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If you have these, what need is there for spanking and it's risks?
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/cont...=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 structu 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 ............... |
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