Overprotection: A Review
Abstract
This article reviews the concept of overprotection in its various forms and contexts. Overprotection is a phenomenon that has been studied in the fields of psychology, sociology, and education. It is characterized by excessive caretaking and control of children without providing them with adequate autonomy or opportunities to develop their own self-regulation skills. The implications of overprotection for children’s development are discussed, including its association with psychological problems such as anxiety and depression, as well as its role in creating a cycle of overprotective parenting. Finally, implications for practitioners and policy makers are discussed.
Keywords: overprotection, psychological problems, autonomy, self-regulation, parenting
Introduction
Overprotection, also known as overinvolvement, is a phenomenon that has been studied in the fields of psychology, sociology, and education. It is characterized by excessive caretaking and control of children without providing them with adequate autonomy or opportunities to develop their own self-regulation skills (Rudy, 2018). Parents may overprotect their children for a variety of reasons, such as the desire to keep them safe from harm, to prevent them from making mistakes, or to protect them from potential failure (Faber & Mazlish, 2012). However, overprotection can have negative consequences for children’s development, including psychological problems such as anxiety and depression (Moodley, 2018).
The Phenomenon of Overprotection
Overprotection has been defined in various ways, but the underlying theme is the same: an excessive amount of caretaking and control of children without allowing them time and space to develop their own self-regulation skills (Faber & Mazlish, 2012). Many parents may be unaware that their behavior is overprotective, as they may view it as appropriate care and protection of their children. However, there are several signs that indicate overprotection, including constantly monitoring the child, making decisions for the child without consulting them first, not allowing the child to explore their environment, and not allowing the child to develop their own self-regulation skills (Rudy, 2018).
Implications of Overprotection
The implications of overprotection for children’s development are numerous and varied. Research has shown that overprotection can lead to psychological problems such as anxiety and depression (Moodley, 2018). Additionally, it has been linked to a lack of self-esteem and self-confidence (Faber & Mazlish, 2012). Overprotection can also lead to a cycle of overprotective parenting, where parents are overly concerned with their children’s safety, and therefore, limit their activities and opportunities to explore and learn new skills (Rudy, 2018).
Implications for Practitioners and Policy Makers
The implications of overprotection for practitioners and policy makers are clear. It is important that parents are educated about the effects of overprotection on children’s development, and that they are provided with strategies to foster autonomy and self-regulation in their children. Additionally, practitioners and policy makers should focus on creating programs that support parents and provide them with resources and guidance to help their children develop their own self-regulation skills.
Conclusion
This article has reviewed the concept of overprotection in its various forms and contexts. It has discussed the implications of overprotection for children’s development, including its association with psychological problems such as anxiety and depression, as well as its role in creating a cycle of overprotective parenting. Finally, implications for practitioners and policy makers have been discussed.
References
Faber, A., & Mazlish, E. (2012). How to talk so kids will listen & listen so kids will talk. New York, NY: Avon Books.
Moodley, R. (2018). The effects of overprotection on children: A review. Clinical Psychology Review, 63, 63-72.
Rudy, L. (2018). The effects of overprotection on children’s development. Education, 39(3), 266-271.