1. Discipline What is it?

2. Discipline Techniques- eg?  Distraction (though not necessarily always considered “discipline”)- also called ‘redirection’  Often used rather than confrontation  Time out (Power technique- can be combined with induction- See later slides)- What is it?  Typically used with younger children  Removal from situation that is causing difficulty  “Time out” from the stimulus that is maintaining the behavior- Sister-in-Law  Stipulate expectation that they can get themselves under control  Rule of Thumb: 1 minute per year, up to 5

3. Discipline Techniques  Logical (natural) Consequences (consequence accompanied by reason)  Let the punishment fit the crime  Older children negotiate consequence, though not always logical-related to cog/moral dev.  3 yr old throwing toy, siblings fight over TV

4. Discipline Techniques  Shame, blame, & coercion  Shame and Blame- affects self-concept  “Good boys don’t hit”; “Can’t you be brave like your older sister?”  Coercion- Often seen as threats of force, physical punishment- Exercising “power”  Works with young children  Also seen with “removal of privileges”  Also seen with bribery  Adolescents will often rebel- Failure of coercion leads to inconsistency in parenting  Inconsistency leads to distrust

5. Discipline Techniques  Parentectomy  More appropriate source to deal with a problem?  Refresh, replenish, recharge  Periodically, parents need time to themselves- even if it’s only short  Examples: Parent time out, calling a neighbor,…  Take home message: Choose your battles  Can you really be consistent?  Can you really expect a 2 yr old to sit still in church?  Be familiar with the “Positive Discipline” table on page 491 of your text

6. Name that Technique  “Stop crying or I’m going to make you stop crying”  “Santa/Jesus/Mohammed/God knows if you’ve been good or bad”  Parent takes away a child’s toy car that he’s using to hit another child’s toy car.  Parent gives toddler a shiny ball as he tantrums on the floor and he stops.

7. Discipline Types  Hoffman- Who parents “moral” children  Be careful not to confuse with techniques  Love-Withdrawal- creates anxiety over potential loss of love  Withhold attention for misbehavior  Examples?  If you don’t get up off that floor I’m leaving you here  Daddy doesn’t like little boys who hit other boys  Opposite: provision of approval or affection/attention after misbehavior  Result?

8. Discipline Types  Power Assertion (use of power to control)  Forceful commands (yelling, demanding, verbal control)  Physical restraint  Spankings  Withdrawal of privileges

9. Discipline Types  Induction (use of reason)- According to Hoffman- most effective to promote “moral maturity”.  Explain what was observed  Explain WHY behavior is wrong  Explain consequences to self/others  Reparation- Logical consequences?  Associated with all aspects of moral development- Emotion, reasoning, and behavior  Example: Jason throws sand at Billy

10. Discipline Types  Further research on Hoffman’s work-  Which type is best?  there is a “goodness-of-fit” variable.  fearful children respond best to:  induction- misbehave when scared or confused  explanation helps them learn  fearless (and impulsive) children respond to:  gentle power assertion in the context of secure attachment.  Young children engaging in potentially dangerous behavior  Power assertion

11. Development of Violence from children What makes a bully?

12. Ladder Model of Violence  Spanked???  Violence Promotes Violence  Modeling behaviors- Children learn by what they see  How/What do children learn?  Spank- learn that it is okay to hit others as a “natural consequence”; physical consequences to solve problems  Yell- learn that verbal abuse is okay as a consequence.

13. Ladder Model of Violence  Children take steps in the direction of becoming violent.  In order for prevention to occur, intervention needs to happen early.  Steps  Negative Family Experience  Antisocial Behavior  Early academic failure  Rejection by “normal” peers  Deviant peer group  Violence, delinquency, substance abuse

14. Example 1.Parents engage in physical and verbal abuse with each other. Child learns “violent behaviors are acceptable”- neg. family experience 2.Child responds to conflict with others with tantrums, disobedience, rebellion, lying, non-compliance- Antisocial behavior 3.Child takes problems to school, where it isn’t tolerated, academic problems ensue. Early Academic Failure 4.Within the school setting, poor academic performance, tantrums & noncompliance drive away normal peers.- Rejection by normal peers 5.Only peer group left is deviant peers. Once at this level, it’s very difficult to “get off the ladder”/ prevent escalation to major problemsOnce at this level, it’s very difficult to “get off the ladder”/ prevent escalation to major problems Deviant peers “feed” off of each other and teach one another the “tricks of the trade”.Deviant peers “feed” off of each other and teach one another the “tricks of the trade”. 6.Final step is problems with the law, delinquency, drug abuse, violent behaviors.