three types of parents classification essay

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Good Essay On Classification : Parents

Type of paper: Essay

Topic: Law , Children , Family , Nature , Parents , Discipline , Parenting , Authority

Published: 02/27/2020

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Introduction

Being a parent is one of the greatest responsibilities that one can have. Parenting requires no formal entrance exam or even special conditions for one to enter. Two individual of opposite sex cam met up at any time and decide to become parents. There are thousands of parents all over the world and consequently, it is only natural that they have different parenting styles. The parenting style adopted by parents is dependent on a variety of factors, most of them being environmental and hereditary factors. In terms of how parents treat, they can be classified into three types; authoritative, authoritarian and permissive. The first type of parent is the authoritarian parent. This is the strictest of the three types of parents listed. They are strict, inflexible and unbending. This parent’s word is the official law to their children. This type of parent feels a huge need to control everything that their child does and do not allow the child to make any self-choices. They set all rules without even explaining some of the reasons behind the setting of the rules. The parents value absolute obedience and demands respect for their children. They feel that they are superior and they try to make it known to their children as often as possible. The child is usually very fearful of this type of parent. They fear going against or contradicting the wishes and desires of their parents because they know that they will be harshly punished. Although these parents may sometimes reward their children, they usually do it as form of bribery to make them do something. Another distinct feature of the authoritarian parents is that they set up very high hopes for their children, some of which they may not achieve. Finally, authoritarian are often insensitive to the emotional needs of their children. The second class of parents is the authoritative parents. These parents are firm, kind and loving. The parents in this category set realistic boundaries which they expect their children to abide by. The parents are neither overly indulgent nor strict. They essentially strike a credible balance in their expectations in that they are neither too high nor too low. The authoritative parents allow their kids to make age appropriate choices and encourage them to be more responsible as they grow up. They are quick to respond to their children’s needs although they are very keen in assessing their children desires to determine if they should be met. In formulating rules, the parents ensure that they fully explain the reasons behind these rules. The final class of parents is the permissive parents. Parents in this category are extremely indulgent. These parents are against the imposing of their own will on their kid’s developing personality. Many times, they set rules and guidelines that have no consequences. These parents might even cause their children to avoid even logical or natural consequences to save them from perceived unhappiness or harm. The parents in this category are very kind and loving, but they are prone to frustrations when their children behaviour becomes unacceptable or defiant. In spite of these frustrations, permissive parents are usually very reserved in stepping to cause change in the child’s actions so long as he or she will not be harmed physically. As a result, the children of permissive parents have no discipline whatsoever and even when the parent tries to discipline them; they do not often take it seriously. The parents give in very easily to their children’s desires and try to avoid confrontation with their children as much as possible. As observed, they are three different types of parents, each having distinct characteristics. However, the best type of parents is the authoritative. This is because the parents in this category are neither too harsh not too lenient. They strike a balance between the two virtues and a result; their children are able to develop quite efficiently.

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Parenting Styles Classification

Authoritative parenting, authoritarian parenting, indulgent parenting, neglectful parenting.

Authoritative parenting has been described as the most desirable style by the researcher Diana Baumrind, who has described it first (Baumrind 1966). It involves being responsive and demanding of the child. Responsive parenting refers to the parents being attentive to their child’s needs and interests. Demanding parents set high expectations for their children. They expect certain levels of competence and success. Making the child follow certain behavioral patterns is also a part of demanding to parent. This style has been preferred by Baumrind since she stated that parents should create rules while being affectionate with their children. This approach answers both concerns. An authoritative parent sets goals for their child and helps them achieve them. They also support autonomy, as long as the child remains within the rules. The parents teach their children ways to achieve the goals and instruct them on proper interpersonal interactions. They reinforce good behavior and success with praise and rewards. When this approach is taken, the child develops high social competence and is able to adapt and act independently as a member of society. They also learn to follow certain rules and restrain themselves. That allows for better self-control and self-discipline, increasing the child’s chances to become successful in the future. There have been a lot of debates about parenting approaches, but authoritative parenting is widely recognized as one of the best possible styles.

Authoritarian parenting is characterized by the parents being demanding and unresponsive. Unresponsive parents ignore their children and do not pay attention to their personalities or wishes. It is important to consider that responsiveness is not measured by the amount of time spent with the child. Without emotional connection and consideration, responsiveness is impossible. This style is sometimes named a “Strict Father Model.” It was considered “too hard” by Baumrind. A child growing up in such an environment will face a lot of demands and no support in achieving them. The authoritarian parents are often distant, only paying attention to the child when punishing them or setting new goals for them. Corporal punishment is a widespread instrument of authoritarian parents. Instead of supporting children in their attempts to follow the rules and achieve the goals, such parents prefer to punish for the lack of results. The child’s initiative and preferences are ignored or even punished. The parents consider themselves the ultimate authority their child must follow without a doubt (Willams, Ciarrochi & Heaven 2012). Often, the only reward a child receives for the good results is the lack of punishment.

This approach to parenting can be highly destructive to the child’s social competence and mental health. Children of authoritarian parents tend to suffer from low self-esteem and lack of self-identification (Stassen Berger 2011). They often struggle with interpersonal interactions since parents fail to teach them how to judge human behavior and react properly. They also tend to fail in setting their own goals without parents telling them what to do and how. This style of parenting is typical for Asian countries which show high teenage suicide rates. Some researchers link this phenomenon with the downsides of authoritarian upbringing which fails to properly prepare the child for their role as a member of society (Santrock 2007). It is focused on the short-term success of the child and creates rigid behavioral patterns which cannot be used adaptively when the child reaches adulthood. This approach can be productive if the child is mentally resilient and can cope with the lack of affection. However, in such cases authoritative parenting is still likely to present better results.

Indulgent parenting is characterized by being responsive but undemanding. The parents respond to the traits of character their child displays and try to satisfy all of their needs. They do not set any goals or expect anything of their child, treating them as a friend and companion rather than somebody who depends on them and needs tutoring. Baumrind states that this style of parenting is “too soft.” This approach can have positive results under certain conditions. If the child easily gets interested with new activities and is competitive by nature, the parents utilizing this approach can allow him to explore and participate in activities at his own pace.

On the other hand, if the child is lazy and lacks initiative, this style of parenting will reinforce those qualities making them inert and socially incompetent in the future. The children raised like this can also lack self-control and discipline since their parents did not promote such behaviors. That can lead to drug or alcohol abuse, as well as violent behavior in the future (Baumrind 1991). This style of parenting also fails to relate the importance of success to the child. As a result, a child can become uncompetitive decreasing their chances to become successful. This approach also presents a serious issue if a child has violent or deviant tendencies. While authoritative parents can teach the child self-control, growing up in an indulgent family helps the tendencies become pathologies.

Neglectful parenting is characterized as unresponsive and undemanding. This style of parenting was not even considered by Braumind when she was creating her first classification since she did not consider it a variation of normal parenting practices. Neglectful parents pay minimum attention to their child. They are cold and detached. They do not set any goals or control the child’s upbringing in any meaningful way. This approach combines the negative sides of authoritarian and indulgent parenting styles without the benefits of either of those. The lack of guidance and teaching slows down the development and increases the risks of developing destructive tendencies. The lack of attachment can be more detrimental to the psychosocial development than violence.

The research by Maccoby and Martin conducted in 1983 discovered that children raised by neglectful parents were underdeveloped psychosocially, showed poor school performance, while experiencing high levels of internalized distress and problem behavior (Steinberg et al. 1994). That shows, that without affection and guidance, children fail to set their goals properly, cannot adequately interact with their peers and suffer from developing psychological issues. Such upbringing can result in long-term issues with motivation, self-image, and personal development. Many dysfunctional families display either neglectful or authoritarian approach to upbringing, highlighting them as the two least desirable parenting styles.

While some psychologists describe other parenting styles, the four described in this paper are the most basic ones. They relate to almost any family, and while there are variations, this classification covers the most important aspects of parenting. Any family can use this system to analyze their own parenting style and address some mistakes or imperfections preventing them from raising their child properly.

Baumrind, D 1966, ‘Effects of Authoritative Parental Control on Child Behavior’, Child Development , vol. 37, no. 4, pp. 887-907.

Baumrind, D 1991, ‘The Influence of Parenting Style on Adolescent Competence and Substance Use’, The Journal of Early Adolescence , vol. 11, no. 1, pp. 56-95.

Santrock, JW 2007, A Topical Approach to Life-Span Development , McGraw-Hill, New York, NY.

Stassen Berger, K 2011, The Developing Person Through the Lifespan , Worth Publishers, London, UK.

Steinberg, L, Lamborn, S, Darling, N, Mounts, N & Dornbusch, S 1994, ‘Over-Time Changes in Adjustment and Competence among Adolescents from Authoritative, Authoritarian, Indulgent, and Neglectful Families’, Child Development , vol. 65, no.3, pp.754-770.

Williams, K, Ciarrochi, J, & Heaven, P 2012, ‘Inflexible Parents, Inflexible Kids: A 6-Year Longitudinal Study of Parenting Style and the Development of Psychological Flexibility in Adolescents’, Journal Of Youth and Adolescence, vol. 41, no. 8, pp. 1053–1066.

Family and Its Structure Classification Essay

A family is a group of people who live together in the same household and take care of each other. There are three types of family setup which usually include: nuclear family, single-parent family as well as extended family. In this paper, we are going to discuss only nuclear and extended families.

Nuclear Family

The traditional nuclear family usually consists of a father, a mother, and their children making it small and manageable. The main function of the father in this structure is to provide and cater to the family’s needs as well as provide protection of its members. He also acts as a family disciplinary role model while the mother’s role consists of motherhood and housework. This type of family structure is alien to most world cultures but common in the American culture where the main aim of the family is to provide happiness to individual members while valuing love and respect for the parents.

A nuclear family provides total freedom to the members where children are free to argue and disagree with the decisions of the parents. The advantages of this type of family consist of the fact that one can spend time with his/her family; what is more, such a family is small and easy to manage and take care of. Although it is a simple family it has some challenges associated with it which include lack of guidance, supervision, cooperation from the elder members during hard times, therefore, children often lack good adhesiveness and caring hearts in such kind of families. (Walrath 256)

Extended Family

This is a group of family members that consists of parents, children, and other close relatives who live in close geographical proximity, in other words, within easy reach to one another. It makes its members feel secure and have a sense of belonging; in the American culture extended family is referred to as a basic family unit that promotes the nature of collective cultures (Walrath 543).

This family is more complex compared to a nuclear family and it provides various advantages where its members feel secure because this family has many members who are ready to assist and serve as a source of resources to each other during difficulties, work is shared equally, and gets done in the fastest way possible. Although to its nature extended, the family has some challenges such as lack of proper coordination as well as difficulties in feeding it. (Walrath 246)

Works Cited

Walrath, Dana, and McBride, Bu Haviland. Anthropology: The Human Challenge. Wadsworth, 2010.

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• Classification Essay

YOUR GUIDE TO CLASSIFICATION ESSAY

Table of contents, what is a classification essay, how to write a classification essay, defining categories for your essay, classification essay topic ideas, writing a classification essay, classification essay structure, additional classification essay writing tips, do you still need help.

What is a classification essay? Some parents are permissive. Some parents are authoritative. Still, other parents are authoritarian. Each parenting style gets different results, and the choice parents make can impact their relationship with their children as they become adults. This makes parenting a good choice for writing a classification essay. This is an essay where people, concepts, events, and things are sorted into predetermined categories.

A classification essay can be assigned to any class. They aren’t the most common essay type. In fact, you may not encounter one of these assignments at all. Still, it’s good to be prepared. In this piece, we’ll go over all of the important steps required to write a classification essay. This includes topic selection, writing your classification essay outline, writing your rough draft, and finishing your final draft. We will close with some other writing tips. If you follow the guidelines we’ve laid out here, you should be able to write a classification paper fairly easily.

The first thing that you have to do is create your different classifications, and to define those. It’s important that you are consistent in the criteria that you use, and that your criteria are clear. Remember that it doesn’t matter if another writer would choose different criteria. What matters is that yours are well defined. 

Here are some ideas for sorting things:

• Observe how similar objects are used differently.
• Observe how people with similar interests approach those interests differently.
• Look for categories according to personality traits.
• Look for similarities based on physical traits.

Consider making a simple list of things that interest you . Next, think about how you can create categories within each subject.

For example, if you have a favorite television show, you could research online to learn more about the different people who watch the show as well. You may notice that there are ‘shippers’ who only care about a particular pair of characters. There may also be ‘spoilers’ who run to social media at the end of every episode to blab about the plot. Another group of fans might be the ‘newbies’ who just started watching, and have constant questions about the backstory and characters.

Here are some good classification essay topics:

• Animated Television Shows
• Movie Theater Patrons
• Weight Loss Plans
• Online Daters
• Styles of Dance
• Extracurricular Activities at School
• Christmas Gifts
• Ways to Stop a Bad Habit
• Restaurants
• Teaching Styles
• Coaching Styles
• Political Views
• Sibling Relationships
• Late Night Snackers
• Television Advertising
• Charitable Giving

This classification essay topics list shows just a few of your options. As you can see, t he possibilities range from simple topics that you can define off the top of your head, to serious and complex topics that would require research.

Classification Essay Research

Depending on the nature of your essay topic, you may need to do some research. For example, if you selected parenting styles, you might read up on those. It would be important to have a clear definition of each. 

In any case, you will also need to write out the different characteristics that each item will need to fall into the classifications you’ve created. A spreadsheet will work well for this. If you are more of a visual or tactile learner, try graph paper, a whiteboard, or a bullet journal.

Writing Your Thesis Statement

When you write your paper, your introductory paper will lead up to your thesis statement. This will clearly state the topic along with the classifications you have created. For example, ‘Parents may borrow from each style, but most parents fall into one of three categories: permissive, authoritative, and authoritarian.

Classification Essay Outline

Nearly every good essay will begin with an outline. An outline will help you to organize your thoughts, and determine how you will present each of your classifications. Here’s a brief example of a classification essay example.

• Hook: Everyone is responsible for the type of adult they become, but your parents play a major role in that. 
• What type of parents were yours? What type of parent will you be?
• There are three types of parenting styles, authoritarian, authoritative, and permissive.
• Examples of authoritarian parenting.
• Statistics on the impact of authoritarian parenting.
• Examples of permissive parenting.
• Statistics on the impact of permissive parenting.
• Examples of authoritative parenting.
• Statistics on the impact of permissive parenting

In this outline, you can use parenting examples to classify different parenting behaviors. You could even find some real-life examples. Perhaps you could find a good or bad parenting story from the news that you think exemplifies each parenting style.

Classification Essay Rough Draft

Your outline is a great starting point. The next step is to turn that outline into the beginnings of a classification essay. The first thing to do is create a rough draft. Just like you imagine, you’ll be turning the outline into a rough draft by creating paragraphs, sentences, and a powerful introduction and conclusion. 

You may follow a standard three paragraph structure. However, you don’t have to. For example, you could use the first body paragraph to get deeper into the definition of each of your categories. Then follow up with one body paragraph for each. You could also write two or more paragraphs for each of your classifications.

Here you should focus on backing up your points , making good use of your sources, and transitioning easily from one point to the next. Remember that your body paragraphs should have a clear, main idea sentence.

Classification Essay Final Draft

Once it’s time to write your final draft, most of the hard work should be done. Now, focus on polishing things. Fix any spelling and grammar mistakes. Go back to your assignment, and make sure you have followed all of the instructions. Check your word count, and your citations. With a bit of work, your paper should be absolutely ready to turn in.

Best classification paper topics

Here are some additional tips you should follow when writing your classification essay.

• Avoid stereotyping or slamming any groups of people. You could offend the person grading your paper.
• Focus on one set of classifications, and don’t add new classifications as you go .
• Run your classifications by someone else to get a second opinion.
• Make sure your classifications are relevant to your course.
• Clearly define your criteria to your audience.
• Find and use interesting examples of each classification.
• Use anecdotes to help your audience understand.
• Back any statements you make with data.
• Only use academic sources to support your points.
• Double check your citation format. Be certain that you are adhering to the criteria.

We created this guide to provide students with a step by step format to follow along with some examples. We understand that you may need additional assistance on top of this. If that is the case, we are always here to help. Do not hesitate to contact us with additional questions, or to check out our other writing tools. Our experts are available to you 24/7.

External links

• Classification Essay. (2020). Retrieved February 3, 2020, from Boun.edu.tr website: http://www.buowl.boun.edu.tr/students/types%20of%20essays/Classification%20Essay.htm
• Writing A Classification Paper - TIP Sheet - Butte College. (2020). Retrieved February 3, 2020, from Butte.edu website: http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/classification_paper.html
• Classification Essay . (n.d.). Retrieved from http://www.spot.pcc.edu/~dramirez/262Writing8/Handouts/ExcerptHandbookClassification.pdf
• https://www.facebook.com/thoughtcodotcom. (2019). How to Write a Classification Essay. Retrieved February 3, 2020, from ThoughtCo website: https://www.thoughtco.com/develop-and-organize-a-classification-essay-1690712

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How to Develop and Organize a Classification Essay

Basic Approaches to Drafting a Five-Paragraph Essay

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Classification is a method of developing an essay by arranging people, objects, or ideas with shared characteristics into particular classes or groups. After you have settled on a topic for a classification essay * and explored it through various prewriting strategies, you should be ready to attempt a first draft . Here is how to develop and organize a five-paragraph classification essay .

Introductory Paragraph

In your introduction , clearly identify your subject — in this case, the group you are classifying. If you have narrowed your subject in any way (for example, types of bad drivers, rock guitarists, or annoying moviegoers), make this clear from the start.

You may also want to provide some specific descriptive or informative details to attract the interest of your readers and suggest the purpose of the essay .

Finally, include a thesis sentence (usually at the end of the introduction) that briefly identifies the main types or approaches that you're about to examine. 

Intro Paragraph Example: Baseball Fans

Here's an example of a short but effective introductory paragraph to a classification essay:

It's a warm evening in July, and all across the country Americans are gathering to watch a game of professional baseball. Armed with hot dogs and cold drinks, they stroll to their seats, some in grand stadiums, others in cozy minor-league parks. But no matter where the game is played, you will find the same three types of baseball fan: the Party Rooter, the Sunshine Supporter, and the Diehard Fan.

Notice how this introduction creates certain expectations. The specific details provide a setting (a ballpark on "a warm evening in July") in which we expect to see the various fans described. In addition, the labels assigned to these fans (the Party Rooter , the Sunshine Supporter , and the Diehard Fan ) lead us to expect descriptions of each type in the order they're given. A good writer will go on to fulfill these expectations in the body of the essay.

Body Paragraphs

Begin each body paragraph with a topic sentence that identifies a particular type of approach. Then  illustrate each type with specific details.

Arrange your body paragraphs in whatever order strikes you as clear and logical — say, from the least effective approach to the most effective, or from the most common type to the least familiar (or the other way around). Just make sure that the order of your body paragraphs matches the arrangement promised in your thesis sentence.

Body Paragraphs Example: Types of Fans

Here, in the body of the essay on baseball fans, you can see that the writer has fulfilled the expectations set up in the introduction. (In each body paragraph, the topic sentence is in italics.)

The Party Rooter goes to games for the hot dogs, the gimmicks, the giveaways, and the companionship; he's not really that interested in the ballgame itself. The Party Rooter is the sort of fan who shows up on Buck-a-Brew Night, often with a gang of fellow partiers. He cracks jokes, hurls peanuts at the team mascot, applauds the exploding scoreboard, blasts an electronic horn whenever he pleases—and occasionally nudges a companion and asks, "Hey, who's winning?" The Party Rooter often wanders out of the park in the sixth or seventh inning to continue his celebrations in the car on the way home. The Sunshine Supporter, usually a more common type than the Party Rooter, goes to the park to cheer on a winning team and bask in its glory. When the home side is on a winning streak and still in contention for a playoff spot, the stadium will be packed with this sort of fan. As long as her team is winning, the Sunshine Supporter will be roaring at every play, waving her pennant and shouting out the names of her heroes. However, as the name implies, the Sunshine Supporter is a fickle fan, and her cheers quickly turn to boos when a hero strikes out or drops a line drive. She will stay around until the end of the game to celebrate a victory, but should her team fall a few runs behind, she's likely to slip out to the parking lot during the seventh-inning stretch.​ Diehard Fans are also strong supporters of the local team, but they go to the park to watch good baseball, not just to root for a winner.  More attentive to the game than other fans, Diehards will study the stance of a power hitter, note the finesse of a quick fielder, and anticipate the strategy of a pitcher who has fallen behind in the count. While the Party Rooter is chugging a beer or dropping wisecracks, Diehards may be filling in a scorecard or commenting on a player's RBI tally over the past few months. And when a Sunshine Supporter boos an opposing player for tagging out a local hero, Diehards may be quietly applauding the expert moves of this "enemy" infielder. No matter what the score is, Diehard Fans remain in their seats until the last batter is out, and they may still be talking about the game long after it's over.​

Comparisons Ensure Cohesion

Notice how the writer uses comparisons to ensure cohesion in the body of the essay. The topic sentence in both the second and third paragraphs refers to the preceding paragraph. Likewise, in the third body paragraph, the writer draws explicit contrasts between the Diehards and the other two types of baseball fans.

Such comparisons not only provide smooth transitions from one paragraph to the next but also reveal the sympathies of the writer. He begins with the type of fan he likes the least and ends with the one he most admires. We now expect the writer to justify his attitudes in the conclusion.

Concluding Paragraph

The concluding paragraph gives you an opportunity to draw together the various types and approaches you have been examining in the body of the essay. You may choose to offer a final brief comment on each one, summarizing its value or its limitations. Or you may want to recommend one approach over the others and explain why. In any case, make sure that your conclusion clearly emphasizes the purpose of your classification.

Concluding Paragraph: Only the Diehard Fans Remain

In the concluding paragraph to "Baseball Fans," consider whether the author has been successful in his effort to tie his observations together.

Professional baseball would have trouble surviving without all three types of fans. The Party Rooters provide much of the money that owners need to hire talented players. The Sunshine Supporters bring a stadium to life and help boost the morale of the home team. But only the Diehard Fans maintain their support all season long, year in and year out. By late September in most ballparks, enduring chilly winds, rain delays, and sometimes humiliating losses, only the Diehards remain.

Connecting the Conclusion to the Introduction

Notice how the writer hooks his conclusion back to the introduction by contrasting the chilly night in September with the warm evening in July. Connections such as this help to unify an essay and give it a sense of completeness.

As you develop and organize your draft , experiment with various strategies, but keep this basic format in mind: an introduction that identifies your subject and the different types of approaches; three (or more) body paragraphs that rely on specific details to describe or illustrate the types; and a conclusion that draws your points together and makes the overall purpose of the classification clear.

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• Definition/Introduction

When it comes to parenting, there is a great deal of diversity among families. Cultural backgrounds have a major impact on how the family unit exists and how children are reared. In the last several years, the population of the United States of America has had a makeup. Changes driven by immigration (with different cultural, ethnic, and spiritual ideologies), socioeconomic status, and single-parent families are some of the factors that determine a variety of parenting styles among families. As per the 2014 U.S. Census Bureau data, ¼ of children lived in single-parent families, and three-fourths lived in households with two married parents. These patterns differ when race and ethnicity are considered. Although children can thrive in all types of family environments, data suggest that, on average, children living in single-parent families fare less well than their counterparts.

The definition of culture refers to a pattern of social norms, values, language, and behavior shared by individuals. As a result, parents are affected by their culture. When it comes to self-regulation, parenting approaches vary across cultures concerning promoting attention, compliance, delayed gratification, executive function, and effortful control.

Every parent has a different approach in how to interact and guide their children. A child’s morals, principles, and conduct are generally established through this bond. Different researchers have grouped parenting styles into three, four, five, or more psychological constructs. This article's content will only focus on four parenting categories: authoritarian, authoritative, permissive, and uninvolved. Every category employs a unique approach to how parents raise their children. Generally, each parent will fall into one of these categories and sometimes have some characteristics from another category. Parenting style can also be situation-dependent.

• Issues of Concern

Authoritarian Parenting

Parents of this style tend to have a one-way mode of communication where the parent establishes strict rules that the child obeys. There is little to no room for negotiations from the child, and the rules are not usually explained. They expect their children to uphold these standards while making no errors. Mistakes usually lead to punishment. Authoritarian parents are normally less nurturing and have high expectations with limited flexibility. 

Children that grow up with authoritarian parents will usually be the most well-behaved in the room because of the consequences of misbehaving. Additionally, they are better able to adhere to the precise instructions required to reach a goal. Furthermore, this parenting style can result in children who have higher levels of aggression but may also be shy, socially inept, and unable to make their own decisions. [1]  This aggression can remain uncontrolled as they have difficulty managing anger as they were not provided with proper guidance. They have poor self-esteem, which further reinforces their inability to make decisions. [2]  Strict parental rules and punishments often influence the child to rebel against authority figures as they grow older.  

Authoritative Parenting

This type of parent normally develops a close, nurturing relationship with their children. They have clear guidelines for their expectations and explain their reasons associated with disciplinary actions. Disciplinary methods are used as a way of support instead of punishment. Not only can children have input into goals and expectations, but there are also frequent and appropriate levels of communication between the parent and their child. In general, this parenting style leads to the healthiest outcomes for children but requires a lot of patience and effort on both parties. 

Authoritative parenting results in children who are confident, responsible, and able to self-regulate. [1] [3]  They can manage their negative emotions more effectively, which leads to better social outcomes and emotional health. Since these parents also encourage independence, their children will learn that they are capable of accomplishing goals on their own. This results in children who grow up with higher self-esteem. Also, these children have a high level of academic achievement and school performance. [4]

Permissive Parenting

Permissive parents tend to be warm, nurturing and usually have minimal or no expectations. They impose limited rules on their children. Communication remains open, but parents allow their children to figure things out for themselves. These low levels of expectation usually result in rare uses of discipline. They act more like friends than parents. 

Limited rules can lead to children with unhealthy eating habits, especially regarding snacks. [5]  This can result in increased risks for obesity and other health problems later in the child’s life. The child also has a lot of freedom as they decide their bedtime, if or when to do homework, and screen time with the computer and television. [6]  Freedom to this degree can lead to other negative habits as the parent does not provide much guidance on moderation. Overall, children of permissive parents usually have some self-esteem and decent social skills. However, they can be impulsive, demanding, selfish, and lack self-regulation. [7] [8]

Uninvolved Parenting

Children are given a lot of freedom as this type of parent normally stays out of the way. They fulfill the child’s basic needs while generally remaining detached from their child’s life. An uninvolved parent does not utilize a particular disciplining style and has a limited amount of communication with their child. They tend to offer a low amount of nurturing while having either few or no expectations of their children. 

The children of uninvolved parents usually are resilient and may even be more self-sufficient than children with other types of upbringing. However, these skills are developed out of necessity. Additionally, they might have trouble controlling their emotions, less effective coping strategies, may have academic challenges, and difficulty with maintaining or nurturing social relationships. [9] [10]

• Clinical Significance

Characteristics of a parent’s upbringing style may continue to be prevalent in the child’s behaviors and actions as they age. As a child grows older, they can be affected by other factors that further shape their conduct or possibly change it entirely (i.e., therapy, culture, job, and social circle). With regards to health outcomes, it is important to identify which areas of concern are related to the upbringing style of a patient’s parents (i.e., the habit of unmonitored snacking) and address the issues at that level. These issues become relatively more important when it comes to behavioral/ psychological intervention.

Becoming culturally competent whenever possible is a great asset for providers who take care of pediatric patients. Understanding the family background, how rules are set, and discipline styles will allow the clinician to understand the dynamics of the family unit. Once the provider is familiarized with the parental rearing techniques, identifying, managing, or referring families will be an easier task.

• Nursing, Allied Health, and Interprofessional Team Interventions

Child interventions may require knowledge of their parent's upbringing style, especially if physical or verbal abuse is suspected. Understanding the child's home environment can lead to better patient outcomes as more personalized approaches can be taken towards the child's wellbeing.

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Disclosure: Terrence Sanvictores declares no relevant financial relationships with ineligible companies.

Disclosure: Magda Mendez declares no relevant financial relationships with ineligible companies.

This book is distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) ( http://creativecommons.org/licenses/by-nc-nd/4.0/ ), which permits others to distribute the work, provided that the article is not altered or used commercially. You are not required to obtain permission to distribute this article, provided that you credit the author and journal.

• Cite this Page Sanvictores T, Mendez MD. Types of Parenting Styles and Effects On Children. [Updated 2022 Sep 18]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-.

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• Perceived parenting styles and primary attachment styles of single and children living with both parents. [J Pak Med Assoc. 2021] Perceived parenting styles and primary attachment styles of single and children living with both parents. Idrees MU, Zahra SM, Naeem F. J Pak Med Assoc. 2021 Jun; 71(6):1540-1544.
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Home / Parenting, Kids & Teens / The 4 types of parenting styles: What style is right for you?

The 4 types of parenting styles: What style is right for you?

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A parent’s job is to prepare their children to be adults who are capable of taking care of themselves and overcoming difficulties. It’s not an easy job. Parents have to set appropriate limits, watch their children fail and let them feel the consequences of their actions. Sometimes parents even endure the harsh screams of “I hate you!” or other painful words.

“I tell parents that it’s OK for your kids to be mad at you and not like you because of the limit you set,” said Hannah L. Mulholland, LICSW, MSW, a Mayo Clinic pediatric social worker. “You’re the best person in the world for them not to like and be mad at because you’re the one person who’s not going to desert them. You’re still going to love them, even when they’re mad at you. But for many parents, the reason they don’t set limits is because they want to be liked.”

Parenting is about supporting children while they make their own mistakes, take on age-appropriate responsibilities, think for themselves and solve their own problems. How you do that is up to you.

For example, you can let your kids choose how and when to do their homework — but also let them know that if they don’t do it, there may be consequences at school. “Let your kid be distressed. Let your kid make mistakes,” Mulholland says. “That’s how they learn.”

Kids who don’t learn might enter the adult world woefully unprepared or even afraid because they don’t know how to have relationships, do their laundry or manage their money. “They get in over their heads because they don’t really know what their own capacity is,” Mulholland says.

4 parenting styles

There are four main parenting styles: authoritarian, authoritative, permissive and neglectful. You don’t have to commit to one style. It’s natural to use different styles in different situations. When safety is at stake, a parent might use a firm authoritarian style that leaves no room for negotiation. But a parent might put consequences on hold and lean into a permissive approach to encourage a teenager to call for help if they put themselves in a dangerous situation.

“As parents, we are all doing the best we can each day,” Mulholland says. “Our intentions are always good, but we struggle to execute depending on our own capacity in the moment. Give yourself a break as a parent and recognize your own limits. All of the advice in this article is for when you are your very best self, not necessarily something you can implement all the time.”

Here’s a look at each of the four styles.

Authoritative parenting style

Authoritative parenting is often considered the ideal style for its combination of warmth and flexibility while still making it clear that the parents are in charge. (3) Children of authoritative parents know what is expected of them. Their parents explain reasons for the rules and consequences for breaking them. Parents also listen to their child’s opinions, but the parent remains the ultimate decision maker.

Authoritative parents develop close, nurturing relationships with their children. Children with authoritative parents tend to grow up confident, responsible and capable of managing their emotions. They are also friendly, curious and achievement-oriented.

What is an example of authoritative parenting style?

One place where parenting style shows is at mealtimes. Authoritative parents have more family meals where the parents model eating behaviors — rather than imposing strict restrictions. The parents will include the children in meal preparation. Perhaps the child will choose what’s for dinner one night a week or choose the side dish. Research shows that children of authoritative mothers have a high quality of diet and eat more fruit than children from different parenting styles.

Permissive parenting style

Permissive parents might pride themselves on being their child’s best friend. These parents are warm and nurturing with open communication. They are actively involved in their children’s emotional well-being. They also have low expectations and use discipline sparingly. Permissive parents let children make their own choices, but also bail them out if it doesn’t go well.

Children of permissive parents have the freedom to make decisions like what to eat, when to go to bed and whether to do their homework. These children tend to have good self-esteem and social skills. But they can be impulsive, demanding and lack the ability to self-regulate. (1) Permissive parents often try to control their child’s environment, so the child doesn’t have to experience rejection or failure. This means the child might enter adulthood unprepared.

What is an example of permissive parenting style?

When it comes to food, permissive parents might have lax rules. They allow the children to choose what they want, even if that means the parents make a special meal. This could lead to picky eating and unhealthy diet choices. Permissive parenting is associated with lower fruit and vegetable intake. It may also result in inexperience in trying new things or going with the flow and difficulty in social settings involving food.

Authoritarian parenting style

Authoritarian parenting uses strict rules, high standards and punishment to regulate the child’s behavior. Authoritarian parents have high expectations and are not flexible on them. The children might not even know a rule is in place until they’re punished for breaking it.

Children of authoritarian parents are good at following instructions and behave well. However, these children might grow up with a fear of punishment and lack experience making their own decisions. As a result, some might become aggressively rebellious, lack social skills and may have difficulty making sound decisions on their own.

What is an example of authoritarian parenting style? 

At mealtimes, authoritarian parents might enforce rules, such as the children eat the same meal as everyone else or finish everything on their plate. However, the family is unlikely to discuss why they eat certain foods and how they fit into their culture or affect a child’s health.

Neglectful parenting style

Neglectful parents fulfill the child’s basic needs, but then pay little attention to the child. These parents tend to offer minimal nurturing and have few expectations or limitations for their child. It’s not always a conscious choice parents make, but can be forced by circumstance, such as the need to work late shifts, single parenting, mental health concerns or overall family troubles.

Children of neglectful parents usually grow up to be resilient and self-sufficient out of necessity. They might have trouble controlling emotions, don’t develop effective coping strategies and they have difficulty maintaining social relationships. They tend to have low self-esteem and might seek out inappropriate role models.

What is an example of neglectful parenting style?

Parents who are uninvolved might not buy groceries or plan meals consistently. That could leave the child concerned about when they will next eat. It can lead them to become preoccupied with food. Children who had neglectful parents often overeat when food is available and may become overweight. But these children often have an easier time leaving home when it’s time.

How do I make sure I don’t mess up my child?

There’s no parenting style that is guaranteed to produce perfectly adjusted children. Nobody’s child is going to go through life universally liked and immune to failure or disappointment. Mulholland says everyone experiences difficulties. “It’s just unrealistic to say that a parenting decision is the reason for that.”

Since children will inevitably go through difficult moments, it’s best to equip them with the ability to bounce back. It helps if kids have had some practice from being allowed to try and fail in a safe environment.

For example, if a child played video games instead of studying, they might do poorly on the test. That’s how they learn that they need to manage their time better. But if you let them stay home “sick” to get an extra day to study, they won’t have learned a lesson.

A lot of parents see their child’s successes or failures as a reflection of themselves as a parent. But it’s the parent’s job to give the child the tools they need, not to control the situation.

“I’m always reminding parents that those aren’t your grades,” Mulholland says. “That’s not your college that they end up going to. That’s on them. You shouldn’t measure your worth as a parent on how successful your children are.”

How can parents change their parenting style?

If you find that your child is having some behavior issues, you might decide you need to adjust your parenting style. Behavior change can be as difficult for parents as it is for kids.

Mulholland recommends thinking back to your own childhood and what worked for you and what didn’t. Some people had parents who were very strict. The child wasn’t allowed to talk at the table and was punished severely. As a result, when they became a parent, they went the other way and became permissive. But perhaps a middle ground would work better. As you reflect on your own parenting, think about why you react the way you do.

If you want to change your parenting style, look into parenting workshops. Many schools or early childhood centers offer classes or can refer you to one. Mulholland also recommends the book, How to Talk So Kids Will Listen & Listen So Kids Will Talk . A mental health therapist can also help you work through issues from your own childhood and find a parenting approach that will work for your family.

Which parenting style is most encouraged?

Authoritative parenting is the most recommended parenting style . The combination of clear communication and age-appropriate standards can lead to emotionally stable adults who can handle themselves in social situations and set goals for themselves.

To take an authoritative approach, parents can:

• Set clear boundaries and communicate them to children.
• Offer children choices and have discussions about what’s appropriate. For example, you can choose which pajamas you want to wear to bed. You cannot wear your winter coat to bed because it will be too warm.
• Listen to and explore their children’s emotional health concerns.
• Frequently express love and affection.

A helpful approach can be to use praise and positive reinforcement to encourage desired behavior. Ignore annoying, but not dangerous, attempts at getting attention, such as banging on a wall or whining. You also can tell children, “I’ll wait and respond to you when you stop whining.”

Another approach is to reward children with something they want. For example, instead of taking away their tablet until they do their homework, use it as a reward. “I’m going to give you your tablet as soon as you’re done with your homework.” That way the tablet is a reinforcer instead of a consequence.

How to set limits for children

A big part of parenting is setting rules and limits for your children. A metaphor from Russell A. Barkley, Ph.D. , suggests thinking of parenting like enclosing a pasture for your sheep. You build a fence and put things the sheep need in the pasture — plus some fun things to play with. Then let the sheep roam around within their limits.

“You don’t tell the sheep ‘You need to only be in this corner.’ Or ‘You need to only eat that type of flower,'” Mulholland explains. “They’re likely to run into the good flowers and eat the good stuff. But you’re also going to have the fence around them. So there’s a limit as to how far they can go.”

The same with children. As the parents, you set the limits and provide children with food to eat and toys to play with. As the children show they’re being responsible and can handle more, you can expand their boundaries.

Setting limits together

As much as you can, decide with your child what your limits are ahead of time. For example, before the start of a new school year, decide on your limits for weekday screen time, after-school snacks or homework rules.

If you’re trying to make rules on the fly, you’re more likely to be inconsistent from day to day. If you decide that the kids get 90 minutes of screen time on a school night, then you can always hold to that, and the kids know what to expect.

If you have a spouse or co-parent, discuss limits together. It’s common for two parents to have different ideas of what’s appropriate, so it’s helpful to set the boundaries together. And whether you live in the same house or not, try to maintain the same basic limits.

“The most important thing is — in front of the child — you 100% have your partner’s back, even if you disagree wholeheartedly with how they approached it. In front of the child, you have to have their back,” Mulholland says. “In the moment you say, ‘Yep. Dad said eat your broccoli. ‘” If you would have done things differently, talk to your partner about it away from the kids.

Your relationship with a grown child

Parenting style also plays a role in the relationship between parents and their children when they become adults. Kids who had strict, inflexible parents might not have a close relationship as adults. Kids of permissive parents might come back for help frequently when they are in a bind. Kids who grew up with encouraging, supportive parents tend to have close relationships with their parents. They will be independent, but still go to their parents for advice.

“The best-case scenario is they’re still keeping you involved in their life,” Mulholland says. “They’re telling you about the hardships and maybe even seeking advice, but they’re also not expecting you to fix everything.”

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A classification essay is a type of academic essay that categorizes a topic into distinct groups based on shared characteristics or criteria. The writer's purpose is to create a clear organization of information. Classification should be logical, making it easier for readers to remember the information being presented.

Let us guess: your professor asked you to write a classification essay. But they didn't explain how to even write one, did they? They often drop students like that as a part of self-learning. That's exactly why you're here! Writing a classification essay requires research. And making sure you've got enough information, you must double check what you've already gathered. Besides, classifying may sound simple, but it takes discipline and logical thinking. Putting thoughts into words and all that… What a task! But we heard a little rumor that those who continue reading would master classification papers. It's time for you to see if this rumor is true!  

What Is a Classification Essay: Definition

Classification essay doesn’t want to hide its essence, considering its name. But the primary goal of this type of article is to classify. Now, what you want to rank is up to you or your professor. Your main goal is to select topics and later put them into categories. The primary purpose of this type of essay is to show your skills in categorisation and generalization. We can take food as a good and tasty example. For instance, apples and oranges belong to the fruit category, while cucumbers will definitely be vegetables. As for avocado, you have to do the research and classify this type of food. Nevertheless, you’ll definitely need to write one of those essays during your college. So to master academic and classification writing, keep reading!  

How to Write a Classification Essay

We will start by teaching you how to write a classification essay. In this case, preparation is our little saving grace. So before you begin the actual writing, typing, or scribbling, it’s a good idea to think about the overall essence of your article. For starters, here are several valuable tips worth remembering:

• Select a type of organization (you can use tables, documents, or anything that will help you in organizing your work).
• Choose your categories for classification.
• Make sure that each category is distinct and clear.
• Include different examples for visualization.

These several steps will be handy for writing a thesis and starting your introduction. Buy essay papers online once you want good results with as little time spent as possible.

Developing an Effective Classification Essay Thesis Statement

Like with other articles, the classification essay thesis is one of the most vital parts of your work. A good thing worth keeping in mind is that your thesis is the last statement of your introduction. It also determines whether your audience will continue reading your article. Here are several things you should follow to write a good thesis:

• Summarize your work.
• Identify your main topic, objective, or goal of your essay.
• Above all, make readers understand what point you’re making and what your paper is gonna be about.
• Mention the categories you have chosen.

If you can nail our list given above, congratulations, you’ve got yourself an outstanding thesis.

Classification Essay Outline

Creating a classification essay outline is one of the easiest ways to approach an excellent classification paper. It’s true that it requires a lot of research and remembering. You will not only have to write about a single subject but group topics into categories. In order to do it correctly and understandably for the reader, it’s best if you use an outline. First and foremost, your essay should follow a traditional five paragraph essay format structure. It should have a minimum of three paragraphs. But typically, professors prefer around five. So your introduction must initially include an introduction, several body paragraphs depending on the length of your article, and a conclusion. In your body paragraphs outline, it’s a good idea to describe the groups you will include in your article. So your first paragraph will group fruits according to their color, while the second one can use nutrition for a classification. This will help you to remember your points before writing.  

How to Start a Classification Essay: Introduction

Classification essay introduction is very similar to any other introduction you have probably written. You should never forget that you are writing for an audience. Doesn’t really matter if your reader is your professor or some person online. The rules of good writing apply to any kind of paper. The first thing worth doing is introducing your overall concept. There is no need to give all the information at once. Just start with something more general and narrow it down later to a thesis we’ve talked about. Make sure that you also include the relevant information. Using our previous metaphor, if you’re talking about fruits, maybe mentioning vegetables will not be a good idea. Besides, staying on one topic will help you to write more clearly. And that’s our final requirement for your introduction.  

Body Paragraphs of a Classification Essay

Classification essay's main body commonly has around 1-3 paragraphs. But don't forget to ask your professor about the length. The important thing to remember is that you are classifying items in your work. In order to achieve precise and successful organization, your body paragraphs must be concise. Each body paragraph should focus on a certain group. You're not making mashed potatoes. So stacking all of your ideas in one section would create a mess. Keep it simple in terms of structure:  

• Paragraph 1 — fruits organized by their color
• Paragraph 2 — fruits arranged by expert location
• Paragraph 3 — fruits ordered by size or shape

A simple and understandable organization will make your writing sharp. And your readers will definitely say thank you!

Classification Essay Conclusion

A classification essay conclusion is, just like always, crème de la crème of any article. At this point, your reader knows everything you were telling them. They know all your data, issues, and ideas. Thus, quickly summarizing what they’ve read in your body paragraphs will help a lot. But the last thing to do is organize your conclusion while leaving an impression. Now, their impressions can be different. However, your readers must think about your work for at least some time. So your conclusion must end with something intriguing like the possible future of your topic or piece of mind for the readers. Just don’t include any new information, and you’ll do fantastically!  

Classification Essay Writing: Useful Tips

Even with our help, classification essay writing is challenging. So we prepared for you several good tips that will help you improve and ease your academic life. Check them out:  

• Define the purpose of the article before you start writing.
• Avoid popular and often used topics.
• Write down a number of topics before picking one. (We have a list of classification essay topics at your disposal.)
• Choose a subject that will be personally interesting for you.
• Remember that you are also writing for someone else who might not know everything about your topic.
• Edit and proofread your work.
• Take a break from writing once in a while and come back with a fresh mind and new look.
• Don’t try writing about everything simultaneously. Instead, focus on one category and lead with it.

With these steps, we can definitely say that you’re ready.

Classification Essay Examples

How could we leave you without classification essay samples? You’re right; we couldn’t. Check out this example. Keep in mind that our examples always have characteristics that we talked about. So you can read the sample and return back for this article or do some revision. It will help you a lot. What are you waiting for? You can find the example right here. Or simply buy essay for college to avoid any hard work this evening. 

Classification Essay: Bottom Line

Who knew that  writing a classification essay  wasn’t that hard? We did, and now you know that, too. You have everything it takes to create an excellent paper. You know that:  

• Your thesis is the most essential part of the essay.
• The introduction must contain general information on the subject.
• Body paragraphs must be carefully organized.
• A conclusion should leave an impression without including new information.

But if you’re still looking for proficient help, our academic writing services got you covered. Our writers do excellent research before writing a paper and deliver high-quality results. We are also proud of our timely delivery of the papers.

FAQ about Classification Essays

1. what is the purpose of a classification essay.

The purpose of a classification essay is to organize and classify. In the beginning, you have several unique items. They indeed have some things in common. So your job is to identify in what categories they fit best. After doing the research and careful learning, you must put everything you have gathered into words. But still, keep in mind that the second purpose is to make your essay and classification clear to the reader.

2. How long is a classification essay?

There’s no right or wrong answer when it comes to classification essay length. Everything will depend on the guidelines. Usually, such articles are 3 to 5 paragraphs long. Their minimum is always an introduction, one body paragraph, and conclusion. However, professors definitely enjoy 5 paragraphs as a standard length. But you always need to remember that the essay should be long enough to provide necessary information for the reader. Or it must be short enough not to drag it out.

3. What is the difference between a division and classification essay?

Division and classification essays are only slightly different. The items you choose for classification essays must belong to strict and certain categories. They cannot overlap or belong to two different groups. On the other hand, division essays allow the subjects to move from one group to another. They might be divided into different groups or categories and thus overlap.

4. What are different types of classification?

There are several types of classification. Depending on the particular topic, you can choose a specific type that fits the best. Here’s what you can choose from:

• Spatial classification (location, place and so on).
• Chronological (you must take time and dates into consideration).
• Classification by attributes (qualitative).
• Classification by size (quantitative with numbers and statistics).

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10.4 Classification

Learning objectives.

• Determine the purpose and structure of the classification essay.
• Understand how to write a classification essay.

The Purpose of Classification in Writing

The purpose of classification is to break down broad subjects into smaller, more manageable, more specific parts. We classify things in our daily lives all the time, often without even thinking about it. Cell phones, for example, have now become part of a broad category. They can be classified as feature phones, media phones, and smartphones.

Smaller categories, and the way in which these categories are created, help us make sense of the world. Keep both of these elements in mind when writing a classification essay.

Choose topics that you know well when writing classification essays. The more you know about a topic, the more you can break it into smaller, more interesting parts. Adding interest and insight will enhance your classification essays.

On a separate sheet of paper, break the following categories into smaller classifications.

• The United States
• Colleges and universities

The Structure of a Classification Essay

The classification essay opens with an introductory paragraph that introduces the broader topic. The thesis should then explain how that topic is divided into subgroups and why. Take the following introductory paragraph, for example:

When people think of New York, they often think of only New York City. But New York is actually a diverse state with a full range of activities to do, sights to see, and cultures to explore. In order to better understand the diversity of New York state, it is helpful to break it into these five separate regions: Long Island, New York City, Western New York, Central New York, and Northern New York.

The underlined thesis explains not only the category and subcategory but also the rationale for breaking it into those categories. Through this classification essay, the writer hopes to show his or her readers a different way of considering the state.

Each body paragraph of a classification essay is dedicated to fully illustrating each of the subcategories. In the previous example, then, each region of New York would have its own paragraph.

The conclusion should bring all the categories and subcategories back together again to show the reader the big picture. In the previous example, the conclusion might explain how the various sights and activities of each region of New York add to its diversity and complexity.

To avoid settling for an overly simplistic classification, make sure you break down any given topic at least three different ways. This will help you think outside the box and perhaps even learn something entirely new about a subject.

Using your classifications from Note 10.43 “Exercise 1” , write a brief paragraph explaining why you chose to organize each main category in the way that you did.

Writing a Classification Essay

Start with an engaging opening that will adequately introduce the general topic that you will be dividing into smaller subcategories. Your thesis should come at the end of your introduction. It should include the topic, your subtopics, and the reason you are choosing to break down the topic in the way that you are. Use the following classification thesis equation:

topic + subtopics + rationale for the subtopics = thesis.

The organizing strategy of a classification essay is dictated by the initial topic and the subsequent subtopics. Each body paragraph is dedicated to fully illustrating each of the subtopics. In a way, coming up with a strong topic pays double rewards in a classification essay. Not only do you have a good topic, but you also have a solid organizational structure within which to write.

Be sure you use strong details and explanations for each subcategory paragraph that help explain and support your thesis. Also, be sure to give examples to illustrate your points. Finally, write a conclusion that links all the subgroups together again. The conclusion should successfully wrap up your essay by connecting it to your topic initially discussed in the introduction. See Chapter 15 “Readings: Examples of Essays” to read a sample classification essay.

Building on Note 10.43 “Exercise 1” and Note 10.46 “Exercise 2” , write a five-paragraph classification essay about one of the four original topics. In your thesis, make sure to include the topic, subtopics, and rationale for your breakdown. And make sure that your essay is organized into paragraphs that each describes a subtopic.

Key Takeaways

• The purpose of classification is to break a subject into smaller, more manageable, more specific parts.
• Smaller subcategories help us make sense of the world, and the way in which these subcategories are created also helps us make sense of the world.
• A classification essay is organized by its subcategories.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Ultimate guide to writing a classification essay, carla johnson.

• June 14, 2023
• Essay Topics and Ideas , How to Guides

When it comes to writing an essay, you can choose from many different kinds. A classification essay is one type of essay you might be asked to write. This article will tell you everything you need to know about how to write a classification essay.

A classification essay is a type of academic writing in which things, people, or ideas are put into groups based on the things they have in common. The goal of a classification essay is to help readers understand a complicated topic better by breaking it down into smaller, easier-to-understand pieces.

It’s important to write a classification essay for more than one reason. First, it lets you show how well you can analyze and organize information in a way that makes sense. Second, it helps you learn how to think critically because you have to judge and compare different things or ideas. Lastly, it can help readers who are trying to understand a complicated topic by breaking it up into smaller pieces.

In the sections that follow, we’ll give you a step-by-step plan for how to write a good classification essay. By following these rules, you’ll be able to write a well-organized, interesting essay that puts your topic into clear categories and gives your readers useful information.

What You'll Learn

Understanding the Elements of a Classification Essay

To write a successful classification essay, it is important to understand the elements that make up this type of academic writing. These include:

– Definition of classification: Classification is the process of organizing items, people, or ideas into categories based on shared characteristics. In a classification essay, you will use this process to group your topic into different categories that you will then explore in detail.

– Types of classification: There are several different ways to classify items or ideas, including by physical characteristics , function, importance, and chronological order. The type of classification you choose will depend on the specific topic you are exploring and the purpose of your essay .

– The importance of classification in writing a classification essay: Classification is a crucial element of a classification essay, as it allows you to effectively organize your ideas and present them in a way that is logical and easy to understand. By categorizing your topic, you will be able to provide valuable insights for your readers and help them better understand a complex topic.

Choosing a Topic for Your Classification Essay

Once you understand the elements of a classification essay, the next step is to choose a topic that is appropriate for this type of academic writing. Here are some tips to help you choose a topic for your classification essay:

– Identifying your audience: Before you choose a topic, it is important to consider your audience. Think about who will be reading your essay and what their interests and needs are. This will help you tochoose a topic that is relevant and engaging for your readers.

– Brainstorming ideas: Once you have identified your audience, start brainstorming ideas for your classification essay. Think about topics that you are knowledgeable about and that are interesting to you. Consider different categories that you could use to classify your topic.

– Narrowing down your topic: After you have generated a list of potential topics, it is important to narrow down your options. Choose a topic that is specific enough to be manageable, but broad enough to provide you with enough material to write about.

– Finalizing your topic: Choose a final topic for your classification essay once you have narrowed down your list. Make sure your topic is clear and to the point, and that it is relevant to the people you are writing for.

By following these steps, you’ll be able to choose a topic for your classification essay that is appropriate, interesting, and relevant to your readers. Make sure to pick a topic that is narrow enough to be manageable but wide enough to give you enough to write about. Once you have a good topic for your classification essay, you can move on to the next steps.

Pre-Writing Strategies for Your Classification Essay

Before you start writing your classification essay, it’s important to take some time to prepare and plan your approach. Here are some pre-writing strategies to help you get started:

– Conducting research: Depending on your topic, you may need to conduct research to gather information and examples to support your categories . This research can come from a variety of sources, including books, academic articles, and online sources.

– Creating an outline: Once you have gathered your research, create an outline for your essay . This will help you to organize your ideas and ensure that your essay flows logically and cohesively. Your outline should include an introduction, body paragraphs, and a conclusion.

– Developing a thesis statement: Your thesis statement is the main idea or argument that you will be exploring in your essay . It should be clear, concise, and focused on the categories that you will be exploring in your essay .

– Organizing your ideas: Once you have created your outline and developed your thesis statement , organize your ideas into categories. Think about the different ways that you can group your topic and create categories based on shared characteristics.

Writing Your Classification Essay

Now that you have completed your pre-writing strategies, it’s time to start writing your classification essay. Here is a breakdown of the different sections of your essay:

– Introduction: Your introduction should provide an overview of your topic and a clear thesis statement that outlines the categories you will be exploring in your essay.You should also provide some context for your topic and engage the reader’s interest.

– Body paragraphs: The main part of your essay should be broken up into paragraphs that each talk about a different topic . Start each paragraph with a clear topic sentence that says what category you will be talking about, and then back up your classification with examples and evidence. Use transitional phrases to link your paragraphs and help your reader see how your categories are related.

– Conclusion: Your conclusion should summarize the main points of your essay and restate your thesis statement in a memorable way. You can also provide some final thoughts or recommendations based on your classification.

Remember to use clear and concise language throughout your essay, and to provide examples and evidence to support your categories. By following these guidelines, you can create a well-organized and compelling classification essay that effectively categorizes your topic and provides valuable insights for your readers.

Tips for Writing a Successful Classification Essay

To write a successful classification essay, it’s important to keep the following tips in mind:

– Use appropriate language and tone: Your language and tone should be appropriate for your audience and the purpose of your essay . Use clear and concise language, and avoid using jargon or technical terms that may be unfamiliar to your readers.

– Make use of examples: Examples can help to illustrate your categories and provide evidence to support your claims . Use specific and relevant examples to help the reader understand the characteristics of each category.

– Use transitional words and phrases: Transitional words and phrases can help to connect your categories and create a smooth and cohesive flow in your essay . Examples include “firstly”, “secondly”, “in addition”, and “furthermore”.

– Use evidence to support your claims: It’s important to use evidence to support your claims and to make your argument more convincing. This evidence can come from a variety of sources, including research, personal experience, and expert opinion.

– Revise and edit your essay: Finally, it’s important to take the time to revise and edit your essay . Read through your essay carefully , checking for spelling and grammar errors, and making sure that your ideas are clear and well-organized.

 Classification Essay Examples

Examples of classification essays:.

1. “The Three Types of Friends Everyone Needs” by John Smith:

In this essay, the author categorizes friends into three types: the listener, the adventurer, and the loyalist. The author provides specific examples and personal experiences to illustrate each category, and uses transitional phrases to connect each paragraph. The thesis statement is clear and focused, and the language and tone are appropriate for the audience. Overall, this essay is well-organized and effectively categorizes the different types of friends.

2. “The Four Main Types of Exercise” by Jane Doe:

In this essay, the author categorizes exercise into four types: aerobic, strength, flexibility, and balance. The author provides examples and evidence to support each category, and uses transitional words and phrases to connect each paragraph. The thesis statement is clear and focused, and the language and tone are appropriate for the audience. Overall, this essay is well-organized and effectively categorizes the different types of exercise.

3. “The Five Types of Online Shoppers” by Sarah Johnson:

In this essay, the author categorizes online shoppers into five types: the bargain hunter, the researcher, the impulse buyer, the loyal customer, and the window shopper. The author provides examples and evidence to support each category, and uses transitional phrases to connect each paragraph. The thesis statement is clear and focused, and the language and tone are appropriate for the audience. Overall, this essay is well-organized and effectively categorizes the different types of online shoppers.

Analysis of the examples:

The structure and approach of all three examples of classification essays are the same. The authors give a clear thesis statement , group their ideas into categories, and back up their claims with examples and evidence. They also use transitional words and phrases to link their categories together and give their essays a smooth flow.

One of the things that makes these essays good is that they use examples and proof to back up their categories. By giving real-world examples, the authors are able to show what each category is like and make their case stronger. Another strength is that the language is clear and to the point, which is good for the audience and purpose of the essay.

One thing that could be better about these essays is that each category should be looked at in more depth. Even though the authors give examples to back up their claims, they could have gone into more detail about what each category is and how it fits into the bigger picture.

Classification Essay Topics

Here are some ideas to get you started:

– Types of social media users

– Different types of diets

– Types of students in a classroom

– Types of pet owners

– Different types of music genres

– Types of vacation destinations

– Different types of book genres

– Types of movie genres

– Different types of coffee drinks

– Types of personality traits

Frequently Asked Questions about Classification Essays

1. what is a classification essay.

A classification essay is a type of academic writing that involves organizing items, people, or ideas into categories based on shared characteristics.

2. What are the elements of a classification essay?

The elements of a classification essay include a clear thesis statement, organized categories, examples and evidence to support each category, and transitional words and phrases to connect each paragraph.

3. How do I choose a topic for a classification essay?

To choose a topic for your classification essay, consider your audience, brainstorm ideas, narrow down your topic, and finalize your topic.

4. How do I structure my classification essay?

Your classification essay should include an introduction with a clear thesis statement, body paragraphs that explore each category, and a conclusion that summarizes your main points and restates your thesis statement.

5. What is a classification essay thesis?

A classification essay thesis is the main idea or argument that you will be exploring in your essay. It should be clear,concise, and focused on the categories you will be exploring in your essay.

In this article , we’ve told you everything you need to know about how to write a classification essay. First, we talked about what a classification essay is and why you should write one. Then, we talked about the parts of a classification essay, such as the different kinds of classification and how important it is to organize your ideas.

We also gave you advice on how to choose a topic, do research, make an outline, and come up with a thesis statement. We talked about how a classification essay is put together, including the introduction, body paragraphs, and conclusion.

Then, to help you get started, we gave you some examples of classification essay topics and answered some of the most common questions about classification essays.

In the end, writing a classification essay can be hard, but it can also be fun. By following the tips in this article, you can write a well-organized, interesting essay that puts your topic into categories and gives your readers useful information. Make sure to choose a specific and manageable topic, use the right language and tone, and back up your categories with examples and evidence. If you have these tools, you should be able to write a good classification essay.

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• From Topic to Publication: Classification Essay Handbook
• Mastering The Art of Academic Essay Writing With Examples

Classification essays are among the common types of essays that students are assigned as a part of academic assessments. Although classification essays are quite simple and straightforward, there is a proper structure and format that you need to follow. Following the right format will give you an ultimate opportunity to score well in your classification essay tasks.

Table of Contents

• What is a classification essay
• How to write a classification essay
• Hook of a classification essay
• Thesis statement of a classification essay
• Outline of a classification essay
• Body of a classification essay
• Conclusion of a classification essay

Having said that, this is your all-inclusive guide to writing excellent classification essays that can serve as a perfect template for your fellow students. So, let us get started without further ado.

What is a classification essay?

As the name suggests, in a classification essay, you need to organize a topic or idea into different classes or categories. The topic here can correlate to tangible things like types (classes) of cars, supercomputers, constructions, or aircraft. Alternatively, the topic can also relate to some intangible concepts like psychological behaviors, leadership theories , motivators, or determinants of cognitive development.

Let us look at a few examples of classification essay prompts

• Discuss the various types of political systems prevalent in the world
• Shed light on the different types of democracies
• Discuss the various classes of leadership styles
• Discuss different types of child abuse and a possible response to the same

So, as you can see, each of these examples is asking you to discuss a topic in a way that you present the different classifications of the topic in a descriptive way along with examples if possible.

Like any other essay, a classification essay also has three sections inclusive of the introduction, body paragraphs, and conclusion.

Going ahead, this guide takes you through the entire process of writing an impressive classification essay starting with an impactful introduction. Further, the guide will discuss how you can arrange the topic into different categories in the body paragraphs. Lastly, the guide delineates how you can conclude a classification essay in an impressive manner.

How to write the introduction of a classification essay?

Let us now look at a section-wise approach to writing a classification essay beginning with the introduction. For better understanding, we can take an example essay prompt to explain what needs to be included in each section.

Example essay prompt: Shed light on the different types of democracies

An effective introduction is one that can create an immediate influence on the readers such that they feel enticed to read the entire essay with great curiosity. Besides, a great introduction should clearly explain to the reader what the essay is about and the key aspects it will be delineating.

So, if we talk about classification essays, the introduction should clearly establish the topic or the idea that you are organizing into different classifications. So, if we take our example prompt into account, the introduction will clearly state that the essay will delve deep into the different classifications of democracy.

Before we proceed ahead with the introduction, you need to know that an impactful introduction has the following elements:

• Background brief
• Thesis statement

Introduction element: Hook of a classification essay

A hook is the very first statement of the essay introduction that is aimed at creating an immediate impact. A hook can be made around statistics relevant to the topic, a strong claim, an unexplored fact, or even something humorous subject to the context of the essay.

The hook of your classification essay should introduce the broader topic in an effective manner to create importance around the topic. So, as per our essay prompt, the hook should make a strong claim about democracy or present an insightful fact relating to democracy. Let us look at a sample hook.

Example hook

In Greek history, while some cities were termed democracies, others were termed oligarchies and that is where democracy finds its origin.

In this hook, we have talked about the origin of democracy as a concept and it presents a little-known fact to the readers to grab instant attention. After the hook, you will include the background brief of the topic followed by the purpose of the essay. So, if we talk about this essay topic, you will then give a background brief of democracy and how democratic virtues have evolved over the years in a concise way, and how your essay aims at delving deep into the different forms of democracies. After the purpose, comes the thesis statement which is explained in the subsequent section.

Introduction element: Thesis statement of a classification essay

In the general context, a thesis statement concisely explains the central theme of the essay highlighting the main ideas that are discussed in the body paragraphs. For a classification essay, a thesis statement will explain how the essay sheds light on the different classifications of the topic at hand and also introduces the classes you will be mentioning. You need to specify the names of the classification and also explain the basis of classifications. The thesis statement basically labels the classes or categories that you are bifurcating the central top into.

You will get greater clarity when you look at the sample thesis statement of the classification essay prompt we have chosen as our example.

Sample thesis statement

The essay discusses the prominent classifications of democracy which include participative democracy, representative democracy, and direct democracy, and how they differ from each other.

This thesis statement establishes a clear understanding of the various classes of the central idea that will be discussed in the essay. Next comes the outline of the essay with which you conclude your introductory paragraph.

Introduction element: outline of a classification essay

In the outline of the essay, you need to explain the structure of the body paragraphs. Simply put, the outline defines what the body paragraphs will include. In the usual sense, an essay includes three to five body paragraphs. So, the outline will clearly demarcate what each body paragraph will include.

Let us look at the outline of our example essay prompt to establish a better understanding of how to explain the outline of the essay at the end of the essay introduction .

Sample outline

First, the essay elaborates on participative democracy along with examples of countries where participative democracy is prevalent. Secondly, the essay explains representative democracy and lists a few countries where this class of democracy prevails. Lastly, the essay elucidates direct democracy along with examples of countries where this class of democracy exists.

How to write the body of a classification essay?

Next comes the body paragraphs of a classification essay. This is where you need to organize the different classifications of the topic into different body paragraphs. In the usual sense, a classification essay includes three to four body paragraphs. So, if there are three or four classifications, you can conveniently add one classification to each body paragraph. However, there can be cases when there are seven to eight classifications of a topic. In that case, you need to club the classifications in a way that you can cover them in three to four paragraphs.

Also, after the number of paragraphs, the order of paragraphs is also a key consideration in a classification essay. The order can be from the least relevant to the most relevant or the other way around. This order needs to be coherent with the basis of the classification.

Having said that, you need to follow the right structure for writing a body paragraph. Speaking of the structure of a body paragraph, you need to include the following aspects.

• Topic sentence
• Evidence in support/ examples
• Concluding sentence

So, in a classification essay, the topic sentence will clearly explain the class that the body paragraph will be discussing along with the examples. In this way, by reading the first line of the body paragraph, the readers will clearly know what the body paragraph is about. You then need to define the category in a clear and concise way.

Going ahead, after the evidence and analysis, you need to give a brief conclusion at the end of the body paragraph. So, in a classification essay, you can conclude by discussing the merits, demerits, future implications, or changes in the current state of the category of the overall topic discussed in that particular body paragraph. Also, in an expository essay , it is imperative to end each paragraph with a transition sentence.

Let us understand the composition of the body paragraph of a classification essay through a sample.

Sample body paragraph

Participative democracy is one of the most prevalent types of democracies in contemporary times and empowers citizens to have a direct influence on political decision-making. To substantiate, in a participative democracy or participatory democracy, citizens participate directly in framing the political policies of the country (Martinez et al., 2008). In a participative democracy, the citizens have access to policymakers through different access points like town hall meetings. Further, citizens can also voice their concerns and influence political decision-making referendums and memorandums (Morel, 2012). It is analyzed that participative democracy exists in varying magnitudes across the globe with the most prominent examples being Spain and Italy. Countries all over the world are now making efforts to make their democracies more participative in nature and citizens also share the same ambition. However, there are also some limitations of participatory democracy that need to be taken into consideration. The participation of the public in policy measures can lead to unprecedented delays in decision-making and additional expenditure to create access points. Hence, countries need to maintain the right balance between participation in a democracy and other power-sharing arrangements.

As you can see, the body paragraph talks only about one classification of democracy discussing its definition, implications and limitations. Ultimately, there is a brief conclusion to the body paragraph. In a similar manner, you need to arrange every class (type) into different body paragraphs along the structure of a classification essay.

Lastly, after organizing every classification in body paragraphs, you then need to give an overall conclusion to the essay. The next section discusses how you need to go about the conclusion of a classification essay.

How to write the conclusion of a classification essay?

The conclusion of the essay needs to basically restate the thesis statement and the key ideas that have been discussed in the body paragraphs. What you can do differently in a classification essay’s conclusion is, you can draw a concise comparison between different categories or classes discussed in the body paragraphs.

So, if your classification essay is on the types of business automation tools , you can conclude along the lines of which classes of automation tools are the best. Alternatively, you can conclude by discussing which automation tools are in the highest demand in contemporary times. Let us make it clearer for you by putting forth the conclusion for our example essay prompt.

Sample conclusion

To conclude, all three classifications of democracy discussed in this essay have striking contrasts in terms of their features, feasibility, and context. It is analyzed that these forms of democracy can also co-exist in the same political system in varying magnitudes as different local governments in a country may exercise different forms of democracy. From the citizens' perspective, participative democracy is the most effective and desirable form of democratic governance as it gives them direct participation in political decision-making with respect to political measures.

We are sure that you already feel like an expert at writing classification essays having gone through this guide diligently. Irrespective of the topic, now you exactly know how you need to go about writing an excellent classification essay.

Recommended Readings

How to write an argumentative essay

How to write a narrative essay

What makes classification essays different from other types of essays?

Most essays focus on discussing a point or evaluating a topic, while on the other hand classification essays solely focus on arranging and explaining various categories within the subject matter. They present information systematically and organized, allowing readers to comprehend the topic's different facets.

What are some effective strategies for transitioning between categories in my essay?

Effective transitions are vital to maintaining a smooth flow in your classification essay. You can use transitional words and phrases like "firstly," "next," "similarly," "on the other hand," "in contrast," "finally," etc. These transitional cues help readers understand the shift from one category to another.

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How to Write a Classification Essay?

17 July, 2020

8 minutes read

Author:  Elizabeth Brown

Classification essay is comparable to painting creation - an artist works on a specific structure that holds the picture’s elements together and glues different layers to create a powerful visual effect. The same principle applies to a writing piece, in which the central role is devoted to getting things in order. In this article, we’ll discuss the main features and components of a great classification essay and share some tips and tricks on how to take your piece of writing to the next level.

Classification essay definition

We bet the first thing you want to know concerning the topic is what is a classification essay? This is the task which you’ll most likely deal with at some point in your student life. The essence of this assignment is related to categorization and generalization. Remember these two words because they form the true meaning of classification essay. Also, division and classification are those elements of this essay type which highly correlate and have equal importance for essay creation. Therefore, the main task here is to organize or sort things into categories.

How to write a classification essay 

Careful attention to planning marks the indication of quality in terms of classification essay. At this point, the main task is to learn how to structure the paper. The length of an article may vary, but the most frequently used “five paragraphs” method is typically applied for classification writing. What does this structure suggest? It has to do with a logical division of your essay into blocks and categories, every one of which should clarify a particular issue.

The first and one of the essential paragraphs is the introductory one. It’s an opening which illuminates the matter you’re going to discuss and the subject you’ll categorize. Besides, you can outline the purpose of your classification essay to readers to bring more clarity into the discussion. Answer the question of why you are categorizing the chosen items and what criteria you use for each of them. Then, you’ll need to close the introduction paragraph with a thesis. It will briefly sum up the objective of your classification and division essay, and identify the categories which you’ll be using for a paper.

The second part is the essay body. Here, a couple of paragraphs are applicable, preferably 3 and more. The most critical nuance you should remember while composing a body is that each paragraph will deal with a separate category. The best way to organize the central part of your division essay is to explain the criteria for each category and desirably, discuss strengths and weaknesses. More importantly, you should include examples that’ll back up your statements with a piece of evidence. Notably, there should be an equal amount of examples for every category to spread the evidence evenly. If your paragraphs in the main body are lengthy, you can also divide them into shorter ones to create a smooth transition between the blocks of text and improve readability.

The final paragraph of your classification essay is a conclusion. The closing statements will sum up the different categories highlighted in the body. Also, it’s advisable to restate each category and advise readers on the subject matter. However, if you choose to recommend this or that topic over the others, don’t forget to state the reason for your stance. This way, readers will take into account your well-grounded explanation, which is deprived of subjectivity, and make relevant conclusions for themselves.

Apart from the basic understanding of classification essay structure , you should also get prepared for the writing process. For many, implementing theory on practice is even more challenging than the stage of composing an essay. Nonetheless, with enough patience and endurance, this process is really not so bad after all. So, what steps do you need to make in order to prepare well for classification paper writing?

First things first, planning is everything when it comes to the assignment that implies classification. Without a clear and coherent plan, there’s no way you can write a good paper. Therefore, make sure that you have a robust scheme before writing your essay. For this, proceed with the following planning steps:

• Generate Ideas. Evidently, your essay won’t write itself. If your professor has not assigned you a specific topic, it’s time to do some brainstorming. Remember – you need to choose a group of people, things, or ideas that can be easily divided into categories and then compared.
• Choose Your Classification Method. Aim at one principle for classification for each category you describe. For example, if you write about people, you can categorize them by age, gender, appearance, or other factors. This will help you better structure your essay and make it look more organized in the eyes of readers.
• Create a Thesis Statement. As previously mentioned, the thesis statement is the element which closes the introduction of your classification essay. It should include such information as the subject matter, the categories, and the criteria used to classify each category. Besides, you can note down the purpose of your division into these categories.

Classification essay outline

The outline is a general description or plan that schematically displays the main points of your essay. The main point of an outline is to help you see the structure of your essay and use it as a useful guide for writing. Usually, a typical outline describes the essence of each point in one sentence. Also, bullet points are not uncommon, so you can use them to arrange a plan the way you feel is the most appropriate.

Classification essay topics

There is a plethora of themes and subjects for division classification essays to choose from, but most of them are hard to think of straight away. That’s why we’ve collected the list of the top used classification topics for you to facilitate the process of generating ideas or searching for ones elsewhere.

• The most popular devices students use nowadays
• Colors and their meaning in the paintings of Frida Kahlo
• The evolution of rock-music types
• Standard methods students use to prepare for exams
• Public speakers that have moved the world  
• Unique factors to determine a successful relationship  
• How to improve child-parent relationships
• Main motives to start a political career
• Learning techniques for college students
• Types of TV comedy shows
• Traveling destinations
• The main types of mobile applications
• Communication possibilities online
• Strategies for making decisions in business
• Leadership and leader types
• Conflicts at the job and ways to cope with them
• The motivation for doing sports
• Methods to reduce stress

No matter which theme you choose for your classification essay and what techniques you implement to make them elaborated, remember always to keep the structure in mind. The first step to writing this type of assignment is not just sitting and jotting down detached ideas, but planning out clear statements which can later be transmitted on paper. Hopefully, our advice will help you on the way to writing an excellent classification essay which your professor will mark with an A+ grade.

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13.2: Basic Structure of the Classification Essay

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The Thesis Statement

The thesis statement in a classification essay often identifies the classified groups. Further, it should make an assertion about the relevance or importance of the groups. Students will need to develop clear and concise thesis statements that identify the point and purpose of the essay while breaking the subjects down into logically developed paragraphs. Thesis statements should always be written in third person. There are two kinds of thesis statements: a basic thesis statement and a listing thesis statement.

Basic Thesis Statement

Although the animals of the Earth have distinct environments, how they move through their varying environments is based not on the habitat, but on the method of propulsion.

The basic thesis statement identifies the topic and makes an assertion about the topic, stating the position of the writer.

Listing or Mapping Thesis Statement

Animals move through their environments in one of three ways: by feet, wings, or fins.

The mapping thesis statement identifies the topic (animals), makes an assertion about the topic (move through their environments in one of three ways) and lists the categories (feet, wings, and fins).

Introduction

The introduction is the hook. It grabs the reader’s attention and provides engagement in the topic. As with many rhetorical strategies, topics can be introduced by telling a story that is related to the topic, asking a question that the thesis answers, asking a rhetorical question that has no answer but introduces the reader to the subject matter. Usually, the final sentence of the introduction is the thesis statement.

Body Paragraphs

Each category in the classification needs its own paragraph. In addition, if the categories are mentioned in a mapping thesis statement, follow the order established in the thesis statement. In developing each category, explain the specifics that make the category, provide examples of things that fall into the category, and evidence of those distinctions.

Conclusions address key points in the essay and tie the introduction to the conclusion.

Your conclusion should not just restate the thesis; it should comment on the significance of the thesis. What does your reader know now after reading your essay that wasn't known before?

For more explanation regarding introductions, conclusions and thesis statements, refer to Chapter 6 .

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Parenting Styles: A Closer Look at a Well-Known Concept

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• Published: 18 September 2018
• Volume 28 , pages 168–181, ( 2019 )

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• Sofie Kuppens   ORCID: orcid.org/0000-0003-3433-0465 1 , 2 &
• Eva Ceulemans 3  

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Although parenting styles constitute a well-known concept in parenting research, two issues have largely been overlooked in existing studies. In particular, the psychological control dimension has rarely been explicitly modelled and there is limited insight into joint parenting styles that simultaneously characterize maternal and paternal practices and their impact on child development. Using data from a sample of 600 Flemish families raising an 8-to-10 year old child, we identified naturally occurring joint parenting styles. A cluster analysis based on two parenting dimensions (parental support and behavioral control) revealed four congruent parenting styles: an authoritative, positive authoritative, authoritarian and uninvolved parenting style. A subsequent cluster analysis comprising three parenting dimensions (parental support, behavioral and psychological control) yielded similar cluster profiles for the congruent (positive) authoritative and authoritarian parenting styles, while the fourth parenting style was relabeled as a congruent intrusive parenting style. ANOVAs demonstrated that having (positive) authoritative parents associated with the most favorable outcomes, while having authoritarian parents coincided with the least favorable outcomes. Although less pronounced than for the authoritarian style, having intrusive parents also associated with poorer child outcomes. Results demonstrated that accounting for parental psychological control did not yield additional parenting styles, but enhanced our understanding of the pattern among the three parenting dimensions within each parenting style and their association with child outcomes. More similarities than dissimilarities in the parenting of both parents emerged, although adding psychological control slightly enlarged the differences between the scores of mothers and fathers.

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Parenting has gained ample research attention from various scientific disciplines. Many theoretical frameworks emphasize that parenting plays a vital role in child development, which has fueled research investigating the impact of parenting on child development for over 75 years. When studying parenting, researchers can take various strategies by considering parenting practices, parenting dimensions or parenting styles. Parenting practices can be defined as directly observable specific behaviors that parents use to socialize their children (Darling and Steinberg 1993 ). For example, parenting practices intended to promote academic achievement are showing involvement by attending parent–teacher meetings or regular supervision of children’s homework. Other parenting practices pertain to positive reinforcement, discipline, or problem solving.

Rather than focusing on specific parenting practices, other researchers have identified overarching parenting dimensions that reflect similar parenting practices, mostly by modeling the relationships among these parenting practices using factor analytic techniques. There is consensus among scientists about the existence of at least two broad dimensions of parenting, labeled parental support and parental control. Parental support pertains to the affective nature of the parent-child relationship, indicated by showing involvement, acceptance, emotional availability, warmth, and responsivity (Cummings et al. 2000 ). Support has been related to positive development outcomes in children, such as the prevention of alcohol abuse and deviance (Barnes and Farrell 1992 ), depression and delinquency (Bean et al. 2006 ) and externalizing problem behavior (Shaw et al. 1994 ).

The control dimension has been subdivided into psychological and behavioral control (Barber 1996 ; Schaefer 1965 ; Steinberg 1990 ). Parental behavioral control consists of parenting behavior that attempts to control, manage or regulate child behavior, either through enforcing demands and rules, disciplinary strategies, control of rewards and punishment, or through supervisory functions (Barber 2002 ; Maccoby 1990 ; Steinberg 1990 ). An appropriate amount of behavioral control has been considered to positively affect child development, whereas insufficient (e.g., poor parental monitoring) or excessive behavioral control (e.g., parental physical punishment) has been commonly associated with negative child developmental outcomes, such as deviant behavior, misconduct, depression and anxious affect (e.g., Barnes and Farrell 1992 ; Coie and Dodge 1998 ; Galambos et al. 2003 ; Patterson et al. 1984 ). While parental behavioral control refers to control over the child’s behavior, parental psychological control pertains to an intrusive type of control in which parents attempt to manipulate children’s thoughts, emotions, and feelings (Barber 1996 ; Barber et al. 2005 ). Due to its manipulative and intrusive nature, psychological control has almost exclusively been associated with negative developmental outcomes in children and adolescents, such as depression, antisocial behaviour and relational regression (e.g., Barber and Harmon 2002 ; Barber et al. 2005 ; Kuppens et al. 2013 ). The three parenting dimensions (support, psychological control, and behavioral control) have been labelled conceptually distinct, although they are related to some extent (Barber et al. 2005 ; Soenens et al. 2012 ).

Other authors have taken yet a different approach to studying parenting by emphasizing that specific combinations of parenting practices within a parent particularly impact child development rather than separate parenting practices or dimensions (e.g., Baumrind 1991 ; Maccoby and Martin 1983 ). Within such a configurational approach, one examines which patterns of parenting practices occur within the same parent and how these patterns—commonly labelled as parenting styles— are related to children’s development. Such parenting styles have the clear advantage of accounting for different parenting practices at the same time within the same person. As such, it comprises a person–centered approach that focuses on configurations within individuals rather than a variable–centered approach that focuses on relationships among variables across individuals as has been used to identify parenting dimensions (Magnusson 1998 ).

Baumrind ( 1966 , 1967 , 1971 ) is commonly considered a pioneer of research into parenting styles. She introduced a typology with three parenting styles to describe differences in normal parenting behaviors: the authoritarian, authoritative and permissive parenting style. Baumrind ( 1971 ) suggested that authoritarian parents try to shape, control, and evaluate their children’s behavior based on the absolute set of standards; whereas permissive parents are warmer and more autonomy granting than controlling. She considered an authoritative parenting style to fall between those two extremes. Later on in the 1980s, Maccoby and Martin ( 1983 ) attempted to bridge Baumrind’s typology and parenting dimensions. Based on the combination of two dimensions – demandingness and responsiveness – they defined four parenting styles: authoritative (i.e., high demandingness and high responsiveness); authoritarian (i.e., high demandingness and low responsiveness); indulgent (i.e., low demandingness and high responsiveness); and neglectful (i.e., low demandingness and low responsiveness). These two parenting dimensions are similar, yet not identical to the dimensions ‘parental support’ and ‘parental behavioral control’. Based on Maccoby and Martin’s work, Baumrind ( 1989 , 1991 ) expanded her typology with a fourth parenting style, namely the ‘neglectful’ parenting style.

Maccoby and Martin ( 1983 ) research efforts primarily focused on the configuration of the parenting styles and to a lesser extent on their association with children’s development. Baumrind, in contrast, has also extensively studied the association between parenting styles and child development (1967, 1971, 1989, 1991). This work consistently demonstrated that youth of authoritative parents had the most favorable development outcomes; authoritarian and permissive parenting were associated with negative developmental outcomes; while outcomes for children of neglectful parents were poorest. These aforementioned associations have also been replicated by other researchers. An authoritative parenting style has consistently been associated with positive developmental outcomes in youth, such as psychosocial competence (e.g., maturation, resilience, optimism, self-reliance, social competence, self-esteem) and academic achievement (e.g., Baumrind 1991 ; Lamborn et al. 1991 ; Steinberg et al. 1994 ). Findings regarding permissive/indulgent parenting have been inconsistent yielding associations with internalizing (i.e., anxiety, depression, withdrawn behavior, somatic complaints) and externalizing problem behavior (i.e., school misconduct, delinquency), but also with social skills, self–confidence, self–understanding and active problem coping (e.g., Lamborn et al. 1991 ; Steinberg et al. 1994 ; Williams et al. 2009 ; Wolfradt et al. 2003 ). An authoritarian parenting style has consistently been associated with negative developmental outcomes, such as aggression, delinquent behaviors, somatic complaints, depersonalisation and anxiety (e.g., Hoeve et al. 2008 ; Steinberg et al. 1994 ; Williams et al. 2009 ; Wolfradt et al. 2003 ). Children of neglectful parents have shown the least favorable outcomes on multiple domains, such as lacking self-regulation and social responsibility, poor self-reliance and social competence, poor school competence, antisocial behavior and delinquency, anxiety, depression and somatic complaints (e.g., Baumrind 1991 ; Hoeve et al. 2008 ; Lamborn et al. 1991 ; Steinberg et al. 1994 ).

Baumrind’s typology (1966) was initially determined on theoretical grounds, although with time she did conduct empirical validation research (1967, 1971, 1989, 1991). Nonetheless, the empirical studies always started with parenting styles that were predefined in a prototypical score profile in terms of minimum or maximum limit scores (e.g., scores above or below the median) on the different parenting practices; thus parents were first classified using cut–off scores for these predefined parenting styles and afterwards associations with child developmental outcomes were examined. However, such a confirmatory approach is not preferred to investigate parenting styles types (Mandara 2003 ) as it does not allow the identification of the naturally occurring typology, because people are actually forced into some predefined category defined on theoretical grounds. To empirically identify typologies in a certain population an exploratory clustering approach is needed (Everitt et al. 2001 ; Mandara 2003 ). Such clustering methods entail that persons are assessed on different variables (e.g., parenting practices) and patterns that naturally occur in the data are identified. Persons with a similar score profile are classified in the same cluster and those with distinctly different profile scores are classified into other clusters; with the number of clusters and associated score profiles being unknown a priori. The literature shows that researchers started to adopt such clustering methods in research into parenting styles about 15 to 20 years ago (Aunola et al. 2000 ; Beato et al. 2016 ; Brenner andand Fox 1999 ; Carlson and Tanner 2006 ; Chaudhuri et al. 2009 ; Dwairy et al. 2006 ; Gorman-Smith et al. 2000 ; Heberle et al. 2015 ; Hoeve et al. 2008 ; Lee et al. 2006 ; Mandara and Murray 2002 ; Martin et al. 2007 ; McGroder 2000 ; McKinney and Renk 2008 ; Meteyer and Perry-Jenkins 2009 ; Metsäpelto and Pulkkinen 2003 ; Pereira et al. 2008 ; Russell et al. 1998 ; Shucksmith et al. 1995 ; Tam and Lam 2004 ; van der Horst and Sleddens 2017 ; Wolfradt et al. 2003 ). These studies have generally identified three or four parenting styles that resemble the initial theoretical parenting styles.

Although Baumrind’s typology has greatly influenced parenting research, two issues have largely been overlooked in the existing knowledge. A first issue relates to the psychological control dimension which is currently considered the third parenting dimension. Initially, Baumrind paid little attention to the role of psychological control because her control dimension solely referred to parental socializing practices aimed at integrating the child in the family and society (Darling and Steinberg 1993 ). In her later work (1971, 1989, 1991), Baumrind did incorporate aspects of psychological control but the confirmatory nature of that research (cf. using predefined clusters) makes it impossible to determine which parenting styles would naturally evolve when psychological control would be taken into account. Empirical studies have also rarely explicitly included parental psychological control when modeling parenting styles. So far, the limited research including psychological control indices (e.g., Pereira et al. 2008 ; Wolfradt et al. 2003 ) has mostly identified four parenting styles that match the theoretically distinct styles. Within these parenting styles psychological control coincided with behavioral control levels in the authoritarian parenting style, yet cumulative knowledge remains too limited to draw firm conclusions.

A second issue is that existing research provides little insight into the coexistence of maternal and paternal parenting styles and their joint impact on child development. Although Baumrind included both parents in her studies, she assigned a (pre-defined) parenting style to each one separately. In some studies (1991), data was limited to mothers if both parents were assigned a different parenting style; in others (1971) families were entirely excluded in such instances. Not only Baumrind, but research on parenting styles in general has paid less attention to the impact of joint parenting styles on child development (Martin et al. 2007 ; McKinney and Renk 2008 ; Simons and Conger 2007 ), but has mainly focused on the unique, differential or interaction effects of maternal and paternal parenting styles adopting a variable-oriented perspective (e.g., Beato et al. 2016 ; Miranda et al. 2016 ). Children in two-parent households are influenced by the combined practices of both parents (Martin et al. 2007 ); and some studies have clearly shown that mothers and fathers can differ in their parenting style (Conrade and Ho 2001 ; McKinney and Renk 2008 ; Russell et al. 1998 ). Considering how the parenting styles of both parents cluster together, therefore, aligns more closely with the real experiences of children growing up in two-parent households. Only such an approach can shed light onto possible additive and compensatory effects (Martin et al. 2007 ). For example, Simons and Conger ( 2007 ) found evidence for an additive effect as having two authoritative parents was associated with the most favorable outcomes in adolescents, as well as a compensatory effect where one parent’s authoritative parenting style generally buffered the less effective parenting style of the other parent. Similarly, McKinney and Renk ( 2008 ) suggested that in late adolescence perceiving one parent as authoritative while the other parent has a different parenting style, partly buffered for emotional adjustment problems.

Only two studies have simultaneously clustered maternal and paternal practices into joint parenting styles and examined how they are associated with child development (for other approaches, see Martin et al. 2007 ; Simons and Conger 2007 ; Steinberg et al. 1994 ). Meteyer and Perry-Jenkins ( 2009 ) modeled the warmth and dysfunctional discipline practices of both parents resulting in three parenting styles that aligned with Baumrind’s typology, namely supportive parents (i.e., similar to Baumrind’s authoritative style), mixed–supportive parents (i.e., mother’s parenting style is similar to Baumrind’s ‘good enough parenting’–style and father’s to Baumrind’s authoritarian style) and non–supportive parents (i.e., similar to Baumrinds’ authoritarian style). Although insightful, this study did not incorporate aspects of psychological control; was limited to early elementary school children (6– to 7– year olds); and was based on a rather small sample size (85 families). McKinney and Renk ( 2008 ) identified four joint parenting styles in their cluster analyses using late adolescents’ (18–22 years) reports of authoritative, authoritarian, and permissive parenting: congruent authoritative (i.e., an authoritative parenting style by both parents), congruent authoritarian (i.e., an authoritarian parenting style by both parents), an authoritarian father–authoritative mother combination, and a permissive father–authoritarian mother combination. This study used ratings of parenting styles as input for cluster analysis leaving the role of separate parenting dimensions unclear.

We aimed to extend the existing research on the well-known parenting styles concept by identifying joint parenting styles in an exploratory manner using data on three major parenting dimensions (i.e., support, behavioral control and psychological control) and their associations with child behavioral outcomes in a large sample of mothers and fathers raising elementary school children. In particular, we first examined whether the configuration of exploratory identified parenting styles differed when the – often neglected – psychological control dimension was considered in addition to the support and behavioral control dimensions. Secondly, we identified how parenting practices of mothers and fathers clustered together into joint parenting styles. We were particularly interested in exploring whether similarity or dissimilarity would depict the joint parenting styles. Incongruence could be expected from attachment or gender theories that particularly stress differences between parents’ roles, while assortative or socialization processes could result in highly congruent parenting styles. Thirdly, we associated these joint parenting styles to child behavioral outcomes. For incongruent parenting styles, we particularly examined whether the different parenting styles may buffer each other’s impact on child outcomes. For congruent parenting styles, we looked at additive effects in which parents’ (very) similar styles may reinforce each other’s impact on child outcomes.

Participants

Participants were 600 Flemish families with an elementary-school child (301 boys; 299 girls). The children’s age ranged from 8 to 10 years ( M =  9.27, SD  = 0.83). For 556 children both parents participated, while for the remaining children only the mother ( n  = 40) or father ( n  = 4) took part in the study. The participating mothers and fathers were on average 38.09 ( SD  = 4.00) and 40.39 years old ( SD  = 4.85), respectively. Most parents received 12 to 15 years of education. The vast majority of children (92%) were of Belgian origin (i.e., children and both parents born in Belgium). The remaining children mostly originated from another European country ( n =  28); a limited number had an African ( n  = 7), US ( n  = 4), Middle East ( n =  1), Asian ( n =  1) or unknown origin ( n  = 7). Most children (84%) lived in traditional two-parent families with married biological parents; others belonged to a blended family (5%), a household with shared custody (2%), or a single-parent household (9%). In this study, we focused on the subsample of families for which both parents consented to participate. Of the initial 556 families, data were available for a final sample of 527 families due to some non-response.

We used data on parenting collected in a Flemish large-scale study on social determinants of child psychosocial functioning including three cohorts: 8–, 9– and 10– year olds. To safeguard representativeness, a two-stage proportional stratified random sample of elementary school children enrolled in mainstream Flemish schools was drawn. In a first stage, 195 Flemish schools were randomly selected taking into account the distribution of schools across the five Flemish provinces and the Brussels region of which 55 schools agreed to participate. In a second stage, 913 children (2nd to 4th grade) were randomly selected within the participating schools. Parents received an introductory letter and consent form via the teachers. Informed consent to participate in the study was obtained for 600 families with both parents participating for 556 children. We used information on parenting practices collected from both parents. The parents received their questionnaires via the teacher during the second trimester and were asked to complete them individually and independently of each other. Given that 583 mothers (98%), and 538 fathers (96%) actually completed the questionnaire, non-response was fairly low.

Parental behavioral control

Parental behavioral control was operationalized via 19 items of the subscales Rules (8 items; α mother  = 0.79; α father  = 0.82)), Discipline (6 items; α mother  = 0.78; α father  = 0.80) and Harsh Punishment (5 items; α mother  = 0.76; α father  = 0.80) of the Ghent Parental Behavior Scale (Van Leeuwen and Vermulst 2004 ). Each item was scored on a 5–point Likert scale from 1 = never true to 5 = always true. The subscale Rules reflects the extent to which parents provide rules for their children’s behavior (e.g., “I teach my child that it is important to behave properly”; “I teach my child to obey rules”). The subscale Discipline pertains to effective punishments after unwanted behavior (e.g., ‘…taking away something nice’; ‘… give him/her a chore for punishment); whereas the subscale Harsh Punishment points towards parental physical punishment when children misbehave (e.g., “I slap my child in the face when he/she misbehaves”; “I spank my child when he/she doesn’t obey rules”; “I shake my child when we have a fight”). We included multiple subscales to represent the multidimensional nature of the behavioral control dimension, as demonstrated by others (Van Leeuwen and Vermulst 2004 ). In addition, we consider aspects of adequate (i.e., subscales Rules and Discipline) and inadequate behavioral control (i.e., subscale Harsh Punishment) in this study, given the differential association with child outcomes. While the first has been linked to positive child development, the latter has commonly been associated with negative child outcomes. Correlations between maternal and paternal reports were moderate for the subscales Rules ( r  = .31; p <  .001) and Discipline ( r  = 0.47; p <  0.001), but strong for the subscale Harsh Punishment ( r  = 0.52; p <  0.001). Within each parent, weak-to-moderate positive correlations were found between the subscales Rules and Discipline ( r mother  = 0.32; r father  = 0.26; p <  0.001); weak positive correlations between the subscales Discipline and Harsh Punishment ( r mother  = 0.22; r father  = 0.22; p <  0.001); and small negative correlations between the subscales Rules and Harsh Punishment ( r mother  = −0.14, p  = 0.009; r father  = −0.11; p =  0.001).

Parental support

Parental support was operationalized by 11 items (1 = never true to 5 = always true) of the subscale Positive Parenting of the Ghent Parental Behavior Scale (Van Leeuwen and Vermulst 2004 ). This subscale (α mother  = 0.85; α father  = 0.88) pertains to parental involvement, positive reinforcement and problem solving (e.g., “I make time to listen to my child, when he/she wants to tell me something”; “I give my child a compliment, hug, or a tap on the shoulder as a reward for good behavior”). Maternal and paternal reports were moderately correlated ( r  = 0.35, p <  0.001).

Parental psychological control

Parents assessed their own psychologically controlling behavior by means of a Dutch version of the Psychological Control Scale (Barber 1996 ; Kuppens et al. 2009a ) via a 5–point Likert scale from 1 = never true to 5 = always true. This scale (α mother  = 0.70; α father =  0.71) included 8 items pertaining to invalidating feelings, constraining verbal expressions, personal attack, and love withdrawal (e.g., “I am less friendly with my child when (s)he doesn’t see things my way”; “If my child has hurt my feelings, I don’t speak to him/her until (s)he pleases me again”; “I change the subject when my child has something to say”). Correlations between maternal and paternal reports were moderate ( r  = 0.32, p <  0.001).

Child behavioral outcomes

Both parents completed the 20-item Dutch Strengths and Difficulties Questionnaire (SDQ; van Widenfelt et al. 2003 ) using a 3–point scale in order to assess child psychosocial behavior (0 = not true to 2 = certainly true). Externalizing problems were operationalized via the subscales Conduct Problems (5 items; α mother  = .60; α father  = 0.61) and Hyperactivity (5 items; α mother =  0.80; α father  = 0.76), while internalizing problems were reflected by the subscale Emotional Symptoms (5 items; α mother =  0.73; α father  = 0.72). We also included the subscale on Prosocial Behavior (5 items; α mother =  0.67; α father  = 0.64). Because high correlations ( r =  0.54–0.71; p <  0.001) between mother and father reports was obtained, an average parental score was created for each subscale.

Data Analyses

To identify joint parenting styles, we conducted cluster analysis in MATLAB. Cluster analysis is an overarching term for procedures used to identify groups or clusters of individuals based on their scores on a number of variables (Everitt et al. 2001 ). Greater similarity emerges between individuals of the same cluster (or who lie geometrically closer according to some distance measure) than between individuals from different clusters (Steinly and Brusco 2011 ). We first ran a cluster analysis based on the four parenting subscales of mothers and fathers (i.e., eight variables as input) that reflect parental support and parental behavioral control to identify joint parenting styles based on these two parenting dimensions (i.e., without considering parental psychological control). To gain insight into the role of parental psychological control in identifying joint parenting styles, we subsequently conducted a cluster analysis on all five parenting subscales of mothers and fathers (i.e., ten variables as input) representing the three parenting dimensions.

We used the conceptual framework of Milligan for a stepwise implementation of cluster analysis (Steinly & Brusco 2011 ) by (1) determining the observations to be clustered; (2) selecting the variables to be included in the clustering procedure; (3) determining whether and how the selected variables should be standardized; (4) selecting a cluster algorithm and association measure (e.g., a distance measure); (5) determining the number of clusters; and (6) validating clustering (i.e., interpretation, testing, and replication). During steps 1 through 3, we performed analyses on the sum scores of the different parenting subscales which were standardized to give each variable equal weight in the analysis. In step 4, we chose Mac Queens K–means cluster algorithm which aims to identify K –clusters with the largest possible between–cluster differences and the smallest possible within–cluster differences (Everitt et al. 2001 ), while the value of K is specified by the user. K-means consists of a reallocation procedure by which persons, starting from an initial random or rational clustering, are reallocated in clusters as long as this yields a decrease in the loss function (i.e., sum of squared Euclidean distance from the corresponding cluster mean). Because the resulting clustering strongly depends on the initial clustering (Steinley 2003 ), we used 1000 random starts and retained the clustering with the lowest loss function value. To determine the optimal number of clusters in step 5, or in other words to define the value of K , we used the CHull procedure (Ceulemans and Kiers 2006 ; Wilderjans et al. 2013 ). CHull is an automated model selection procedure that scans a complexity versus fit plot to find the model with the best complexity versus fit balance. Applied to K-means clustering, this means that we look for the model after which allowing for additional clusters does not substantially decrease the loss function. To interpret the resulting clusters (step 6), we visually inspected the pattern emerging in the cluster profile plots. When comparing the cluster-specific profile scores between parents, we focused on the position of the corresponding profile scores compared to zero (i.e., the standardized mean of the sample) and differences in its substantial interpretation. For example, the terms above and below average mean that a parent scores higher or lower than the standardized mean of the sample.

To assess the validity of the empirically identified joint parenting styles representing all parenting dimensions, we examined their association with child behavioral outcomes via four analyses of variance (ANOVA) using SPSS Version 23 with the SDQ-subscales as dependent variables and the identified joint parenting styles based on the three parenting dimensions as the independent variable. Analyses of residuals did not reveal meaningful violations of model assumptions.

In the following sections, the empirically identified joint parenting styles based on the four subscales reflecting the two parenting dimensions ‘support’ and ‘behavioral control’ are first presented; followed by the results of analyses also considering ‘parental psychological control’ as input behavior. We end with linking the identified joint parenting styles based on three parenting dimensions to child behavioral outcomes.

Clusters with Two Parenting Dimensions

In a first step, we conducted a K –means cluster analysis on the maternal and paternal ratings only using the four parental support and behavioral support subscales for each parent (i.e., eight variables) as input, representing the two parenting dimensions. The analysis was conducted for 1 to 8 clusters each with a 1000 random starts. The corresponding number of clusters versus loss function plot is shown in Fig. 1 . Applying the CHull procedure to this plot pointed towards a solution with four clusters.

Number of clusters vs. loss function plots for the cluster analyses based on the two parenting dimensions (left) and on the three parenting dimensions (right)

Parents belonging to the first cluster (Fig. 2 ) scored above average on positive parenting, rules and discipline; and scored below average on harsh punishment. A visual inspection of the cluster plot did not reveal notable differences between mothers and fathers. These parents show warmth and involvement in their interaction with their child, but at the same time set clear rules and expectations for children’s behavior. They also discipline the child’s undesirable behavior, but rarely use strict physical punishment when doing so. Because these parents demonstrate elevated support and (adequate) behavioral control levels, we labeled this parenting style as the congruent authoritative parenting style.

Cluster profiles of the analysis based on two parenting dimensions

Parents belonging to the second cluster (Fig. 2 ) also scored above average on positive parenting and rules, but clearly below average on effective (subscale Discipline) and harsh disciplining (subscale Harsh Punishment). Based on a visual inspection, levels of positive parenting and providing rules of mothers seemed somewhat higher, while effective discipline was somewhat lower compared to fathers, but the substantive interpretation was similar across parents. These parents show warmth and involvement in their parenting while also setting clear rules for children’s behavior, yet they hardly discipline their child in any manner after showing unwanted behavior. Because these parents showed elevated support levels combined with aspects of behavioral control that focus on promoting desired behavior (instead of discouraging unwanted behavior), we labeled this cluster as the congruent positive authoritative parenting style.

The third cluster (Fig. 2 ) included parents who scored clearly above average on harsh punishment, above average on discipline, and below average on positive parenting and rules; without any notable visual differences between mothers and fathers. These parents are therefore less warm and involved in the relationship with their child. Their parenting is particularly characterized by strict physical punishment following unwanted behavior, without setting clear rules for their children’s behavior. This cluster reflected the congruent authoritarian parenting style .

A fourth cluster (Fig. 2 ) was identified that yielded below average scores for both parents on all subscales; without salient visual differences between mothers and fathers. These parents do not show marked warmth and involvement with their child, and also do not prominently provide rules or discipline unwanted behavior. Because these parents demonstrated below average scores on both dimensions, we labeled this cluster as a congruent uninvolved parenting style.

Clusters with Three Parenting Dimensions

In a second step, we performed the same K –means cluster analysis, but now psychological control was included as a third parenting dimension. The analysis was again conducted for 1 to 8 clusters each time using 1000 random starts. Applying the CHull procedure to the number of clusters versus loss function plot (Fig. 1 ) pointed toward a solution with 2 or 3 clusters. However, to enable comparisons between the cluster solution based on the two parenting dimensions, we again selected the solution with four clusters of which the cluster profiles are visualized in Fig. 3 .

Cluster profiles of the analysis based on three parenting dimensions

When comparing both cluster solutions, a remarkable similarity in the cluster profiles was observed with the cluster scores on parental psychological control for the congruent authoritative, congruent positive authoritative and congruent authoritarian parenting styles covarying with scores on harsh punishment. These three clusters could thus be interpreted and labeled in a similar manner as earlier. For the congruent uninvolved parenting styles, the pattern for parental support and behavioral control remained fairly unchanged, but both showed slightly above-average psychological control scores. It seems that these parents are thus less supportive and behavioral controlling, yet showing somewhat elevated levels of psychologically intrusive practices. As such, we relabeled the congruent uninvolved cluster as a congruent intrusive parenting style. Adding the psychological control dimension slightly enlarged the differences between the scores of mothers and fathers within each parenting style, but the substantive interpretation remained similar across parents

Given the substantial similarity in emerging parenting styles after including two or three parenting dimensions, we computed the agreement in classification of the corresponding parents. Analyses revealed that parents were generally assigned to the same parenting style if psychological control was taken into account, (Cramer’s V  = .87). Note that the agreement was substantial regardless of the retained number of clusters (2 clusters: V =  .77; 3 clusters: V =  .86; 5 clusters: V =  .83; 6 clusters: V =  .69; 7 clusters: V =  .68; 8 clusters: V =  .65).

Parenting Styles and Child Behavioral Outcomes

The four joint parenting styles were associated to significantly different behavioral outcomes: Prosocial Behavior [ F (3, 520) = 20.15, p <  0.001, R 2 = 0.10]; Hyperactivity [ F (3, 520) = 12.98, p <  0.001, R 2 =  0.07]; Emotional Symptoms [ F (3, 520) = 3.77, p =  .011, R 2 = 0.02]; and Conduct Problems [ F (3, 520) = 20.15, p <  0.001, R 2 = 0.10]. The mean subscale score per joint parenting style are presented in Fig. 4 . To gain more insight into the nature of the differences, pairwise contrasts (Tukey–Kramer) were computed for each ANOVA.

Mean subscale scores on child behavioral outcomes per parenting style

For each child behavioral outcome, a significant difference ( p  < 0.05) was established between the congruent authoritarian parenting style and at least one other parenting style. Children of authoritarian parents demonstrated more negative (i.e., hyperactivity, conduct problems, emotional symptoms) and less positive (i.e., prosocial behavior) child outcomes compared to children whose parents belonged to another parenting style. For conduct problems, the associated standardized mean difference involving authoritarian parents was most pronounced compared to positive authoritative parents ( d =  1.06, p <  0.001), whereas a medium difference (range d =  0.67 – 0.73, p <  .001) with the authoritative and intrusive parenting styles was found. Similarly, for hyperactivity standardized mean differences involving authoritarian parents were large ( d =  0.85, p <  0.001) compared to positive authoritative parents; and medium (range d =  0.60 – 0.63, p <  0.001) compared to authoritative and intrusive parents. Standardized mean differences involving authoritarian parents were large (range d =  0.83–0.93, p <  0.001) for prosocial behavior, but only a small difference ( d =  0.37, p =  0.031) with the intrusive parenting style emerged. Standardized mean differences for emotional symptoms between the authoritarian parenting style were small in magnitude (range d =  0.40 – 0.43, p <  0.05), except for a non-significant ( d =  0.28, p =  0.159) difference with the intrusive parenting style.

In addition, the congruent positive authoritative parenting style yielded significantly lower conduct problem levels in children (range d =  0.33 – 0.39, p <  0.05) compared to authoritative and intrusive parents. In contrast, significantly less prosocial child behavior (range d =  0.46–0.56, p ≤  0.001) was found for the congruent intrusive parenting style compared to (positive) authoritative parents.

With this study, we aimed to add to the parenting styles literature by identifying empirically derived joint parenting styles based on data regarding the three major parenting dimensions as perceived by both mothers and fathers raising elementary school children. These resulting joint parenting styles were subsequently associated with child behavioral outcomes. As highlighted in the introduction, the commonly used parenting typologies have a theoretical underpinning, although empirical studies have generally identified three or four similar parenting styles. Our empirically derived parenting styles based on the two parenting dimensions Support and Behavioral Control bear resemblance to the initial authoritative, authoritarian, and neglectful parenting styles, yet some differences also emerged.

The authoritative parenting style was further broken down into a disciplinary and non-disciplinary subtype. Similarly, although differences between parents within each parenting style were minor, they were more pronounced for the non-disciplinary than for the disciplinary control strategies. These findings highlight that all parenting practices aimed at controlling, managing or regulating child behavior are not necessarily simultaneously used by the same parent, suggesting that considering a variety of parenting practices is crucial to identifying naturally occurring parenting substyles. Some parents seem to provide clear rules, guidelines and expectations for child behavior, but hardly have deviant child behavior followed by an effective disciplinary strategy. One subgroup appears to reflect parents that mostly adopt positive parenting practices (i.e., high support, high rule setting), whereas another subgroup uses a combination of positive (i.e., high support, high rule setting) and negative (i.e., high effective discipline) parenting practices. The latter closely resembles the authoritative parenting style as originally defined (Baumrind 1966 , 1967 , 1971 ), while the former clustering aligns more with a second–order positive dimension obtained in research adopting a variable–oriented approach (Van Leeuwen et al. 2004 ).

In this study, the positive dimension tapped into parenting practices such as parental involvement, positive reinforcement, rule setting, and autonomy–stimulating behavior, while the negative dimensions pertained to negatively controlling efforts such as effective discipline, ignoring or harsh punishment following children’s unwanted behavior. In the uninvolved parenting style, parenting practices bear a resemblance to the neglectful parenting style given the below average scores on all subscales suggesting that parents show less warmth, place fewer restraints on and display little monitoring of children’s behavior. However, we did not identify extreme low scores on parenting dimensions that would suggest a truly neglectful parenting style as originally defined; thus an uninvolved parenting style seems a more appropriate label. Although parent self-reports could overestimate scores of positive parenting and underestimate scores of negative parenting due to social desirability bias, it should be noted that a previous study using adolescent reports also did not find extreme scores for the parenting style clusters (McKinney and Renk 2008 ).

We were not able to empirically identify the originally proposed permissive parenting style reflecting parents that are very loving, warm and involved (high support), yet have relatively few rules for children’s behavior and hardly discipline (low behavioral control). This finding diverges from some previous empirical studies in which the latter parenting style did emerge using an a theoretical (Aunola et al. 2000 ; Carlson and Tanner 2006 ; Shucksmith et al. 1995 ; Wolfradt et al. 2003 ) or empirical clustering approach (McKinney and Renk 2008 ). Our operationalization of the support dimension via the positive parenting subscale of the Ghent Parental Behavior Scale could underlie this divergent finding, because the subscale does not only pertain to warm and responsive parenting practices, but also includes items on problem solving. In contrast to other studies tapping only into warmth and responsiveness, lower scores on solving problems together with the child can attenuate overall scores on parental support. As a result, the pronounced scores on parental support which typify a permissive parenting style may have been somewhat masked in the present study. Alternatively, the parent self-reports may not accurately reflect their actual parenting practices due to a social desirability bias, hampering the identification of the permissive parenting style.

Regarding the role of psychological control in empirically deriving parenting styles, cluster analyses revealed a very similar configuration with four parenting styles when parental psychological control was taken into account. Thus, its addition did not lead to the identification of additional parenting styles, but the third parenting dimension did enhance our understanding. Results clearly pointed toward a substantial overlap between parental psychological control and parental harsh punishment for the congruent authoritarian, authoritative and positive authoritative parenting styles. This finding coincides with research suggesting that inadequate behavior control (e.g., physical punishment) and psychological control by parents are correlated, whereas parental psychological control and adequate behavioral control are considered orthogonal dimensions (Barber 1996 ; Gray andand Steinberg 1999 ; Steinberg 1990 ). For example, Pettit et al. ( 2001 ) found that parental psychological control was preceded in adolescence by harsh, restrictive disciplinary parenting during childhood. Barber and Harmon ( 2002 ) have further argued that parental psychological control may be a marker of a hostile and dysfunctional parent – child relationship, including the use of harsh disciplinary parenting practices.

For the congruent uninvolved parenting style, including parental psychological control actually led to an improved understanding of the previously considered uninvolved parents. As it turned out these parents did use psychologically controlling strategies to some extent, regardless of their lower levels on the other parenting dimension. This pattern could mean that in the parents–child relationship these parents are not so much concerned with the child and their behavior, but with manipulating children’s thoughts, emotions, and feelings to fit their own. It is commonly recognized that by using psychologically controlling strategies, parents intrude into children’s ‘psychological world’, exert parental authority over the children’s own life, and intervene in the individuation process (Barber and Xia 2013 ; Steinberg 2005 ). A recent study by Zhang et al. ( 2015 ) also demonstrated that parental psychological control indeed positively correlated with parent–centered intentions, implying that parents intend to satisfy their own needs by applying controlling behaviors with their children.

Several theories point towards differences in parenting between mother and father (McKinney and Renk 2008 ). For example, psychoanalytic theory argues that mothers are children’s primary attachment figure whereas a greater distance between fathers and their children occurs; the gender and role theory link differences in child rearing to male and female characteristics (e.g., expressiveness and instrumentality) with the traditional mother role as caring figures and fathers taking on the role of authority figure and family provider. The literature also indicates that differences in parenting between mothers and fathers may arise if one parent wants to compensate for the other parent (Meteyer and Perry-Jenkins 2009 ; Simons and Conger 2007 ). Nonetheless, our results revealed more similarities than dissimilarities in the parenting styles of both parents, despite small-to-moderate correlations between mother and father reports. These similarities may reflect an assortative process when choosing a partner, meaning that people tend to look for a partner with similar characteristics (Botwin et al. 1997 ; Buss 1984 , 1985 ; Larsen and Buss 2010 ). Similarity in parenting could also result from socialization processes (Simons and Conger 2007 ); through a process of mutual influence or reciprocity partners gradually form similar views and beliefs on parenting. The slight differences that emerged pertained particularly to a dissimilar position on positive parenting and rule setting. Although less pronounced, this finding aligns with the study by Meteyer and Perry-Jenkins ( 2009 ) that yielded congruent parenting styles for mothers and fathers of 7-year old children, except for a dissimilar position on self-reported parental warmth. Another study using adolescent reports of parenting (McKinney and Renk 2008 ) found more pronounced sex differences. Perhaps sex differences in parenting styles become more apparent as children grow older or when children’s perspectives are considered.

Results on associations between the joint parenting styles and child behavioral outcomes indicated that children of two authoritarian parents showed the poorest behavioral outcomes. These children were perceived as showing significantly more internalizing and externalizing problem behavior and less prosocial behavior compared to children of parents adopting other parenting styles. In contrast, children of two positive authoritative parents demonstrated the lowest levels of conduct problems. These findings could suggest an additive effect in which the impact of similar parenting styles is reinforced as having two authoritarian and two positive authoritative parents was associated with the least and most favorable child behavioral outcomes, respectively.

The obtained associations between parenting styles and child behavioral outcomes partially align with previous research. Firstly, it has repeatedly been demonstrated that an authoritative parenting style coincides most with positive developmental outcomes in children (e.g., Aunola et al. 2000 ; Baumrind 1967 , 1971 , 1989 , 1991 , Darling and Steinberg 1993 ; Dornbusch et al. 1987 ; Lamborn et al. 1991 ; Querido et al. 2002 ; Shucksmith et al. 1995 ; Steinberg et al. 1994 ; Steinberg et al. 1992 ). Our findings confirm this pattern for the children having parents who employ an authoritative parenting style, but children with parents both using a positive authoritative parenting style even showed less conduct problems. This finding could point towards the value of rule setting – in contrast to disciplinary strategies – in preventing behavioral problems. However, as parenting is a reciprocal process with children and parents mutually influencing each other, it is equally likely that parents show less disciplinary strategies simply because their children pose fewer behavior problems as demonstrated by others (Kerr et al. 2012 ; Kuppens et al. 2009b ; Laird et al. 2003 ).

Secondly, previous research has repeatedly linked an authoritarian parenting style with externalizing and internalizing behavior problems in children (e.g., Hoeve et al. 2008 ; Lamborn et al. 1991 ; Steinberg et al. 1994 ; Williams et al. 2009 ; Wolfradt et al. 2003 ). The present findings extend this body of research, although the association was most pronounced for externalizing behavior problems which may be due to children’s age (8 to 10 year olds). In younger children, having authoritarian parents may be more strongly associated with externalizing problem behavior, whereas the association with internalizing problems only emerges as children grow older. The shift in the nature of behavior problems as children age has been linked to the physical, cognitive and social maturation of children and the associated changes in social demands and expectations.

Thirdly, the neglectful parenting style has been associated with the poorest developmental outcomes in children (Baumrind 1991 ; Lamborn et al. 1991 ; Mandara and Murray 2002 ; Shucksmith et al. 1995 ; Steinberg et al. 1994 ). As this parenting style did not emerge in the present study, we were not able to model its association with child outcomes. Even children having parents who were less involved, but intrusive, were doing better than children having authoritarian parents. Findings did reveal that prosocial behavior and conduct problems were significantly lower for children having parents who adopted an intrusive parenting style compared to children of (positive) authoritarian parents. This findings coincides with a growing body of evidence on the deleterious of impact of psychologically controlling parenting in children and adolescents adopting a variable approach (Barber et al. 2005 ; Kuppens et al. 2013 ; Soenens et al. 2012 ), but likewise extends this evidence-base with person-oriented findings on the impact of an intrusive parenting style on child development.

Limitations and Future Research

Although the present study has several merits, it falls short in that only parent self-reports were used to assess parenting and child behavioral outcomes; children’s perspective on their parenting practices may be quite different. For example, Smetana ( 1995 ) found that adolescents perceived their parents as being more permissive and authoritarian compared to parents’ own view on the matter, whereas parents perceived themselves as being more authoritative than their adolescent children. Although a significant convergence between child and parent reports on parenting dimensions has been established in elementary school (Kuppens et al. 2009a ), future research should explicitly take a multiple informant approach when identifying parenting styles as informant perspectives on parenting styles in this age period may differ. In a related vein, multiple informant assessments of child behavioral problems have been shown to be context–specific with differences occurring according to the context (e.g., home, school) that forms the basis for informant’s assessment (Achenbach et al. 1987 ). Involving informants other than parents in the assessment of child behavioral outcomes therefore seems particularly interesting in future research on parenting styles.

Furthermore, inspecting a normally developing sample generally results into a low occurrence of inadequate parenting practices and child behavioral problems. Studying parenting styles in a clinical sample could certainly supplement this view because more variation in parenting practices may yield more or different parenting styles. Hoeve et al. ( 2008 ) have conducted one of the few studies using a sample of children with a high or low risk of antisocial and behavioral problems; and they were able to identify a neglectful parenting style. In addition, the role of parental psychological control in identifying parenting styles may be more pronounced in a clinical sample; an issue that to date remains unresolved.

The present sample closely resembled the population distribution with regard to family composition and paternal educational level, but it was rather homogeneous for ethnicity and mothers were more highly educated. As such, the present findings may not generalize to minority groups or families with less educated mothers; an issue that should be resolved by future studies. For example, previous research has demonstrated that harsh punishment and psychological control are more common among lower SES parents (e.g., Eamon 2001 ; El‐Sheikh et al. 2010 ) and that Caucasian caregivers were more prevalent in an authoritative parenting style cluster (van der Horst and Sleddens 2017 ). The present study clearly complements the scarce body of research on naturally occurring joint parenting styles conducted in US samples, but additional research is needed to replicate these findings. Moreover, as parenting occurs within a cultural belief system that influences attitudes towards particular parenting practices (Durrant et al. 2003 ), cross-cultural research could further clarify the role of culture in identifying naturally occurring (joint) parenting styles incorporating three parenting dimensions. Finally, the cross-sectional associations among joint parenting styles and child outcomes should be complemented by longitudinal research to gain more insight into the directionality of these associations. Longitudinal research covering the entire childhood and adolescence period could also increase our understanding of age-of-child and sex-of parent differences in naturally occurring parenting styles.

Despite these limitations, this study adds to the literature by further empirically validating well-known parenting styles and by increasing our understanding of the role of parental psychological control and joint parenting. The overlap between harsh punishment and parental psychological control in congruent parenting styles and its unique role in the uninvolved parenting style suggests that this intrusive parenting dimension should be routinely considered in practice settings. We also found that adequate behavior controlling practices may be particularly interesting in preventing behavioral problems; and that not only an authoritarian but also a (psychologically) intrusive parenting style can impede upon child development.

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Author Contributions

SK: designed and executed the study, conducted part of the data-analysis, and wrote the paper. EC: conducted the cluster analyses, and collaborated in the writing and editing of the final manuscript.

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Erasmus School of Health Policy & Management, Erasmus University Rotterdam, Rotterdam, The Netherlands

Sofie Kuppens

Department of Public Health and Primary Care, KU Leuven, Leuven, Belgium

Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium

Eva Ceulemans

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Correspondence to Sofie Kuppens .

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All procedures performed in this study were in accordance with the ethical standards of the KU Leuven (University of Leuven) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all individual participants included in the study.

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Kuppens, S., Ceulemans, E. Parenting Styles: A Closer Look at a Well-Known Concept. J Child Fam Stud 28 , 168–181 (2019). https://doi.org/10.1007/s10826-018-1242-x

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Published : 18 September 2018

Issue Date : 15 January 2019

DOI : https://doi.org/10.1007/s10826-018-1242-x

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When confronted with a complicated subject, we are often overwhelmed with information. A classification essay is designed to take a complex topic and break it down into more manageable and understandable categories, digestible pieces that a reader can easily break down.

This method of organization can be seen in how we structure and categorize our everyday lives. Take the Jefferson Learning Commons, as an example. The library houses thousands of books, which would be hard to browse if they were thrown haphazardly on shelves. Instead, all the fiction is organized alphabetically by author on the first floor, while the second floor houses all the non-fiction organized by subject. This allows a student to find the book they are looking for without searching every shelf.

Topics: When choosing a topic make sure the topic is complex enough to be divided into categories, while not being so broad that the reader is overwhelmed with categories.

Categories: Since a classification essay breaks a topic or subject into categories, it is important for each category to be distinct from one another. Categories that overlap will be nebulous and difficult for a reader to understand. Topics can be broken down many ways. If one way isn’t working, try brainstorming a new way to divide the topic.

Good Topic: Transportation

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Each category is distinct from one another, with a single defining feature.

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The differences of some categories are very murky. A RPG is defined by things like character creation and level progression. However, these two elements are found in many soulslike games. This makes the topic of video game genres difficult to breakdown into easily definable categories.

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