Keywords
Emotional
Behavioral Difficulties
Qualitative Case Study
Emotion Regulation
Aggression
School–Family Intervention
How to Cite
Abstract
Children’s emotional and behavioral difficulties are often context-dependent (appearing differently at home and at school) and are strongly influenced by family factors, particularly parenting practices. This article aims to describe authoritarian parenting as a risk factor for emotional and behavioral difficulties in a school-aged child using a descriptive qualitative case study design. Data were collected through triangulation of observation, in-depth interviews (parents and teacher), and documentation, and analyzed using thematic analysis. Findings indicate parenting marked by high control, one-way communication emphasizing obedience, coercive discipline (punishment/threat), as well as inconsistent rules and exposure to parental conflict. These conditions were associated with the child’s profile characterized by emotion regulation difficulties, verbal and physical aggression, defiance, impulsivity, avoidance of responsibility, and impaired empathy and peer relationships. Problem behaviors were more prominent at school, interpreted through displacement mechanisms and behavioral functions (escape/attention/tangible). An integrated intervention combining a school-based functional Behavior Intervention Plan and five-session CBT yielded positive changes (ability to pause before reacting, awareness of emotional triggers, problem-solving, coping skills, and social responsibility), though sustained improvement requires consistent reinforcement and changes within the family system. This study highlights the importance of a multi-systemic (home–school) approach for prevention and intervention in children’s emotional and behavioral difficulties.
References
Anggraini, A., Weniati, & Gumiandari. (2023). Pengaruh pola asuh otoriter terhadap perilaku agresif anak usia 5–6 tahun. Aulad: Journal on Early Childhood, 6(3), 219–225.
Febiyanti, A., & Rachmawati, Y. (2021). Is authoritative parenting the best parenting style? A study about parenting styles and children aggressive behavior. In Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020) (Advances in Social Science, Education and Humanities Research, Vol. 538).
Kurnia, I. A., & Alim, D. H. (2025). Studi literatur dampak pola asuh otoriter terhadap hubungan emosional dan perilaku sosial anak usia dini. Jurnal Psikologi dan Bimbingan Konseling, 17(1).
Manik, E. P. K. (n.d.). Pengaruh pola asuh otoriter terhadap kesejahteraan psikologis anak Fakultas Psikologi, Universitas Medan Area.
Nurhayati, & Miffah, E. (2022). Dampak pola asuh otoriter terhadap perkembangan psikososial anak usia prasekolah. Jurnal Pendidikan dan Pembelajaran (JPPM), 3(1), 11–17. Praastyawati, T., Harahap, D. T., & Marsiyanti. (2021). Pengaruh pola asuh otoriter, autoritatif, dan permisif terhadap perilaku prososial siswa sekolah dasar. Jurnal Penelitian dan Pendidikan IPS (JPPI), 15(1), 53–60.
Sarifudin, Hastuti, D., & Simanjuntak, M. (2020). Pengaruh self-efficacy ibu, gaya pengasuhan ibu, dan tingkat stres ibu terhadap gangguan emosi dan perilaku anak. Jurnal Ilmu Keluarga & Konsumen, 13(2), 163–174.
Savitri, A. A. P., Surilena, & Gustiawan, E. (2022). Hubungan pola asuh dengan masalah perilaku dan emosi pada siswa sekolah dasar di Kecamatan Penjaringan, Jakarta Utara. Damianus Journal of Medicine, 21(1), 26–35.
Sumargi, A. M., Prasetyo, E., & Ardelia, B. W. (2020). Parenting styles and their impacts on child problem behaviors. Jurnal Psikologi, 19(3), 269–284.
Taib, B., Ummah, D. M., & Bun, Y. (2020). Analisis pola asuh otoriter orang tua terhadap perkembangan moral anak. Cahaya Paud: Jurnal Pendidikan Guru Pendidikan Anak Usia Dini, 3(1), 128–137.
Yustisi, V. (2025). Pola asuh permisif orang tua terhadap sikap bullying yang dilakukan siswa di sekolah. Edusociata: Jurnal Pendidikan Sosiologi, 8(2), 218–225.
Beck, J. S. (2020). Cognitive Behavior Therapy: Basics and Beyond (3rd ed.). Guilford Press.
Blaustein, M. E., & Kinniburgh, K. M. (2023). Treating Traumatic Stress in Children and Adolescents: How to Foster Resilience through Attachment, Self-Regulation, and Competency(2nd ed.). Guilford Press.
Dowling, M., & O’Higgins, S. (2024). The role of the school in supporting children with emotional and behavioural difficulties: A systematic review of the literature. Educational Psychology in Practice, 40(1), 45-62.
Gershoff, E. T., Lee, S. J., & Durrant, J. E. (2024). Promising intervention strategies to reduce parents' use of physical punishment. Child Abuse & Neglect, 147, 106562.
Hawes, D. J., Lechowicz, M., Roach, A., Fisher, C., Doyle, F. L., Noble, S., & Dadds, M. R. (2022). Understanding the causes of child conduct problems: A new look at old ideas. Clinical Child and Family Psychology Review, 25(1), 1-24.
Kochanska, G., & Kim, S. (2020). Difficult temperament and maternal sensitivity in early childhood: A test of the differential susceptibility model. Developmental Psychology, 56(5), 885–895.
Livingston, J. N., Wyman, C., & Forgatch, M. S. (2023). The role of parenting consistency in the development of child behavior problems: A test of the coercion model. Journal of Abnormal Child Psychology, 51(2), 235-248.
Menting, A. T., de Castro, B. O., & Matthys, W. (2020). Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 80, 101887.
Pinquart, M. (2021). Associations of parenting styles with self-esteem in children and adolescents: A meta-analysis. Journal of Child and Family Studies, 30(4), 865–881.
Sampaio, F., Sarkar, S., & Leite, A. (2021). Cognitive-behavioral therapy for externalizing disorders in children and adolescents: A meta-analysis of randomized controlled trials.