Chapter 6 Part 2 Flashcards
punishment vs. discipline
- punishment: a consequence that causes an individual’s behaviour to occur with less frequency
- discipline: teaching/guiding
7 types of discipline
- power-assertion
- inductive discipline
- positive discipline
- proactive discipline
- love withdrawal
- shaming
- guilt-induction
power assertion
- using power/authority to force someone to do something (may be verbal, physical, etc.)
- no explanation provided
inductive discipline
- explaining why a punishment is given or why a rule exists
- better than power assertion -> provides more opportunity for teaching
- not as effective for hyperactive kids
positive discipline
- replace punishment with reinforcement as much as possible
- when using punishment, use logical or natural consequences rather than global ones (avoid using the same punishment for everything)
- should be preferred discipline style
natural consequences
- parent does nothing, instead allowing natural consequence to unfold
- ex. rather than punishing them for eating dinner, let them face the natural consequence of going to bed hungry
logical consequences
- planned consequence logically related to fixing the problem
- ie. if a kid breaks an object, consequence would be having them use their allowance to replace the item
proactive discipline
- trying to prevent behaviour from occurring
- important during pre-school years
- ex. not allowing 2 kids to sit beside each other when they go out for dinner to prevent fighting
love withdrawal
- withholding affection when the child misbehaves
- should not be used because it’s a form of psychological control
shaming
- humiliating/embarrassing child, attacking child’s sense of self
- should not be used because it’s a form of psychological control
guilt-induction
- making child feel bad/guilty about behaviour
- theoretically increases child’s empathy by forcing them to take perspective of someone else (ie. “how do you think hitting that boy made him feel?”)
- focuses on behaviour (not self)
- should be used sparingly because it’s a form of psychological control
Baumrind’s 4 dimensions of parenting
- level of warmth and responsiveness
- level of clarity and consistency
- level of maturity demands
- level of communication
level of warmth and responsiveness
- are you warm, or do your kids fear you?
- are you responsive (adapt based on child’s cues), or are you a dictator (don’t adapt)?
level of clarity and consistency
- do you have clear rules, and consequences when those rules are broken?
- do you have consistent follow-through with those consequences?
level of maturity demands
- some parents have higher standards for acceptable behaviour than others
- ex. expecting kids to do chores = higher standard
level of communication
- is there 2-way communication between parent and child? (ie. lots of negotiation, discussion, family meetings, etc.)
Baumrind’s 3 parenting styles
- authoritarian
- authoritative
- permissive
authoritarian style
- strict
- low warmth and responsiveness
- high clarity and consistency
- high level of maturity demands
- low levels of communication
authoritative style
- “ideal”
- high warmth and responsiveness
- high clarity and consistency
- high level of maturity demands
- high levels of communication
permissive style
- lenient, lets kid get away with anything
- high warmth and responsiveness
- low clarity and consistency
- low levels of maturity demands
- low levels of communication
which parenting style is associated with best outcomes?
- authoritive (for Western samples)
- but cross-cultural differences exist (ex. Best academic outcomes associated with authoritarian style for Chinese children; best outcomes for African-American samples also associated with authoritarian)
4 parenting practices examined in NLSCY
- frequency of hostile parent-child interactions
- frequency of punitive parent-child interactions
- frequency of consistency in parent-child interactions
- frequency of positive parent-child interactions
hostile parent-child interactions
rejecting a child, ridiculing/putting down a child, sarcasm/making fun of child, mix anger/hostility with punishment, love withdrawal, etc.
punitive parent-child interactions
frequency of physical punishment used (ex. spanking frequency), proportion of punishment used relative to other types of discipline, etc.