child behavior & guidance part i: theories & principles
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Oklahoma Cooperative Extension Service Core In-Service November 3, 2009 9:30-11:00 a.m . Debbie Richardson, Ph.D. Parenting Assistant Extension Specialist Human Development & Family Science Oklahoma State University . Child Behavior & Guidance Part I: Theories & Principles. Introduction. - PowerPoint PPT PresentationTRANSCRIPT
Child Behavior & Guidance Part I: Theories & Principles
Oklahoma Cooperative Extension ServiceCore In-Service
November 3, 20099:30-11:00 a.m.
Debbie Richardson, Ph.D.Parenting Assistant Extension SpecialistHuman Development & Family Science
Oklahoma State University
IntroductionWelcome
Centra Instructions
Overview of In-service
Resource Materials
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In-Service ObjectiveExtension Educators will be able to
identify definitions, major theories, and key principles relevant to the behavior,
discipline, and guidance of toddlers through school-age/pre-teen children.
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Terms & Definitions
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Child Behavior
Any observable response or action of a child
Form of communication - Verbal & nonverbal Conduct, actions, words children use to
express thoughts, feelings, needs, impulsesJudged whether it meets social, cultural,
developmental, & age appropriate standardsCan be positive/negative, impulsive/planned,
predictable/unpredictable, consistent/ inconsistent
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Child BehaviorCan elicit wide range of positive or negative
responses from othersDoes not occur in isolationInfluenced by:
child’s desires, temperament, & ability to adapt parenting style, family situation, various stresses
and transitions
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Self-regulationSelf-controlChild’s ability to contain and
manage his/her own behavior without relying on caregivers to guide him/her
Gradually internalizing an understanding of what behaviors are acceptable/non-acceptable, right/wrong, meeting social standards
Long process
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ComplianceChild’s ability and willingness to adjust
behavior to meet the expectations and limits of caregivers
Compliant when following a caregiver’s request or direction
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Conscience & Moral Development
Internal voice or system of moral values
Judge right/wrong Feelings of guilt or discomfort Not innate – built gradually from relationships Internalize standards of behavior taught by caregiversProcess of norms, rules, and values of family and
society become an internal motivator even in absence of external authority
Values → beliefs
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DisciplineTeach, lead, educateDoes not imply punishment or scoldingTeaches what behavior is appropriate in which
circumstance, or how to interact in a socially acceptable manner
Process of guiding in ways that supports development of self-control
Used to set reasonable limits in a consistent manner while still allowing some choice among acceptable alternatives
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DisciplineTeaches responsibility and right from wrongShows how to get along and respect rights
and feelings of othersEncourages independence and self-directionEnhances self-worth, sense of competenceProtects children from harm by
teaching what is safe Is ongoing - long-term focus
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PunishmentUse of an unpleasant experience to try to change or
eliminate behavior
Physical or emotional means to cause pain, humiliation, denial of freedom, and/or isolation
An arbitrary penalty
May stop bad behavior for the moment but does not teach expected good behavior
Often builds anger & resentment
Inhibits development of self-discipline
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Physical/Corporal PunishmentPhysical force with the intention of causing
the child to experience bodily pain or discomfort so as to correct or punish the child’s behavior
Physical restraint – use of physical force to protect the child or others from physical pain or harm
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AbuseOklahoma statute Tit. 10, § 7102, 7106(A)(3)
• Harm or threatened harm to a child's health or safety includes, but is not limited to, nonaccidental physical injury, mental injury…
• If…the incident reported was the result of the reasonable exercise of parental discipline involving the use of ordinary force, including, but not limited to, spanking, switching, or paddling, the investigation or assessment will proceed no further.
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GuidanceA constant ongoing process of learningEmphasis is on guiding & teachingSelf-discipline, not control, is the goalShapes behaviors with love, respect In context of relationship, each person influences and
is influenced by the other - may require changes in behavior of both the adult & child
Influenced by many factors – our origins, teaching experiences, cultural beliefs & values, family beliefs and values, & societal expectations
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SocializationProcess of imparting
competencies, values, and expectations of society to children
Process by which children learn to behave according to social expectations and standards
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Theories &
Frameworks Related to child behavior,
discipline, & self-regulation
Theories & Frameworks
Schools of thought, paradigms, perspectivesGrow out of efforts to make sense of
scientific observationsResearch tests and supports hypothesesDifferent theoretical frameworks are useful
for understanding different areas of behavior
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Some Major Differences Between Theories
Emphasis on various ways to encourage compliance in children: Some focus on training by modeling and
reinforcement Some focus on self & interactions with
others
Emphasis on the emotional quality of the parent-child relationship
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Psychoanalytic (Freud)
Natural instincts, innate drivesParents (esp. mothers) are the most
important socializing agentsChildren internalize their parents’ values
which form a superego or conscience -occurs in first 5 years
Early influences are very important for children’s development
Harsh parenting methods are detrimental to children’s well-being
Behaviorism (Watson, Skinner)
Child is a blank slate at birth - filled in over time by experiences in environment
Based on stimulus-response relationships; stimuli → predict behavior
Classical & operant conditioningBehavioral changes occur when certain
consequences are contingent on (related to) the performance of desired behavior
Shape child’s development and control behavior in desired direction with rewards, praise, reinforcement, modeling, etc.
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Attachment (Bowlby, Ainsworth)
Emotional bond that develops between an infant and a caregiver (only a few)
Mutual, reciprocal interactions (partnership)Gradually develops in early months & yearsLeads to organizational changes in infant’s behavior
and brain function. Infant develops expectations about caregiving. Sense
whether caregiver is predictable, responsive, and available to meet needs.
Early experiences influence sense of control, security, self-worth.
Social Learning (Bandura)
Behavior is largely a social process learned through observation & imitation
Likely to imitate the behavior of a model seen as being rewarded
Importance of cognition, thinking – ability to listen, remember, and abstract general rules from complex sets of observed behavior affects imitation and learning
Strong emphasis on how children think about themselves and other people
Gradually more selective in what they imitate23
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Moral Development (Kohlberg)
Stages based on cognitive development3 levels of moral orientation:
Preconventional – punishment & obedience Conventional - role-conformity, expectations Postconventional - self-accepted principles
Cognitive disequilibrium and role-taking are processes involved in progressing through the stages
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Moral Socialization (Hoffman)
Emphasizes society’s transmission of moral norms through internalization and development of conscience
Appropriate types of discipline lead to acceptance of standards and moral norms
Success of internalization depends on development of empathy within child (considering the needs of others)
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Attribution (Bugental, Dix)
Emphasizes importance of parents’ viewAttributions and expectations of the child
on parent behavior and child developmentParental beliefs filter the child’s behavioral
acts, determine meaning for the caregiver, and influence how parent reacts
When a parent believes he/she has little power or competence and cannot control child, discipline becomes ineffective
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Coercion (Patterson)Parents and children train each other through
sequences of interactionsBehavior problems more likely when child is
reinforced for responding with negative behavior to parental requests or demands
Child tries to ‘coerce’ parent into terminating undesired requests
Parents’ repeated attempts to obtain compliance are met with increasingly difficult behavior
Parent’s withdrawal of request negatively reinforces child’s aversive behaviors
Importance of Theories, Frameworks, &
Principles Effective guidance &
discipline practices are based on child development theory
Makes program objectives, educational activities, parenting recommendations, and educators more powerful and effective
Check assumptions and theories used within various child development and parenting programs or resources
Identify concepts and actions that may indicate your own, parents’ or other caregivers’ orientation and personal frameworks
Find practices consistent with values & philosophies
Understand how different frameworks may be used to address different issues
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Wrap-upQuestions
Discussion
In-service evaluation
Follow-up
Next Session: Tuesday, November 1029
References American Academy of Pediatrics. (1999). Caring for your
school-age child: Ages 5 to 12. New York: Bantam Books Gershoff, E.T. (2008). Report on physical punishment in the
United States: What research tells us about its effects on children. http://www.phoenixchildrens.com/PDFs/principles_and_practices-of_effective_discipline.pdf
Landy, S. (2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore, MD: Paul H. Brookes Publishing.
Various textbooks and other reference materials
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