The Permissive parenting model

Laxity and lack of limits

The permissive model is characterized by extreme leniency and parental relinquishment of their authoritative role.

These caregivers often set rules, but are rarely concerned with enforcing them consistently, intervening only when a crisis or problem of extreme severity arises.

They adopt a "kids are kids" philosophy, which leads them to be overly forgiving; it is common for them to withdraw imposed consequences if the child begs or promises good behavior.

Parents often prefer a role of friendship or companionship rather than parental guidance, encouraging open dialogue about problems but failing to actively discourage poor choices or inappropriate behaviors.

This lack of structure and monitoring leaves the child without the tools necessary to understand social and corporate boundaries.

Difficulties with authority and self-control

Lack of developmental boundaries has direct consequences on academic and work performance.

Individuals from permissive homes often show difficulties in respecting hierarchy and institutional regulations, as they did not learn to value external authority.

Behaviorally, they may present as impulsive individuals, with a tendency to be dominant or aggressive when restrictions are imposed on them, and with a low capacity for self-discipline.

There is an increased risk of developing physical health problems, such as obesity or poor hygiene habits, because they were never taught the importance of self-care routines, such as regular exercise or adequate sleep.

On an emotional level, despite initial warmth, they tend to report higher levels of sadness and low self-esteem.

These workers tend to be erratic in their performance, lack a clear sense of purpose, and their achievement orientation is often poor compared to more structured profiles.

Summary

This model is characterized by extreme leniency where parents avoid exercising authority. They act more like friends than guides, withdrawing consequences in the face of pleas and omitting clear boundaries.

The lack of structure prevents the child from understanding the social norms necessary for adult life. This generates difficulties in respecting hierarchies and following regulations within institutions.

Behaviorally, these individuals tend to be impulsive, dominant and with low self-discipline. At work they present erratic performance, low resistance to frustration and low orientation to personal achievement.