child discipline methods

Method of Child Discipline

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Institution

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Child discipline methods are techniques used by parents to prevent a child from having behavioral problems before becoming an adult. Parents discipline their children, hoping that they learn about the guidelines, principles, and expectations required in life. To make discipline an effective method, parents usually use different modeling, positive reinforcement, and a supportive family (Malcolm et al., 2020). Therefore, a parent is the first bridge of responsibility for teaching their children to become self-sufficient and self-controlled to imbed respect.

What is the most effective method that can be used to discipline a child?

Time-out is said to be a negative form of consequence but is a method that works to discipline a child. A child is told to go to an area in the house or school that is away from everyone to think about what they have done. Grusec et al., 2017 states that an effective form of discipline usually involves using negative consequences that mainly include power assertion at a modest level and also reasoning. A successful discipline that a parent can impose on a child is to be consistent and understanding rules, perspective-taking, autonomy support, and acceptance, and rejection of the child should not be practiced. There are generally different forms of negative consequences, e.g., some children take time-out differently and how they are taken different effects on their behavior (Grusec et al., 2017).

Summary of Key points

Child discipline prevents a child from having future behavioral problems as an adult.

Positive increasing, model, and supporting each other are different tools used for discipline.

Parents should teach their children skills of self-dependency, self-control, and respect.

Time out is an effective method of discipline.

An example of a disobedient child discipline includes time-out.

A specific area is set aside for a child to go to when they are in time-out.

Negative behavior is an important form of punishment.

Power claims and logic consist of negative consequences.

Good discipline should have simple rules that are consistent.

Perspective-taking, support for individuality, and acceptance are also a form of effective discipline.

A parent should not practice rejecting a child as a way of discipline.

Standard form the main argument

Child discipline

Effective discipline form

Involves negative consequence

Modest level

Power assertion

Reasoning

Successful discipline

Imposing

Consistent

Clear rule

Perspective-taking

Autonomy support

Time-out

Negative outcomes such as time out would also require logic and a moderate degree of power assertion; there will be an imposition of clear and consistent laws, autonomy support, and perspective-taking for a good discipline.

How the article supports the premises

The paper provides the definition of the process used to come up with an efficient method of child discipline. The premise supports the argument that the time-out of the state is an efficient way to punish a child as it is a form of negative effects. If the parent tells the child to go to a certain space or place for his time out, the authority will be claimed. The child would be transparent and compliant with the law of exhibiting disobedient behavior; thus, time-out would be the product of the negative effect.

Opposing argument

Positive parenting is a disciplinary approach focused on the premise that a positive relationship with children is necessary, and the principle of self-discipline should be created by parents on their own. This kind of parenting tries to raise a child capable of respecting others and upholding laws, and it is not out of fear of the adverse effects, but because they recognize that it is the right thing to do. Instead of taking time out, we would opt for a time-in to discipline a boy. Time-out is used to send a message to the child that their parents are unable to cope with their actions and that they don't want to see a messy, violent, and noisy part of their kids. So when they give them time-out, they are pushing them apart from them. However, time-in will do the opposite of what time-out represents. Since instead of a parent sending them away, they will spend time with them, and that will bring them closer together, it is based on the idea that children should feel loved and accepted by their parents irrespective of their behavior.

Smith & Holden, 2020, two authors had conducted a study where a prominent program for positive parenting, referred to as Attachment Parenting International (API), was investigated. The basis of the program was to examine child adjustment, disciplinary practices, and warmer parent-child interaction. The researchers had predicted that the parents taking the API program would report warmer parent-child engagement interaction, use a more non-coercive form of disciple, and a lesser coercive form of discipline with their children than other parents. The researchers also expected fewer problems with child adjustment. The study results turned out as predicted by the researchers, with the mothers reporting warmer mother to child relationship, less use of coercive discipline, and more use of non-coercive discipline (Smith& Holden, 2020). This study proved that positive parenting was much effective than that where a negative form of consequences is used as a disciplinary form.

Summary of key points

The article gives the premise a an effective technique for disciplen .

The outcome for being disobedient and the consequence will result time-out.

Positive parenting as a form of disciplinary method

Positive parenting encourage the parent-child to have a better relationship.

A child can progress into self-discipline.

Time-in is the technique that is perfered for positive parenting.

Time-in is better than time-out.

A child will feels more loved when parents builds a closer relationship with them.

A positive parental program study was conducted.

The program was known as Attachment Parenting International (API)

The basis of the program investigated the child adjustment, disciplinary practices, and concern parent and child interaction with each other.

The results were warmer parent-child engagement interaction, a more non-coercive form of a disciple, and a lesser coercive form of discipline.

Standard form the main argument

Positive parental program

Investigation of Attachment Parenting International (API)

Examining child adjustment

Warmer parent-child relationship

More coercive disciplinary method

Less coercive disciplinary method

Therefore positive parental program known as Attachment Parenting International (API) was being examined for child adjustment, Warmer parent-child relationship, more coercive disciplinary method, and less coercive disciplinary method.

How the article supports the premises

The article had demonstrated that the positive parental form of discipline results in highlighting the outcome of the parents who took the time to participate in the positive parental program. It gave us the exact things that were being examined to support the argument's claim, stating that the positive parental disciplinary method, time-in, was better than time-out. The argument's premise gave details on how the ending out-comes by highlighting what the program was studying and the things examined during the study.

Scholarly and Non-scholarly sources

From a non-scholarly perspective, negative consequences are said to be more reactive and a positive form of results. To be more resourceful, this means that the positive effects are mostly used in encouraging children to repeat good behaviors. The negative consequence usually is a response to the action a parent would like to change about a child. Time-out tells a child that behavior is unacceptable and that it will have consistency in whatever was done in a negative action. Showing that there are consequences is the most proficient way to ensure time-out is successful. The parent and the child parties can also get space and time to calm down, to control their emotional transformation (Martin, 2019). It is a technique used by the parent for children that are doing something annoying; you can't ignore it; on the other hand, time-in stays with his child until he can become calm. Time-in makes a child feel that his need is being considered and can express himself freely; a connection is also felt between the child and his parent.

When we look at the scholarly sources, we can say that they have been supported by the non-scholarly sources since the non-scholarly have indicated that negative consequences are reactive. This can be seen from our source power assertion is included as a way in which parents carry out negative results. The aspect of consistency is also seen from both forms of sources dealing with a negative consequence. In the non-scholarly source, there is a connection between the parent and the child, which has also been highlighted by the scholarly source is warm parent-child engagement interaction. The target audience in this research are the parents since we are trying to identify the best way to discipline their children; the authors may be influenced by finding the most effective way a child can be disciplined, and it proves to a successful way of discipline. The logical fallacy that was present in the articles was the Bandwagon fallacy; it was the article that talked about the positive parental program study conducted on parents who took part in the Attachment Parenting International. The authors claimed that parents who practiced positive parenting will always get the same kind of results as the parents who, when studied in the research, because most of the sample population they analyzed agreed with their argument (Napier & Willy, 2018).

In conclusion, this research has helped me look at both sides of the argument before coming to any conclusion; it has also made me realize that facts are crucial for a view, which is why our argument was based on scholarly sources. This research has helped me improve my critical analysis of the research paper and develop the most useful information.

References

Grusec, J. E., Danyliuk, T., Kil, H., & O'Neill, D. (2017). Perspectives on parent discipline and child outcomes. International Journal of Behavioral Development, 41(4), 465-471.

Malcolm, M., Diwakar, V., & Naufal, G. (2020). Child Discipline in Times of Conflict. Journal of Conflict Resolution, 64(6), 1070-1094.

Martin, A. (2019). Listen to Me!: Taking the conflict out of child discipline. Penguin Random House, New Zealand Limited.

Napier, C., & Willy, R. W. (2018). Logical fallacies in the running shoe debate: let the evidence guide prescription.

Smith, M. M., & Holden, G. W. (2020). Mothers Affiliated with a Positive Parenting Program Report Rearing their Children Differently. Journal o