0:->
February 2nd 07, 11:16 PM
Or you could, were you Larzelere, pretend that "reasoning" is all you
have to test against spanking for effectiveness.
From
http://www.occ.org.nz/childcomm/content/download/258/1309/file/110.pdf?eZSESSIDchildcomm=ef1ebe88bcf40...
The Discipline and Guidance of Children:
Messages from Research
A Review of Research Literature
for the Office of the Children's Commissioner
by the Children's Issues Centre, University of Otago
Edited by Anne B. Smith, Megan M. Gollop, Nicola J. Taylor,
Kate A. Marshall
....
Six principles or characteristics of effective
discipline have been described:
1. Parental warmth and involvement: responsive, reciprocal
relationships and a climate of attention, care and affection are most
favourable. Rejection is universally found to have negative effects,
but mild punishment can be combined with warmth without having
negative effects. A high ratio of positive to negative interactions
(about seven to one) is optimal.
2. Clear communication and expectations: since disciplinary encounters
are a form of teaching, children must understand, retain and
internalise parental messages. If the messages are vague or confusing
or inappropriately matched to children's capabilities, the outcomes
are poorer. Messages about the parents' goals should be clear and
achievable for children.
3. Induction and explanation: reasoning, explanation and setting up
logical consequences are characteristics of good discipline. Children
need to know why their behaviour is appropriate or inappropriate.
4. Rules, boundaries and demands: for children to internalise rules
and limits, these need to be clear and consistent, and perceived to be
fair and equitable. When parents set high but reasonable standards for
child behaviour and apply these non-coercively, the effects are likely
to be positive.
5. Consistency and consequences: positive models and effective
contingencies of reinforcement are very important for teaching
children to behave appropriately. Positive consequences like praise or
extra treats strengthen appropriate behaviour, and mild punishment
such as time-out or withdrawal of privileges discourage inappropriate
behaviour. Many parents inadvertently reinforce inappropriate
behaviours (like whining) by paying attention to it, or inconsistently
reinforcing it. Ongoing scolding and reprimanding is not only
ineffective, but likely to lead to negative outcomes.
6. Context and structure: inappropriate or appropriate behaviour is
influenced by the context or antecedents. One type of context is
modelling - children are likely to imitate the behaviour of models
(e.g. parents, siblings, peers) even when this is not intended.
Physical contexts - for example, having space to play or enough toys
for everyone to have a turn - can also influence whether behaviour is
inappropriate or appropriate.
Or you can add spanking, and risk:
The cause for concern in the use of physical
punishment relates to the long-term effects of its use.
There is overwhelming consistency in the findings
of these studies indicating that long-term, parental
use of physical punishment is associated with
negative outcomes for children's behaviour. Generally
relationships are linear, with more severe punishment
being associated with more adverse outcomes. While
the use of physical punishment does not guarantee a
negative outcome, it is clearly a risk factor for poorer
developmental outcomes.
The following are some of the negative developmental
outcomes associated with parental use of corporal
punishment:
· Social behaviour: aggressive, disruptive, delinquent,
and antisocial behaviour, violent offending, being
the victim of violence, and low peer status.
· Cog n it ive development : p o orer aca dem ic
achievement, lower IQ, poorer performance on
standardised tests, poorer adjustment to school,
more ADHD-like symptoms, and poorer selfesteem.
· Quality of parent-child relationships: less warmth
in parent-child relationships, poorer quality
attachment, and less reciprocity.
· Mental health problems: internalising problems
such as depression, anxiety, suicidal ideation,
and psychiatric disorders. This is probably one
mechanism through which intergenerational
patterns of punitive discipline are established.
· Moral internalisation: poorer moral internalisation
of parental values and rules, poorer conscience
development.
· Other: alcohol and substance abuse, bulimia, sexual
deviance, family violence including child to parent,
and partner violence
...............
have to test against spanking for effectiveness.
From
http://www.occ.org.nz/childcomm/content/download/258/1309/file/110.pdf?eZSESSIDchildcomm=ef1ebe88bcf40...
The Discipline and Guidance of Children:
Messages from Research
A Review of Research Literature
for the Office of the Children's Commissioner
by the Children's Issues Centre, University of Otago
Edited by Anne B. Smith, Megan M. Gollop, Nicola J. Taylor,
Kate A. Marshall
....
Six principles or characteristics of effective
discipline have been described:
1. Parental warmth and involvement: responsive, reciprocal
relationships and a climate of attention, care and affection are most
favourable. Rejection is universally found to have negative effects,
but mild punishment can be combined with warmth without having
negative effects. A high ratio of positive to negative interactions
(about seven to one) is optimal.
2. Clear communication and expectations: since disciplinary encounters
are a form of teaching, children must understand, retain and
internalise parental messages. If the messages are vague or confusing
or inappropriately matched to children's capabilities, the outcomes
are poorer. Messages about the parents' goals should be clear and
achievable for children.
3. Induction and explanation: reasoning, explanation and setting up
logical consequences are characteristics of good discipline. Children
need to know why their behaviour is appropriate or inappropriate.
4. Rules, boundaries and demands: for children to internalise rules
and limits, these need to be clear and consistent, and perceived to be
fair and equitable. When parents set high but reasonable standards for
child behaviour and apply these non-coercively, the effects are likely
to be positive.
5. Consistency and consequences: positive models and effective
contingencies of reinforcement are very important for teaching
children to behave appropriately. Positive consequences like praise or
extra treats strengthen appropriate behaviour, and mild punishment
such as time-out or withdrawal of privileges discourage inappropriate
behaviour. Many parents inadvertently reinforce inappropriate
behaviours (like whining) by paying attention to it, or inconsistently
reinforcing it. Ongoing scolding and reprimanding is not only
ineffective, but likely to lead to negative outcomes.
6. Context and structure: inappropriate or appropriate behaviour is
influenced by the context or antecedents. One type of context is
modelling - children are likely to imitate the behaviour of models
(e.g. parents, siblings, peers) even when this is not intended.
Physical contexts - for example, having space to play or enough toys
for everyone to have a turn - can also influence whether behaviour is
inappropriate or appropriate.
Or you can add spanking, and risk:
The cause for concern in the use of physical
punishment relates to the long-term effects of its use.
There is overwhelming consistency in the findings
of these studies indicating that long-term, parental
use of physical punishment is associated with
negative outcomes for children's behaviour. Generally
relationships are linear, with more severe punishment
being associated with more adverse outcomes. While
the use of physical punishment does not guarantee a
negative outcome, it is clearly a risk factor for poorer
developmental outcomes.
The following are some of the negative developmental
outcomes associated with parental use of corporal
punishment:
· Social behaviour: aggressive, disruptive, delinquent,
and antisocial behaviour, violent offending, being
the victim of violence, and low peer status.
· Cog n it ive development : p o orer aca dem ic
achievement, lower IQ, poorer performance on
standardised tests, poorer adjustment to school,
more ADHD-like symptoms, and poorer selfesteem.
· Quality of parent-child relationships: less warmth
in parent-child relationships, poorer quality
attachment, and less reciprocity.
· Mental health problems: internalising problems
such as depression, anxiety, suicidal ideation,
and psychiatric disorders. This is probably one
mechanism through which intergenerational
patterns of punitive discipline are established.
· Moral internalisation: poorer moral internalisation
of parental values and rules, poorer conscience
development.
· Other: alcohol and substance abuse, bulimia, sexual
deviance, family violence including child to parent,
and partner violence
...............