Parent Education Test #2 Study Guide - Fall 2024

Test 2 Review Guide – HDFS 3515 – Fall 2024 Diversity in Parenting - Lecture Cultural Diversity (Individualist and Collectivist): Individualist culture is a culture in which you can develop your own beliefs and culture, and collectivist culture is a culture in which the family is involved, and...

Test 2 Review Guide – HDFS 3515 – Fall 2024 Diversity in Parenting - Lecture Cultural Diversity (Individualist and Collectivist): Individualist culture is a culture in which you can develop your own beliefs and culture, and collectivist culture is a culture in which the family is involved, and you must follow the family. How do these shape parenting and parenting goals? Collectivism emphasizes what is suitable for the family and the group, and obeying authority and social norms maintains closer emotional ties with children in adulthood. Individualists emphasize independence, self-autonomy, and more open expression and acceptance of conflict involving children. What is traditional parenting? Traditional parenting patterns may be seen in families in the United States if influences of another culture are involved, mainly collectivism and extended families. Extended families support mothers with younger children, and children’s relationships with their grandparents are valued in traditional cultures. Children of Traditional Cultures: In traditional cultures, children accept the authority of their parents, and families express a strong sense of attachment to their parents. Extended family members provide opportunities for guidance and closeness. Culture and Social Competence: Social Competence is varied by cultural values. Western culture is very child-centered and has goals for self-sufficiency (individualist). Most research in child development and parenting uses US samples. Contemporary Influences on Parenting: More gender sharing in family and parenting roles, societal issues of poverty impacting families, worldwide terrorism being an issue, the chronosystem, internet, and social media have affected families and political issues. Families of Origin and Parenting: The quality of attachment to their parents predicts how parents interact with their children. Parents with a secure attachment to their parents are more emotionally supportive and responsive to their children. Social Class and Parenting: - Lower SES Parents: Lower Social Economic Status parents reflect more of a parent center approach or a “natural growth” approach on their children with rules. They emphasize children’s obedience and conformity to parental rules (traditional parenting). They also spend less time with their children reading or verbally interacting with their children. (Working Class and Poor Families are order takers, and following rules and obedience are essential) - Higher SES parents: These parents reflect more of a child-centered approach or a “concerted cultivation” approach to their children, stating that they must do something as parents. They seek out opportunities to develop children’s skills and abilities and seek children’s feelings and motivations, and they interact more verbally with their children. (Higher Classes have a focus where creativity, input, curiosity, and innovation are valued and essential) LGBTQ Families: A huge issue is to what extent they can be open with other families without prejudice and discrimination; in non-supportive communities, there could be more protective work for the parents to do, and children and parents are making decisions about disclosure or exposure which will be shaped by the level of acceptance and support within their community. The emotional well-being and mental health of children are related to family acceptance of gender identity and expression, high support, and high expectations for their children; the quality of the relationship between the two parents and children indicates successful development, regardless of the children's sexual orientation or gender identity and expression. Families of Color (Racial Socialization): A massive component of child socialization for families of color is racial socialization. Racial socialization acts as a buffer against negative racial messages in the environment and is meant to build pride in racial/ethnic identity; this can be verbal or non-verbal messages about racism, group identity, and intergroup interactions. Short Answer Questions 1. According to the course material, describe the different parenting approaches in collectivist and individualist societies? In collectivist approaches, communities are more family-based and group-based than individual desires. Parents in the collectivist culture focus on children’s obedience, respect, and rules, following family orders, loyalty to their family, and a sense of duty and respect for others, significantly extended family members like grandparents. They aim to maintain harmony and collective identity in their family. In individualist approaches, communities are more individual-based and value independence in each member. Parents in the individualist culture encourage personal autonomy, focusing on helping children have their own goals, beliefs, and successes. They want their children to communicate openly and express their thoughts and opinions. They aim to maintain individual responsibility and focus less on collective identity in their family but on their identities. 2. According to course material, what is racial socialization?: Racial Socialization is how parents and families teach their children about their race and heritage. This can help the parents develop strategies to help their child navigate experiences of the outside world of prejudice and discrimination. A plan, for example, can be pre-arming. It is a buffer against negative environmental messages to build pride and ethnic identity. 3. According to course material, how does social class shape parenting? Social class shapes parenting in many ways, and social class depends on the parents' jobs and income to provide the child with accessible parenting resources. For example, In a lower SES parent approach, they have limited resources and need help to provide the correct resources for their children, like quality education, health services, and creative outlets for their children to express themselves. They tend to stress about being able to reach these sources, which leads to more stress and less contentment, which leads to less attention and verbal attention for their children, and their main focus is for just children to obey the rules and obligations of the children to only listening to them. In a higher SES parent approach, they can have more resources to provide for their children without any problems, and they have access to quality education, health services, and creative outlets for their children to express themselves, as well as more opportunities and networking for their children to reach their highest potentials. They tend to care more about the child’s individuality and want them to be nurtured in their talents and successes compared to lower-class families due to the lower-class families experiencing more stress to reach this level. Generational Theory The chronosystem of ecological theory relates to generational impacts. As we move through history, different generations have different experiences. Changes that Influenced Parenting (Garbarino; 1995 Doherty; 2000): Garbariono: Social environment has changed, talks about social toxicity, poverty, school shootings, inability to create loving relationships, and general despair in nastiness in cultures. Doherty: He believes we have insecure, indulgent parenting (permissive) parenting stemming from the consumer culture of childhood and the therapeutic culture of parents; parents do not influence teens. What is good parenting in this context (Doherty, 2000): According to Doherty, he believes that it is a commitment to endure unconditional support, like correcting behaviors and not being a “friend” to the child. Parenting should be nurturing and disciplined; he wants a collaborative and balanced approach between parent and child. He’s against permissive parenting. Issues in Parenting: → Cultural Values → Technology → Politics → Media → Schools → Work → Family Generational Theory (Howe & Strauss, 2000, Dougherty, 2000; Pipher, 1999): In whatever era we live in, we tend to think about the future and that it will be an extension of the present, but this isn’t true. The next generation will always try to improve before the other one, and every generation has a unique way of showing love to the next generation; the next generation can just have a hard time understanding or valuing it. Generations (know descriptions of each) GI Generation (1904-1924): → Enjoyed “good kid” reputation as beneficiaries of new playground, scouting clubs, and labor restrictions → Patiently endured the Great Depression and heroically fought the war. → Child Labor Laws  Silent Generation (1925-1942): → Children experienced wars and depression → Suffocated children of war and depression → Came of age too late to be war heroes and too early to be youthful free spirits → More conformists and non-risk takers → Enter elderhood with unprecedented affluence and a reputation for indecision Baby Boomers (1943-1960): → Economic Prosperity & Post-War Influence: more programs emerged, such as the GI Bill, governments paid men to go to college, low employment, and many job opportunities. → Indulged youth during the era of community-spirited progress & kids are getting more attention & rise of the suburbian community (patriotism) → Proud creation of postwar optimism → Demanded inner vision over team playing and social conformity, moving away from the Silent Generation conformity (Rise of Authorative Parenting) → High self-esteem is critical to happy life → Taught that parents ‘main job is to help a child fulfill their unique potential – culture became child-centered → Appointed themselves as arbiters of the nation’s values → Type A personalities, controlling, work hard and long, so focus time with kids on “quality.” Generation X (1961-1981): → Women were more into work, mainly white women. → Rise of daycares and discussion about what a good quality daycare is like → Hurried childhood of divorce, latchkeys, open classrooms, & devil child movies → Parents worked hard and away from home often → Self-Esteem Crisis - Task forces armed → Lower test scores, higher crime rates and delinquency rates, and higher teen pregnancy put the “Nation at Risk.” → More hardened edge – grunge to hip-hop → Lean toward pragmatism and non-affiliation – instead, volunteer than vote. → Era of political, military, and economic failures → First generation adept with technology – prefer informal communication and via email Millenial Generation (1982-1994): → People wanted children, and reproductive technology was having problems, and people were infertile. → Culture was more child-centered, such as restaurants adding kid menus, airlines being more friendly to kids, and hotels being more accommodating. → More Diverse (In health) → Child abuse and child safety were hot topics → Virtues and values best sellers → Adult issues looked at as an effect on kids, promise on cultural, we’d do better for our children → (No Child Left Behind Act) Higher education standards, school uniforms, and cooperative learning → Lower levels of drinking and drug use peaked in 1996 and declined since, and bullying campaigns rose dramatically. → Violent crimes by youth peaked in 1993 and decline → Confident individuals, team-oriented and high achievers, pressured by their parents, and conventional with their parents, always feel comfortable with their parents’ values. Gen Z (1995-2012): → Also referred to as iGen, iY, Y2Kers, Homeland, Post-Millennial, Founders, Plurals, Gen 9/11, Tech Savvy → TransGens – Transglobal (global, we live in global fashion, markets, and more global social circles), Transgender, Transsexual, Transracial, Transeconomica → Most diverse (never know a time before black President or before gay marriage, we never lived through a time where there was a white president or there was a law against same-sex legal marriage) → Technology – ‘is the experience → Process information faster because of Snapchat, thus, shorter attention spans and multitaskers → More independent → “Why wait for things to change when I can be the change.” → Globally connected and engaged. Technology is perpetually evolving, so their expectation of personal growth should correspond. → Independently using a plethora of information at their fingertips to generate opportunities and create change. → Trending is greater emotional intelligence, activism, global, sustainability, wealth and equality, and interest in political affairs. Supplemental Readings Doherty, W. (2000). Take Back Your Kids: Confident parenting in turbulent times. Notre Dame, IN: Soring Books Short Answer 1. What does Doherty see as the problem and solution for parenting? What has created this? Doherty sees a problem in that parents tend to be overly permissive and detached from actually being a parent but focus on just being liked by the child, and due to culture, like individualism, consumerism, and prioritizing the child’s desires is more important than disciplining them. Societal pressure and more, they focus on being enjoyed by the child instead of being a parent that guides their development. He thinks that many parents avoid conflict and confrontation, thinking that is effective parenting and that having no conflict is a way of effective parenting. Still, this mindset within parents creates children with no discipline or boundaries. Effective Guidance - Powerpoint Parents as Teachers: → Parents are the first teachers → Parents socializing their children into adulthood (Educating and preparing in terms of socialization) → Preparing the next generation for adulthood is filled with uncertainties. Observational Learning: You learn from observing people acting professionally. Parents can be role models to teach integrity & how to obey laws and have a work ethic. Self-Efficiency: You can set objectives and goals for yourself.  Interpersonal Skills and Coping Skills: kids learn how to cope with skills with how parents reach and cope What Does Discipline Mean?: → There are different ways discipline has evolved in cultures. → Cultural ideas have evolved about what children need and how best to teach them. → The term is derived from disciple, meaning pupil or student/means to teach, learn, and guide → Discipline IS NOT just about punishing children/Actions should be positive, reasonable, and temperate (show moderation and restraint) Discipline VS Guidance: → The view of discipline in the United States reflects our history of using a correcting approach to childrearing → The punitive child socialization approach is not universal and not growth-producing → Thinking of child socialization as guidance helps us consider other strategies that are More growth producing Less harmful to children than punishment Components to Effectively Guide Children: → Developmentally appropriate → Children to learn to accept the consequences of their decisions (both positive and not-so-positive) → Allow mistakes to become lessons → Encourage internalization of rules, values, and beliefs → Strengthen self-regulation and self-efficacy → Guide social skills to facilitate work and social interactions (Positive Reinforcement encourages good behavior, praise for effort, and not the outcome) → Avoid making children feel guilt, shame, or fear → Help children develop an internal structure that will allow for reasoning and analysis to guide personal actions and decisions → Consistency and flexibility (I made a mistake, accountability, consistency in their values, and apologizing in interpersonal relationships are essential) Methods and Approaches to Guidance: → Most stress a reduction in the use of parental power over children → They seek to improve children’s impulsiveness and promote learning of structure → They emphasize the use of nurturance as well as that structure → They emphasize adults’ understanding of children’s needs based on their developmental level and individual needs. Guidance as Prevention of Problems: → Effective Strategies: Establishing an atmosphere of psychological safety for children The technique of encouragement Understanding the four goals of misbehavior. A method for improving parent-child communication skills includes problem-ownership, active messages, and I-messages. Constructive Guidance: → A variety of techniques or approaches → Have empathy and compassion toward the child. → Explain and reason. → Be consistent → Use positive reinforcement → Facilitate responsibility and independence. → Foster appropriate individuality Effective Methods: → Effective limit setting → Behavior Modification and Reinforcement → Time Out (controversial now) → Modeling → Natural and Logical Consequences → Redirection Democratic Parenting – Dreikurs: → Understand the feelings and goals that underlie children’s misbehavior → Emphasized that the socialization process frequently contributes to children’s misconduct → Emphasized that the chief human goal is belonging → Encouragement is the most critical aspect of raising children → Developed Program called STEP - Systematic Training For Effective Parenting Assumptions of Democratic Parenting: → Behavior is purposeful and caused → It is necessary to understand behavior within its social context → Goals of misbehavior explain unacceptable actions of children → To understand a child’s behavior, one must understand their interpretation of the event → Family Council - Belonging to social groups is basic people. → Using Logical vs. Natural Consequences → Using encouragement instead of reward  Four Basic Goals of Misbehavior: 1. Attention Getting 2. Social Power 3. Revenge 4. Displaying Inadequacy (Giving Up, Wanting To Be Left Alone, Happens Most In Classrooms) Parental Goals for Preventing Misbehavior: → Strategies for Preventing Misbehavior Changing one’s responses to the child’s unacceptable behavior. Assisting the child in becoming more aware of the underlying goal motivating the misbehavior Helping children achieve a sense of belongingness through appropriate means Dreikurs Beliefs: → The system of rewarding children for good behavior is as dangerous as a system of punishing them → Need a system of mutual respect → Use consequences Natural Consequences: → Direct Result Of A Physical Act Don’t Eat = Hungry Don’t Sleep= Tired → Natural consequences are sometimes too dangerous to be allowed or too remote in time to effectively teach children the results of their actions - so logical consequences are substituted. For example, a child left their doll outside the park bench, and it rained overnight; now, the doll’s hair is wet. Logical Consequences: → Events that follow a social act → Using logical consequences requires reorienting our thinking - “live in a democratic society where we guide children, not control them.” → Should not be used in power struggles → Children should see them as justice, so accept them without resentment For example, if a child kicks a ball into a neighbor’s window and breaks, the child must go to the neighbor’s house and do chores around the house to repair the window. Consequences vs. Punishments: → The less we talk about consequences, the less they appear as punishment - want them to guide and direct but not punish. → Differ from punishment by: Directly related to what the child does, whereas punishment may have no relationship to behavior They do not place moral blame or judgment on the child-parent advisors do not judge - the child chooses to pay the price. Guidelines for Consequences: → Must occur close in time to the misbehavior → Children must realize that unpleasant experience is their deliberate misbehavior - not parental anger or harassment → Must be consistent → Should make sense - not be more severe than misbehavior. → Respond in private → Use sparingly Textbook Reading Part 5 Active Listening: Active listening is a type of communication strategy between two or more people that consists of paying attention to what someone is saying and attempting to understand what is being said. Active listening is paying attention and attempting to understand what someone else is saying. It is important to note hidden messages in verbal and non-verbal communications. It is important to refrain from giving opinions while paraphrasing what the other person is saying. Anticipatory Structure: Anticipatory structure is a strategy where caregivers share plans and provide forewarnings to children regarding upcoming transitions between activities. This can help establish routines and facilitate more smooth changes in routines. Anticipatory structure provides forewarnings to changes in activities and can help establish routines and cooperation. CALM: Parents use this method to communicate with their children when discussing their day or conflict. Collect: Putting away distractions and giving your full attention to your child. Affect: Show emotions and show empathy to your child. Listen: Listen to your child, paraphrase, and ask for more clarification from the child. Mirroring: Ensure you fully understand what the child has told you and clear up misunderstandings. Constructive Choices: A child-rearing strategy when you’re giving children options for when children are making decisions Four Pluses and A Wish: Make four positive actions for the child, then make a wish. It makes the child feel more respected by their parents and would listen to the parental wishes and replies. First: Smile Second: Relaxed Body Language Third: Say their name Four: Compliment The Wish: Ask for the wish and request the demand Grounding: A technique where caregivers teach their children there are consequences to their actions by taking away freedoms and privileges. Start early Choose specific activities that are desirable to the child Do not give in to guilt Consistency is key The goal of grounding is to provide limits and boundaries to teach children that there is consequences when boundaries are crossed. I-Messages: A child-rearing strategy and an effective communication technique when you have to keep interactions positive and avoid blame, guilt, judgment, and shame. “You” messages can place assumptions and judgments on the child. Induction: can help youth develop empathy, guide their behaviors, and take ownership of their actions. This can lead to a child’s higher moral reasoning. Induction is used to help children understand how their behaviors affect themselves and others, take ownership of their actions, and guide them to engage in acceptable behaviors. Example: If a child takes a sibling’s toys, a caregiver can explain, “When you take your brother’s toys, it causes him to feel sad and that you do not like him. How would you feel if your friend took your bike from our yard without asking you?” Natural and Logical Consequences: Natural consequences are when a child learns from and experiences the natural outcomes of situations. Logical consequences are when parents set the consequences of a child’s behaviors. ◦ This works best when the consequences are immediate and consistent. Problem Ownership: Problem ownership is an essential tool when caregivers communicate with children because it can help avoid blaming and arguing. This is when caregivers reflect on an issue and think, “Whose problem is this? Problem ownership is when an issue is reflected upon and analyzed to determine who is upset and who owns the problem. Positive Language: Parents can communicate with their children using positive language, such as “I’m sorry” and “Thank you for cleaning up your toys!” Redirecting: Verbal and physical redirection helps promote desirable behaviors by directing children’s attention to a different activity, toy, or behavior.  Verbal redirection should always explain the correct action that a child can understand while using a gentle, nurturing voice. Avoid using threats and telling children what not to do. Physical redirection should always be used in combination with verbal redirection. Consistent language is key for effective redirection so children associate the same words with undesirable actions. It is important to use the same steps and words if children repeat the same behavior. Consistency is key when reinforcing positive behaviors and deterring negative behaviors. Reward Oriented Parenting & Positive Reinforcement: Parents or teachers may wish to reinforce children for: Listening attentively; Using appropriate manners (e.g., saying “please,” “you are welcome,” and “thank you”); Moving and talking in a manner appropriate for the environment (e.g., using “library voices;” “walking feet”); Playing nicely; Completing tasks without reminders; and Call or text if they will be late. Examples of rewards and positive reinforcements include:2 Complimenting a child’s behavior (e.g., “I really like the way you put all of your clothes away in your room”); Praising a child’s actions (e.g., “I am proud of how hard you studied for your spelling quiz.”);  Giving additional privileges; Clapping or cheering; Thanking them for behaving a certain way (e.g., “Thank you very much for asking such a detailed question;” “I appreciate you using your inside voice while we were at the museum.”); Making sure they overhear you telling someone else about their positive behavior; Smiling at them; and Giving tangible rewards (e.g., stickers, incentives). Structure with Flexibility (routines, rules, and directions): Providing a warm, close, nurturing, and openly-communicative environment with consistent routines, directions, and regulations with reasonable flexibility are essential for eliciting feelings of predictability and security. It is not too late to learn, teach, and reinforce these skills for caregivers and youth. However, it may take time and practice to elicit changes. Taking Away Privileges: Taking away privileges can be an effective discipline method in the classroom and at home. Communication of set standards is an essential aspect of this strategy. Time-Ins and Time-Outs: Threats and punishments (e.g., time-outs) are often less effective than positive parenting strategies (e.g., time-ins) for changing behaviors. Not all children respond well to time-outs. Time-ins can reduce power struggles and calm brains. Supplemental Readings Natural and Logical Consequences Dreikurs Reasons for Misbehavior Short Answer/Essay/Applied 1. According to course material, what are natural consequences, and how do the differ from logical consequences? What is the difference between a consequence and punishment?: Consequences can be logical or natural, and outcomes are more educational. They will teach children a lesson of self-discipline and help them take responsibility for the results of their actions. Meanwhile, punishment is intentional and correctional, making a child “pay” for their behavior rather than teaching them about the impact. Punishment can create fear instead of making the child understand. 2. Be able to take a child scenario and analyze it for the goal of the misbehavior (4 Goals for Misbehavior) and then make suggestions for how the parent might more effectively and positively handle the situation based on course material related to Dreikurs. These would be like the in-class scenarios we did. 3. According to course material (textbook reading), why is time-out considered problematic as a child guidance practice?: Time Out is problematic as child guidance practice because time outs were created to help the children reflect on their behavior by removing them from a situation; the child may not be able to feel or reflect the emotions they’re processing and make them understand what they did during their time outs. It can lead to feelings of isolation and wouldn’t provide children constructive guidance to self-regulate their emotions. Physical Punishment - Powerpoint Learning Theory: Reinforcement VS Punishment Reinforcement wants to increase the likelihood that behavior repeats Positive Reinforcement: adding something to increase the probability that behavior reoccurs (Token Economy) Negative Reinforcement: taking something away to increase the probability that behavior reoccurs (Time Out) Punishment wants to decrease or stop a behavior from reoccurring Corporal Punishment: A way of getting a child’s attention in the face of a dangerous act. Most likely to use spanking when a child is out of control, disobedient, or disrespectful Use of Corporeal Punishment: A way of getting a child’s attention in the face of a dangerous act. Most likely to use spanking when a child is out of control, disobedient, or disrespectful Problems Associated with Punishment: In some cases, attempts to use physical punishment might be a reinforcement. Punishment is usually not logically related to the child’s problematic behavior. Where’s the logic if the child spills milk and the parent scolds the child?  A side effect of punishment is that it compromises the parent-child relationship. Research on Physical Punishment: Immediate compliance, but risk some long-term consequences Gershoff and Kaylor (2016) did a meta-analysis of 75 studies examining parental spanking variables. Meta-Analysis Results, large, medium, and minor effects: Meta-Analysis Results For Spanking (Child) Child Mental Health Problems: Large Victim Of Physical Abuse: Large Negative Parent-Child Relationships: Large Low Moral Internalization: Medium Child Aggression: Medium Child Externalizing Behaviors: Medium Child Anti-Social Behaviors: Medium Child Internalizing Behaviors: Small Low-Self Esteem: Small Impaired Cognitive Ability: Small Immediate Defense: No Effect Child Alcohol and Substance Use: No Effect Low-Self Regulation: No Effect Meta-Analysis Results For Spanking (Adults) Adult Mental Health: Small Adult Alcohol and Substance Problems: No Effect Adult Support For Physical Punishment: Medium Adult Antisocial Behavior: Medium Research on Physical Punishment (Baumrind, Strauss, and other critiques): Immediate compliance, but risk some long-term consequences Gershoff and Kaylor (2016) did a meta-analysis of 75 studies examining parental spanking variables. Baumrind believes the effects of spanking depend on the context of the parent-child relationship. Murray Straus believes physical punishment perpetuates family violence. Several have questioned the quality of studies → Not Experiential, Cross-Sectional (Only connect the dots at one point in time; it’s vital to have longitudinal studies that can track the effect of physical punishment and see where current things happen) Physical Punishment Concerns: Because the potential for abuse and physical punishment is related to aggressiveness among children and a more violent society (Murray Strauss) Straus cites studies that find the more corporal punishment a child receives during middle childhood and early adolescence, the greater the probability of delinquency and adult criminality. Strauss believes not all cases lead to this, but if spanking increases violence by 10%, isn’t it worth eliminating? Myths that Perpetuate Corporeal Punishment: 1. Spanking works better 2. Spanking is needed as a last resort 3. Spanking is harmless 4. One or two times won’t cause any damage 5. Parents can’t stop without training 6. If you don’t spank, your child will be spoiled or run wild 7. Parents spank rarely or only for serious problems 8. By the time a child is a teen, parents stopped 9. If parents don’t spank, they will verbally abuse their child  10.It is unrealistic to expect parents never to spank Are Spanking and Physical Abuse Connected: Spanking is hitting Research has repeatedly found that the more parents spank, the greater the risk that they will injure or abuse their children. The association between spanking and child outcomes is two-thirds the size of the association between abusive or injurious hitting and the same outcomes. 75% of physical abuse cases in Canada started as corporal punishment to correct a perceived child misbehavior Statistics on Physical Punishment: 70-94% of parents say they used spanking (Strauss) Decreased somewhat over the past 30 years but still used a lot About 50% of families report using physical punishment About 2/3 of parents of preschoolers spanked their children 60% of caregivers reported using physical punishment In one study, 81% of parents reported using mild to moderate physical punishment 46 Countries that Banned Physical Punishment/Spanking: Estonia (2014) Argentina(2014) Malta(2014) Macedonia(2013) Congo (2010) Poland (2010) Moldova (2008) Spain (2007) Portugal (2007) Greece (2006) Ukraine (2004) Germany (2000) Costa Rica(2008) Venezuela(2007) New Zealand(2007) Hungary(2005) Iceland(2003) Israel(2000) Bulgaria(2000) Denmark(1997) Norway(1987) Uruguay (2007) Latvia(1998) Benin(2015) Turkmenistan (2002) Supplemental Readings American Academy of Pediatrics Policy on Effective Discipline Meta-Analysis of Spanking Rates of Corporal Punishment Short Answer 1. According to course material, what are reinforcers (positive and negative) and punishment? Define each of the three and provide an accurate example. Reinforcers can be positive and negative. For a positive reinforcer, an example can be having a pizza party if the child continues their daily chores each week. An example of a negative reinforcer can be taking away a child's iPad time if they misbehave or are being mean to their siblings. For a punishment, it’s incredibly different; it’s like the child needs to “pay” for their consequence, unlike a reinforcer where it’s taking away something to increase the probability of a particular behavior a parent wants. 2. What did the meta-analysis on spanking reveal about the correlates of spanking? Does this data support a policy to ban spanking? Why? Why not? The meta-analysis on speaking reveals a lot of harmful side effects that cause a lot of mild, moderate, and severe effects on adults and children. With the data reports, they do support a policy to ban spanking because it has harmful side effects for children and even adults. 3. According to course material, what is Strauss’ position on physical punishment? Strauss’s position on physical punishment claims that physical punishment is more prone to happen within children who are surrounded by violent environments. He also believes that the more physical punishment is present, the more violent a child will get. During middle childhood and early adolescence, if they were ever exposed to physical punishment, the more they were willing to do violent acts. He also believes that violence has increased by 10%, and he thinks spanking should be eliminated. 4. According to course material, what is Baumrind’s position on physical punishment? Baumrind’s position on physical punishment is that it depends on the complexity of the child and the parent’s relationship dynamic. She believes children's outcomes may not be as unfavorable with mild to minor physical punishment but with warm parenting. She believes within the context of physical punishment. She thinks that light spanking but with firm parenting can be responsible.