DisciplineDiscipline

What is it?What is it?

Discipline Techniques- Discipline Techniques- eg?eg? Distraction (though not necessarily always Distraction (though not necessarily always

considered “discipline”)- also called considered “discipline”)- also called ‘redirection’‘redirection’

Often used rather than confrontationOften used rather than confrontation

Time out (Power technique- can be combined Time out (Power technique- can be combined with induction- See later slides)- What is it?with induction- See later slides)- What is it?

Typically used with younger childrenTypically used with younger children Removal from situation that is causing difficultyRemoval from situation that is causing difficulty

““Time out” from the stimulus that is maintaining the Time out” from the stimulus that is maintaining the behavior- Sister-in-Lawbehavior- Sister-in-Law

Stipulate expectation that they can get themselves under Stipulate expectation that they can get themselves under controlcontrol

Rule of Thumb: 1 minute per year, up to 5Rule of Thumb: 1 minute per year, up to 5

Discipline TechniquesDiscipline Techniques Logical (natural) Consequences Logical (natural) Consequences (consequence (consequence

accompanied by reason)accompanied by reason)

Let the punishment fit the crimeLet the punishment fit the crime Older children negotiate consequence, though Older children negotiate consequence, though

not always logical-related to cog/moral dev.not always logical-related to cog/moral dev. 3 yr old throwing toy, siblings fight over TV3 yr old throwing toy, siblings fight over TV

Discipline TechniquesDiscipline Techniques Shame, blame, & coercionShame, blame, & coercion

Shame and Blame- affects self-conceptShame and Blame- affects self-concept ““Good boys don’t hit”; “Can’t you be brave like your older Good boys don’t hit”; “Can’t you be brave like your older

sister?”sister?” Coercion- Often seen as threats of force, physical Coercion- Often seen as threats of force, physical

punishment- Exercising “power”punishment- Exercising “power” Works with young childrenWorks with young children Also seen with “removal of privileges”Also seen with “removal of privileges” Also seen with briberyAlso seen with bribery Adolescents will often rebel- Failure of coercion leads to Adolescents will often rebel- Failure of coercion leads to

inconsistency in parentinginconsistency in parenting Inconsistency leads to distrustInconsistency leads to distrust

Discipline TechniquesDiscipline Techniques

ParentectomyParentectomy More appropriate source to deal with a problem?More appropriate source to deal with a problem? Refresh, replenish, rechargeRefresh, replenish, recharge Periodically, parents need time to themselves- even if Periodically, parents need time to themselves- even if

it’s only shortit’s only short Examples: Parent time out, calling a neighbor,…Examples: Parent time out, calling a neighbor,…

Take home message: Choose your battlesTake home message: Choose your battles Can you really be consistent?Can you really be consistent? Can you really expect a 2 yr old to sit still in church?Can you really expect a 2 yr old to sit still in church?

Be familiar with the “Positive Discipline” table on Be familiar with the “Positive Discipline” table on page 491 of your textpage 491 of your text

Name that TechniqueName that Technique

““Stop crying or I’m going to make you Stop crying or I’m going to make you stop crying”stop crying”

““Santa/Jesus/Mohammed/God knows if Santa/Jesus/Mohammed/God knows if you’ve been good or bad”you’ve been good or bad”

Parent takes away a child’s toy car that Parent takes away a child’s toy car that he’s using to hit another child’s toy car.he’s using to hit another child’s toy car.

Parent gives toddler a shiny ball as he Parent gives toddler a shiny ball as he tantrums on the floor and he stops.tantrums on the floor and he stops.

Discipline TypesDiscipline Types Hoffman- Who parents “moral” childrenHoffman- Who parents “moral” children

Be careful not to confuse with techniquesBe careful not to confuse with techniques Love-Withdrawal- creates anxiety over Love-Withdrawal- creates anxiety over

potential loss of lovepotential loss of love Withhold attention for misbehaviorWithhold attention for misbehavior

Examples?Examples? If you don’t get up off that floor I’m leaving you If you don’t get up off that floor I’m leaving you

herehere Daddy doesn’t like little boys who hit other boysDaddy doesn’t like little boys who hit other boys

Opposite: provision of approval or Opposite: provision of approval or affection/attention after misbehavioraffection/attention after misbehavior Result?Result?

Discipline TypesDiscipline Types Power Assertion (use of power to control)Power Assertion (use of power to control)

Forceful commands (yelling, demanding, Forceful commands (yelling, demanding, verbal control)verbal control)

Physical restraintPhysical restraint SpankingsSpankings Withdrawal of privilegesWithdrawal of privileges

Discipline TypesDiscipline Types

Induction (use of reason)- According to Induction (use of reason)- According to Hoffman- most effective to promote “moral Hoffman- most effective to promote “moral maturity”.maturity”.

Explain what was observedExplain what was observed Explain WHY behavior is wrongExplain WHY behavior is wrong Explain consequences to self/othersExplain consequences to self/others Reparation- Logical consequences?Reparation- Logical consequences? Associated with all aspects of moral development- Associated with all aspects of moral development-

Emotion, reasoning, and behaviorEmotion, reasoning, and behavior Example: Jason throws sand at BillyExample: Jason throws sand at Billy

Discipline TypesDiscipline Types

Further research on Hoffman’s work- Further research on Hoffman’s work- Which type is best?Which type is best? there is a “goodness-of-fit” variable.there is a “goodness-of-fit” variable. fearful children respond best to:fearful children respond best to:

induction- misbehave when scared or confused induction- misbehave when scared or confused explanation helps them learnexplanation helps them learn

fearless (and impulsive) children respond to:fearless (and impulsive) children respond to: gentle power assertion in the context of secure gentle power assertion in the context of secure

attachment.attachment. Young children engaging in potentially dangerous Young children engaging in potentially dangerous

behavior behavior Power assertionPower assertion

Development of Development of Violence from Violence from childrenchildrenWhat makes a bully?What makes a bully?

Ladder Model of ViolenceLadder Model of Violence

Spanked???Spanked??? Violence Promotes ViolenceViolence Promotes Violence

Modeling behaviors- Children learn by Modeling behaviors- Children learn by what they seewhat they see

How/What do children learn?How/What do children learn? Spank- learn that it is okay to hit others as a Spank- learn that it is okay to hit others as a

“natural consequence”; physical consequences “natural consequence”; physical consequences to solve problemsto solve problems

Yell- learn that verbal abuse is okay as a Yell- learn that verbal abuse is okay as a consequence.consequence.

Ladder Model of ViolenceLadder Model of Violence

Children take steps in the direction of Children take steps in the direction of becoming violent.becoming violent.

In order for prevention to occur, intervention In order for prevention to occur, intervention needs to happen early.needs to happen early.

StepsSteps Negative Family ExperienceNegative Family Experience Antisocial BehaviorAntisocial Behavior Early academic failureEarly academic failure Rejection by “normal” peersRejection by “normal” peers Deviant peer groupDeviant peer group Violence, delinquency, substance abuseViolence, delinquency, substance abuse

ExampleExample1.1. Parents engage in physical and verbal abuse with Parents engage in physical and verbal abuse with

each other. Child learns “violent behaviors are each other. Child learns “violent behaviors are acceptable”- acceptable”- neg. family experienceneg. family experience

2.2. Child responds to conflict with others with tantrums, Child responds to conflict with others with tantrums, disobedience, rebellion, lying, non-compliance- disobedience, rebellion, lying, non-compliance- Antisocial behaviorAntisocial behavior

3.3. Child takes problems to school, where it isn’t tolerated, Child takes problems to school, where it isn’t tolerated, academic problems ensue. academic problems ensue. Early Academic FailureEarly Academic Failure

4.4. Within the school setting, poor academic performance, Within the school setting, poor academic performance, tantrums & noncompliance drive away normal peers.-tantrums & noncompliance drive away normal peers.-Rejection by normal peersRejection by normal peers

5.5. Only peer group left is Only peer group left is deviant peers.deviant peers.• Once at this level, it’s very difficult to “get off the ladder”/ Once at this level, it’s very difficult to “get off the ladder”/

prevent escalation to major problemsprevent escalation to major problems• Deviant peers “feed” off of each other and teach one another Deviant peers “feed” off of each other and teach one another

the “tricks of the trade”. the “tricks of the trade”.

6.6. Final step is problems with the law, delinquency, drug Final step is problems with the law, delinquency, drug abuse, violent behaviors.abuse, violent behaviors.