem and identity in early childhood. IJPS, 7(1), 501-509.
DOI: [Link]
Bhattrai, N. (2024). Parenting styles and its impact on emerging adults in
Nepal. NPRC Journal of Multidisciplinary Research, 1(8), 50-62.
DOI: [Link]
[Link]
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1, pp. 33-52). Englewood Cliffs, NJ:
Prentice-hall.