Chapter 6 Part 2

Question 1

punishment vs. discipline

Answer 1

• punishment: a consequence that causes an individual’s behaviour to occur with less frequency
• discipline: teaching/guiding

Question 2

7 types of discipline

Answer 2

• power-assertion
• inductive discipline
• positive discipline
• proactive discipline
• love withdrawal
• shaming
• guilt-induction

Question 3

power assertion

Answer 3

• using power/authority to force someone to do something (may be verbal, physical, etc.)
• no explanation provided

Question 4

inductive discipline

Answer 4

• 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

Question 5

positive discipline

Answer 5

• 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

Question 6

natural consequences

Answer 6

• 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

Question 7

logical consequences

Answer 7

• 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

Question 8

proactive discipline

Answer 8

• 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

Question 9

love withdrawal

Answer 9

• withholding affection when the child misbehaves

- should not be used because it’s a form of psychological control

Question 10

shaming

Answer 10

• humiliating/embarrassing child, attacking child’s sense of self
• should not be used because it’s a form of psychological control

Question 11

guilt-induction

Answer 11

• 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

Question 12

Baumrind’s 4 dimensions of parenting

Answer 12

• level of warmth and responsiveness
• level of clarity and consistency
• level of maturity demands
• level of communication

Question 13

level of warmth and responsiveness

Answer 13

• 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)?

Question 14

level of clarity and consistency

Answer 14

• do you have clear rules, and consequences when those rules are broken?
• do you have consistent follow-through with those consequences?

Question 15

level of maturity demands

Answer 15

• some parents have higher standards for acceptable behaviour than others
• ex. expecting kids to do chores = higher standard

Question 16

level of communication

Answer 16

• is there 2-way communication between parent and child? (ie. lots of negotiation, discussion, family meetings, etc.)

Question 17

Baumrind’s 3 parenting styles

Answer 17

• authoritarian
• authoritative
• permissive

Question 18

authoritarian style

Answer 18

• strict
• low warmth and responsiveness
• high clarity and consistency
• high level of maturity demands
• low levels of communication

Question 19

authoritative style

Answer 19

• “ideal”
• high warmth and responsiveness
• high clarity and consistency
• high level of maturity demands
• high levels of communication

Question 20

permissive style

Answer 20

• lenient, lets kid get away with anything
• high warmth and responsiveness
• low clarity and consistency
• low levels of maturity demands
• low levels of communication

Question 21

which parenting style is associated with best outcomes?

Answer 21

• 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)

Question 22

4 parenting practices examined in NLSCY

Answer 22

• 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

Question 23

hostile parent-child interactions

Answer 23

rejecting a child, ridiculing/putting down a child, sarcasm/making fun of child, mix anger/hostility with punishment, love withdrawal, etc.

Question 24

punitive parent-child interactions

Answer 24

frequency of physical punishment used (ex. spanking frequency), proportion of punishment used relative to other types of discipline, etc.

Question 25

consistency in parent-child interactions

Answer 25

establishing clear rules and consequences when those rules are broken, having consistent follow-through with those consequences, etc.

Question 26

positive parent-child interactions

Answer 26

frequency of laughter, playing games together, having fun, talking to each other, etc.

Question 27

the parenting practice associated with the most negative effects on children is?

Answer 27

hostility

Question 28

positive parenting is a protective factor against the negative outcomes associated with?

Answer 28

poverty

Question 29

consistent parenting is a protective factor against the negative outcomes typically associated with the effects of?

Answer 29

hyperactivity/low impulse control

Question 30

Gershoff found that parental use of spanking is significantly correlated to…

Answer 30

• immediate child compliance (strongest correlation - positive)
• moral internalization in children (does kid do morally correct things when parents aren’t around - positive)
• aggression in children (aggressive parent/model leads to aggressive kid - positive)
• quality of parent-child relationship (negative)
• mental illness in children (positive)
• physical abuse of children (positive)

Question 31

coercion theory of physical abuse

Answer 31

one person is aggressive, causing the other person to be more aggressive, causing the first person to be even more aggressive -> leads to escalating cycle of violence until child (and potentially parent) is being physically abused

Question 32

parental use of spanking correlates with the following long-term outcomes in adulthood

Answer 32

• aggression in adulthood (positive)

- mental illness in adulthood (not significant)

Question 33

methodological limitation of the Gershoff meta-analysis

Answer 33

• construct validity (is she measuring what she intended to? Is she measuring spanking or hostility? Spanking or physical abuse?)

Question 34

How does Canadian law define “reasonable limits” in regards to using physical force on children?

Answer 34

• can only be used if child’s between 2-12 years old
• open palm must be used
• no objects can be used
• cannot be to head/face
• cannot be mixed with hostility/anger (ie. can’t chase kids down to spank them)
• must be transitory (short-term effects on child - if child wakes up with bruises, cuts, etc. or becomes afraid of parent/caregiver, it’s NOT transitory)