The family is the primary context for socialization and is essential for the development of personality and emotionality, especially during the early years of childhood, when parents play an essential role as the primary means of socialization and development.

Baumrind's model (1968) contemplates interactions framed in two dimensions: affection-communication and control-demands, resulting in three parental styles: authoritarian, permissive and democratic (López-Soler, Puerto, López-Pina & Prieto, 2009).

The authoritarian style is characterized by the use of punishment or force, focusing on controlling children's behavior through rigid patterns. This style has negative repercussions on socialization, such as a lack of personal autonomy, creativity, social competence, and low self-esteem (Baumrind, 1996).

On the other hand, permissive parents grant autonomy as long as it doesn't compromise the child's physical safety, avoiding control and authority. This style of discipline is characterized by a lack of systematization and doesn't provide a clear model for the child to identify with or imitate. One of the disadvantages is the difficulty in setting limits, which can have negative socializing effects on aggressive behavior and personal independence (MacCoby & Martin, 1983).

Finally, democratic parents guide their children's activities rationally, imposing mature roles and behaviors through reasoning and negotiation. This style is characterized by two-way communication and a balance between social responsibility and the development of autonomy. Generally, this style produces positive effects on socialization (Baumrind, 1996).

The psychosocial environment plays a fundamental role in modulating the biological predisposition to ADHD, influencing how activity, impulsivity, and inattention are understood and managed by the family, school, and society (Miranda-Casas, Grau-Sevilla, Marco-Taberner, & Roselló, 2007). While these environmental variables are not causal factors, they modulate the evolution of the disorder and can be considered risk variables if they increase the likelihood of symptom onset, or protective variables if they cushion the impact of risk factors (Grau-Sevilla, 2007).

References

• González, R., Bakker, L., & Rubiales, J. (2014). Estilos parentales en niños y niñas con TDAH. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 12(1), 141-158. https://doi.org/10.11600/1692715x.1217060413