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Use of punishment in school
Discipline vs Punishment - Discuss
Punitive approach to discipline
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Recommended: Use of punishment in school
“Time-Out” is Not a Solution
Over the years the “time-out” disciplinary technique has become the most popular strategy to manage child’s misbehavior. The effectiveness of this method is not usually questioned by parents because the technique is commonly suggested by family doctors and the variety of advisors in parenting classes for safe and effective use. “Time-out” disciplinary method is generally used to deal with the misbehavior by sending a child to a boring environment where a little “rules-breaker” can think about misbehavior and calm down. The strategy is aimed to cause unpleasant emotional feelings and physical discomfort to the child, thus it has all aspects of punishment. Punishment is an irrevocable collapse of parenting ability
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The “time-out” discipline method is an ineffective and harmful approach to the child’s misbehavior.
“Time-out” method sits on the same shelf as yelling or spanking. The idea is to hurt child enough to stop misbehavior. Since yelling and spanking are considered as a rough conduct when dealing with a problem by some parents, the” isolation” technique feels like a gentle, non-abusive way to address the child’s misbehavior. “Discipline is about teaching – not about punishment – and finding ways to teach children appropriate behavior is essential for healthy development” (Siegel and Bryson “Time-outs”, par. 2). The abusive character of “time-out” is recognized by some parent-educational sources. However, many advisors still recommend this technique, if used correctly. Even so, how many parents are aware of the correct way, if such exists, of using the “time-out” technique? “The weight of research shows that children learn more by being
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Isolation is unable to help a child to calm down and regain control over emotions. Only parents’ presence and their comforting support are able to assist a child to build self-discipline and make a child more cooperative and more receptive to the parental guidance. “Kids tend to misbehave when the situation or their feelings tax their capacity to handle things. And when they do try to express these big emotions, they may act out in ways that are aggressive or disrespectful” (Siegel and Bryson “The trouble” 42). The objective of parents is to help the child to overcome the emotions, to assist in understanding of their nature, and to guide to master self-discipline. Often the child’s misbehavior is a call for parental attention and love. By using “time-out” approach, parents limit their ability to influence a child, and to set an example of self-discipline by taking control over the emotions. “Time-out” demonstrates to the child that parents are not able to control their own emotions and give up on teaching a little one how to manage feelings and make better choices. “Studies in neuroplasticity—the brain’s adaptability—have proved that repeated experiences actually change the physical structure of the brain” (Siegel and Bryson “Time-outs”, par. 2). It comes as no surprise when teenagers shut the door in front of parents’ faces without any slight contribution to resolving the
According to this theory, external forces can influence the development of emotions. A child can mature a lot quicker when they are placed in an environmen...
Parents have a tough role raising our world’s next generation. Lori Gottlieb is a psychologist who studied the impact parenting has on children. In her article “How to Land Your Kids in Therapy” Lori explains that when she was in school, she was taught that the worst kind of parenting was when parents neglected their children. Lori then goes on to mention that she has found it increasingly more common to find young adults seeking therapy who had “perfect” parents, but they find themselves unhappy. Parents have adopted a new contemporary style of raising their children; preventing them from growing up with normal human emotions and feelings, which is very destructive to their growth in to adults. These children are just not ready to deal with the real world.
We have all encountered this situation: A small child is standing in the middle of a department store throwing a complete temper tantrum demanding a toy. His mother, exasperated threatens him with time-outs and other deprived privileges, but the stubborn child continues to kick and scream. In the "old days," a mother wouldn't think twice about marching the defiant child to the bathroom and giving him a good spanking to straighten him out, but these days, parents have to worry about someone screaming child abuse. Whether or not to spank a child has become a heated issue in today's society.
Punishments, such as spanking, and shouting are the major forms of discipline frequently preferred by the parents. The main goal of this style is to teach the child to behave, survive, and thrive as an adult in the harsh society and preparing the child for negative responses such as anger and aggression that the child will face if their behaviour is inappropriate. It is often believed in this style that the shock of aggression from someone from the outside world will be less for a child as the child is accustomed to enduring both acute and chronic stress imposed by
Every single person goes through life experiencing the same obstacles. Learning how to ride a bike or maybe losing a tooth but throughout the ups and downs, people gain an insight; an observation that can be told. Whether it’s from themselves or to the world. This vulnerability can draw people in but sometimes it can also draw them out. Emotions are one of those obstacles. Young children lack the understanding and complexity of the world around them. To simply put it, parents are lacking the proper techniques and skills needed to teach their children how to control their emotions. Children lash out not because their angry or mad but because parents failed to teach them skills to properly express their emotions. Anger and brutality in young children can be stopped but it takes understanding, knowledge, and control.
At this stage, the child’s behaviour is also associated with Bronfenbrenner’s “bi-directional influences” (Paquette & Ryan 2015). For example, the parents may affect child’s behaviour and beliefs; however, the child’s behaviour also affects the belief and behaviour of her parents. Curriculum, teaching strategies and resources play main role in addressing children’s behaviour in learning environment (Conway, 2009). Implementing the appropriate strategies and developing positive relationship between educator, parents and other significant adult is very important for the child to understand a sense of belonging, identity and able to recognize herself as significant and valued (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). Proactive and Reactive strategies can be utilized in guiding the child’s behaviour. The reactive approaches can be implemented after the child’s inappropriate behaviour that helps her to understand about ‘punishments’ and endeavor to stop her inappropriate behaviour (Conway, 2009). For example, “if you punch him
Emotional self-regulation refers to the strategies used to adjust emotions to a contented level so goals can be accomplished. This requires voluntary, effortless management of emotions (Berk, 2007). Promoting young children’s social-emotional development is essential for three interconnected reasons: Positive social-emotional development provides a base for life-long learning; Social skills and emotional self-regulation are integrally related to later academic success in school, and prevention of future social and behavioral difficulties is more effective than later remediation (U.S. Department of Health and Human Services). Research on early childhood has highlighted the strength of the first five years of a child’s life in their social-emotional development. Negative early experiences can damage children’s mental health and affect cognitive, behavioral, and social-emotional development (Cooper, Masi, & Vick, 2009)....
All parents are deficient from time to time and no parent can be emotionally available all the time to their children. It is perfectly normal for parents to yell at their children once in a while. Some parents may be controlling while some resort to physical discipline, but as long as the child receives plenty of love and understands why the discipline took place (Forward,1989). The question that lies ahead is: Does all of these options portray the parent as “cruel or unfit” to raise a child? Of course not. The saying “Spare the rod, spoil the child” stands true. Without discipline or order in the household, the child feels that there is no boundaries and can react in any form that he or she wants to without fearing the consequences. But, there is a distinct line between “discipline” and “abuse” which will be explained in the next chapter.
Time-out from positive reinforcement is one of the most widely used interventions employed to discipline problem behaviours in children; however it can be beneficial in a variety of areas (Everett, 2010). The purpose of this paper is to review a variety of literature on time-out from positive reinforcement; including what it is, when it is appropriate to use it, effectiveness factors and ethical issues.
This study was conducted to observe how parents react to their children’s tantrums. Every Participant is a family unit consisting of the caregiver and the child. Children participating in this study were between ages 2 to 4 with a history of throwing tantrums. Once the family registered in the study, parents were asked to record their child’s 4 next tantrums in a public place and the next 4 tantrums at home. The parents’ approach to addressing the tantrums was noted through a brief questionnaire. The options for addressing the tantrums were then coded for as doing “nothing”, putting the child on “time-out”, or “hold”, where the parent holds the child and comforts and calms them down. The main purpose of this study was to examine the difference in the parents’ approach to dealing to the children’s temper tantrums at home. Using an independent sample t-test, it is hypothesized that parents who hold their children and calm them down instead of doing nothing, or putting them in time out, will have shorter durations of temper tantrums.
In today’s society children are faced with many factors that can influence their behaviour within a care or educational setting. These factors can sometimes enhance a child’s behaviour and in some cases impair or damage how a child learns behaviour.
Wyckoff, J and Unell, B.C (2010) Discipline without Shouting or Spanking: Practical Solutions to the Most Common Preschool Behaviour Problems. New York: Meadowbrook Press.
Certain social and emotional milestones need to be met in order for a child to function in a positive way. Starting from within, a child will learn self-regulation. “Self-regulation is the ability to control your own thoughts, behaviors, and emotions and direct them to meet the demands of the situation.” (Cook & Cook, 2014). These self-regulation skills can allow a child to be motivated, goal oriented, and even adapt better to their social surroundings. During this age, children will be starting school and interacting frequently with classmates, being able to control their behaviors can correlate with how well they do in school. Teaching children the proper way to handle their emotions all starts with culture and parenting styles. For example, in some cultures it may be considered inappropriate to express too much emotion in public, children will pick up on these social cues and use them (Thompson and Goodvin 2005). Parenting styles that contain a warm but firm disposition, called authoritative parenting, have proven to be the most effective when teaching moral standards and rules in early childhood. This type of parenting will teach respect and understanding between children and adults and can be beneficial in school years. Social development takes large strides during these years because of the new interactions with friends and classmates. These new interactions
Beginning at the influential ages of six to eight when children are meant to be exposed to caretakers that meet all their needs, mentally, physically, emotionally, and educationally, some are left wanting. When caretakers fail to instill the child with the basic fundamentals they, more often than not, veer off the path of ’normalcy,’ or what can be classified as normal child behavior on a basis of a scientific standpoint, to a teenage life of delinquency.
The Development of an adolescent is most significantly affected by the way how parents nurture and shape them. According to Morin (2016), a parent’s discipline approach, has a huge impact on the type of relationship they have with their children and how they will react on different situations. The various methods of disciplinary actions can even influence a child’s mood and temperament into adulthood.