Spare the rod and spoil the child?

The four papers which follow were originally presented at a research conference at the University of North Carolina, Chapel Hill, on the use of discipline by primary caregivers. The use of corporal punishment in child discipline was discussed extensively. There was no consistent opinion among the authors about whether corporal punishment should be totally discouraged or whether such discipline had its place in the array of practices used by parents. Data supporting both points of view were presented and it was recommended that classification schemes of disciplinary practices include, in addition to a typology, some indications of the harshness of the punishment, the way in which it is administered and important contextual aspects.     

Minimal and maximal goal orientation and reactions to norm violations

Violations of social norms can either be evaluated in an absolute or in a gradual fashion depending on whether group goals are represented as minimal or maximal goals. Recent research has shown that absolute versus gradual deviations lead to increased levels of demanded punishment and inclination to exclude the deviant from the respective moral community. In this article, we investigate whether individual differences in orientation towards setting goals in either minimal or maximal terms predict reactions to norm violation. In three studies we found that a dominant minimal goal orientation (MIN) relative to maximal goal orientation (MAX) increased punishment inclinations and social exclusion tendencies towards norm violators. These effects were mediated by affective reaction and proved to be unique goal orientation effects when possible effects of need for closure, intolerance of ambiguity and regulatory focus were controlled for. Copyright © 2008 John Wiley & Sons, Ltd.     

The death of discipline: is the requiem premature?

There is a current trend among one sector of the professional mental-health community against the use of confrontive discipline with children and toward a positive-only approach to child behavior management. The current paper addresses this position by providing an overview of family process research as well as parent training outcome research related to parent disciplinary (punishment) practices. Consistent with research from developmental psychology showing that “authoritative” parenting is associated with the best developmental outcomes, this overview concludes that child management which combines positive approaches with age appropriate structures, limits, and non-hostile, nonviolent punishment is associated with the best treatment outcomes. The paper challenges positions calling for an end to the use of punishment with children.     

A meta-analysis of the published research on the affective, cognitive, and behavioral effects of corporal punishment

The present study is a meta-analysis of the published research on the effects of corporal punishment on affective, cognitive, and behavioral outcomes. The authors included 70 studies published between 1961 and 2000 and involving 47,751 people. Most of the studies were published between 1990 and 2000 (i.e., 53 or 68%) and were conducted in the United States (65 or 83.3%). Each of the dependent variables was coded, and effect sizes (ds) were computed. Average unweighted and weighted ds for each of the outcome variables were .35 and .20 for affective outcomes, .33 and .06 for cognitive outcomes, and .25 and .21 for behavioral outcomes, respectively. The analyses suggested small negative behavioral and emotional effects of corporal punishment and almost no effect of such punishment on cognition. Analyses of several potentially moderating variables, such as gender or socioeconomic status, and the frequency or age of first experience of corporal punishment, the relationship of the person administering the discipline, and the technique of the discipline all had no affect on effect size outcome. There was insufficient data about a number of the moderator variables to conduct meaningful analyses. The results of the present meta-analysis suggest that exposure to corporal punishment does not substantially increase the risk to youth of developing affective, cognitive, or behavioral pathologies.     

Punishment and its putative fallout: A reappraisal

In his book Coercion and Its Fallout Murray Sidman argued against the use of punishment based on concerns about its shortcomings and side effects. Among his concerns were the temporary nature of response suppression produced by punishment, the dangers of conditioned punishment, increases in escape and avoidance responses, punishment-induced aggression, and the development of countercontrol. This paper revisits Sidman's arguments about these putative shortcomings and side effects by examining the available data. Although Sidman's concerns are reasonable and should be considered when using any form of behavioral control, there appears to be a lack of strong empirical support for the notion that these potential problems with punishment are necessarily ubiquitous, long-lasting, or specific to punishment. We describe the need for additional research on punishment in general, and especially on its putative shortcomings and side effects. We also suggest the need for more effective formal theories of punishment that provide a principled account of how, why, and when lasting effects of punishment and its potential side effects might be expected to occur or not. In addition to being necessary for a complete account of behavior, such data and theories might contribute to improved interventions for problems of human concern.     

The Effects of Parental Depressive Symptoms,Appraisals, and Physical Punishment on Later Child Externalizing Behavior

Examined a cognitive-behavioral pathway by which depressive symptoms in mothers and fathers increase risk for later child externalizing problem behavior via parents’ appraisals of child behavior and physical discipline. Participants were 245 children (118 girls) at risk for school-age conduct problems, and their parents and teachers. Children were approximately 3 years old at Time 1 (T1) and 5 ½ years old at Time 2 (T2). At T1, mothers and fathers reported their depressive symptoms, perceptions of their child’s reciprocal affection and responsiveness, frequency of physical punishment, and child externalizing problems. Mothers, fathers, and teachers provided ratings of externalizing behavior at T2. Structural equation modeling revealed that parents’ negative attributions mediated positive relations between their depressive symptoms and frequency of physical punishment for both fathers and mothers. More frequent physical punishment, in turn, predicted increased child externalizing behavior at T2. In future research, transactional mechanisms underlying effects of clinical depression on child conduct problems should be explored at multiple stages of development. For parents showing depressive symptoms, restructuring distorted perceptions about their children’s behavior may be an important component of intervention programs.     

父母严厉管教与儿童问题行为的关系:儿童自我控制的中介作用

为探讨父母严厉管教、儿童自我控制与儿童问题行为间的关系,采用中文版亲子冲突解决策略量表、社会技能评定量表和儿童行为核查量表对济南市两所公立学校的1097名小学四到六年级儿童及其父母双亲进行测查。结果发现：（1）父母心理攻击和体罚与儿童自我控制均呈显著负相关,与儿童内化和外化问题行为均呈显著正相关,儿童自我控制与其内化和外化问题行为均呈显著负相关;（2）父亲心理攻击可以显著正向预测儿童内化和外化问题行为,母亲体罚可以显著正向预测儿童外化问题行为;（3）儿童自我控制在父亲心理攻击和母亲体罚与儿童内外化问题行为之间起中介作用,在母亲心理攻击和父亲体罚与儿童内外化问题行为关系间的中介作用不显著,中介作用模型不存在显著的儿童性别差异。综上,本研究发现父母严厉管教不仅直接影响儿童的内外化问题行为,而且会通过降低儿童自我控制水平间接导致儿童问题行为的增多。     

父母严厉管教与儿童问题行为的关系:儿童自我控制的中介作用

为探讨父母严厉管教、儿童自我控制与儿童问题行为间的关系,采用中文版亲子冲突解决策略量表、社会技能评定量表和儿童行为核查量表对济南市两所公立学校的1097名小学四到六年级儿童及其父母双亲进行测查。结果发现：（1）父母心理攻击和体罚与儿童自我控制均呈显著负相关,与儿童内化和外化问题行为均呈显著正相关,儿童自我控制与其内化和外化问题行为均呈显著负相关;（2）父亲心理攻击可以显著正向预测儿童内化和外化问题行为,母亲体罚可以显著正向预测儿童外化问题行为;（3）儿童自我控制在父亲心理攻击和母亲体罚与儿童内外化问题行为之间起中介作用,在母亲心理攻击和父亲体罚与儿童内外化问题行为关系间的中介作用不显著,中介作用模型不存在显著的儿童性别差异。综上,本研究发现父母严厉管教不仅直接影响儿童的内外化问题行为,而且会通过降低儿童自我控制水平间接导致儿童问题行为的增多。     

Jamaican child-rearing practices: the role of corporal punishment

The family is the most prominent social group that exists. It prepares its members for the various roles they will perform in society. Yet, the literature has unequivocally singled out the family as the most violent social group, with parental violence against children being the most prevalent type of family violence. While societies like the United States, Japan, and Sweden have taken a hard line on physical punishment and shifted to a gentler approach to discipline, harsh disciplining of children persists elsewhere. In the Caribbean, and Jamaica in particular, child-rearing and disciplinary practices that would warrant child abuse charges in other Western societies are rampant. This article examines the child-rearing techniques of Jamaican adults and their assumed effects on child outcomes. It also examines the plausibility of the assumption that the harsh physical punishment meted out to children is partially responsible for the current social problems of that island nation. We recommend approaches to tackle the broad goals of addressing familial and societal practices that compromise children's development and well-being.     

Physical punishment and the parenting cycle: a survey of Northern Irish parents

The intergenerational transmission of physical punishment was examined in a questionnaire study of Northern Irish parents (n=371). Participants completed measures of commitment to and use of physical punishment, hostility and a retrospective parenting report on their parents' disciplinary behaviours. The results reveal that 91% of Northern Irish parents report using physical punishment to discipline their children (including 44% who smack only ‘very rarely’). Retrospective reports of working class parents suggest that physical punishment by grandparents at low, medium and high levels corresponds to the levels of reported punishment used by participants with their own children. Middle class parents who reported low or medium levels of parental discipline displayed a similar pattern of intergenerational transmission. However, middle class parents who reported receiving higher levels of punishment were found to use lower rates of punishment with their children. Copyright © 1999 John Wiley & Sons, Ltd.     

Say the right thing: Apologies,reputability, and punishment

This research investigates how and when apologies work. Findings from three studies suggest that apologies influence punishment decisions, but not by reducing concerns about recidivism or perceptions of bad intentions. The extent to which future expectancies or perceived intent mediates the effects of apologies on punishment depends on the offender's reputability. However, the perceived appropriateness of the response fully mediates the effect of apologies on punishment, regardless of the offender's reputability. Overall, the findings suggest that saying the right thing helps those who do the wrong thing, but not by influencing others' beliefs about their past intentions or future behaviors.     

Parent-Adolescent Relationships,Physical Disciplinary History,and Adjustment in Adolescents

Physical discipline occurs within the context of the parent-child relationship, yet it is often not examined within this important context. The current study examined whether negative effects of physical discipline on older adolescent adjustment are mediated by the overall parent-child relationship. The sample consisted of 253, mostly Caucasian, middle-class, adolescent participants (mean age = 18.4, 67% female). Physical punishment history, parent-adolescent relationships, and adjustment were assessed with self-report instruments. For females, relationships with parents partially mediated the association between physical punishment and adjustment. Physical punishment was negatively associated with both adjustment and parent-adolescent relationships. For males, physical punishment was not related to adjustment. Parent-adolescent relationships were positively associated with adjustment for both females and males. Physical punishment by fathers was negatively associated with father-son relationships. The results suggest the importance of exploring links between physical punishment and adjustment within the context of parent-child relationship, as well as examining males, females, mothers, and fathers separately.     

Boys' and girls' perceptions of parental discipline in transgression situations

Children's perceptions of parental discipline methods and their perceptions of child gender differences in their parents' choices of discipline methods were assessed. One hundred and seventy 8‐year‐old children (78 boys, 92 girls) in two‐parent families were asked about disciplinary behaviour in five transgression situations. The results pointed to gender differences when the children were talking about themselves. Boys believed that they would receive more physical punishment, milder requests and less induction than girls. Children also indicated that their parents would choose a different response if they (themselves) were of the other sex. Both boys and girls reported that their parents would treat boys more severely than they would girls. The results showed that the responses of those children with a sibling of the other sex did not reveal any gender‐differentiated experience of their parents' discipline strategies. Copyright © 2002 John Wiley & Sons, Ltd.     

Authoritarianism,Anger, and Hostile Attribution Bias: A Test of Affect Displacement

Past research has supported the hypothesis that the relationship between harsh childhood punishment and adult political attitudes is due to the displacement of negative emotions that arise onto punitive public policies, e.g., support for the death penalty (Milburn, Conrad, Sala, & Carberry, 1995). Cognitions associated with childhood punishment may also impact adult political attitudes, yet their effects have not yet been examined, despite research that shows that punitive childhood experiences increase the tendency to attribute hostility to others. Thus, we investigated whether the tendency to make hostile attributions about others' behavior influences a person's authoritarianism, controlling for their parents' political orientation. Respondents completed an online survey concerning their childhood punishment experiences, their parents' political orientation, their trait anger, their level of hostile attribution bias (HAB), and their authoritarianism. Multiple regression analyses and structural equation modeling (SEM) found that higher childhood punishment has a significant direct effect on higher levels of authoritarianism, even after controlling for parents' political orientation, and that trait anger and HAB appear to mediate the effects of childhood punishment experiences on authoritarianism,. These results support the process of affect displacement as an important influence on adult punitiveness and political orientation.     

Swedish parents' self‐reported use of discipline in response to continued misconduct by their pre‐school children

This study examined the effects that re‐occurring episodes of child transgression have on Swedish parents' use of discipline strategies. Mothers and fathers from 84 two‐parent families were interviewed about their responses to first‐ and second‐time episodes of hypothetical transgressions committed by their 3‐6‐year‐olds. The results showed that when their children did not respond to initial discipline, parents exchanged their use of verbal control for the strategies of coercion and behaviour modification and thereby increased the pressure on their children to comply. However, this finding was valid only for serious transgressions. For mild transgressions, parents' behaviour was consistent across first‐ and second‐time episodes. The conclusion that is drawn is that parents appear to be willing to follow up initial disciplining attempts. The Swedish corporal punishment ban, which has been in force since 1979, therefore appears not to have influenced parents to become permissive in their attitudes toward their children's misconduct. Copyright © 2003 John Wiley & Sons, Ltd.     

The limits of child effects: evidence for genetically mediated child effects on corporal punishment but not on physical maltreatment

Research on child effects has demonstrated that children's difficult and coercive behavior provokes harsh discipline from adults. Using a genetically sensitive design, the authors tested the limits of child effects on adult behavior that ranged from the normative (corporal punishment) to the nonnormative (physical maltreatment). The sample was a 1994-1995 nationally representative birth cohort of 1,116 twins and their families who participated in the Environmental Risk Longitudinal Study. Results showed that environmental factors accounted for most of the variation in corporal punishment and physical maltreatment. However, corporal punishment was genetically mediated in part, and the genetic factors that influenced corporal punishment were largely the same as those that influenced children's antisocial behavior, suggesting a child effect. The authors conclude that risk factors for maltreatment are less likely to reside within the child and more likely to reside in characteristics that differ between families.     

Corporal punishment by parents and associated child behaviors and experiences: a meta-analytic and theoretical review

Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the association between parental corporal punishment and 11 child behaviors and experiences. Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health. The author then presents a process-context model to explain how parental corporal punishment might cause particular child outcomes and considers alternative explanations. The article concludes by identifying 7 major remaining issues for future research.     

Editorial: Cognitive science and the understanding of emotions

Abstract

Within cognitive science emotions are likely to become increasingly important as we begin to understand more about systems with multiple goals that operate in imperfectly known environments. Whether cognitive science has insights into emotional processes to offer to people outside the discipline is a separate matter, but here too there are indications that the exploration of schemata, plans, and goals will give insights into the psychology of human emotions.     

Positive discipline,harsh physical discipline,physical discipline and psychological aggression in five Caribbean countries: Associations with preschoolers' early literacy skills

Physical punishment has received worldwide attention because of its negative impact on children's cognitive and social development and its implications for children's rights. Using UNICEF Multiple Indicator Cluster Surveys 4 and 5 data, we assessed the associations between positive discipline, harsh physical punishment, physical punishment and psychological aggression and preschoolers' literacy skills in 5628 preschool‐aged children and their caregivers in the developing nations of Belize, the Dominican Republic, Guyana, Jamaica and Suriname. Caregivers across countries used high levels of explanations and psychological aggression. There were significant country differences in the use of the four disciplinary practices. In the Dominican Republic and Guyana, physical punishment had negative associations with children's literacy skills, and in the Dominican Republic, positive discipline had a positive association with children's literacy skills. Findings are discussed with respect to the negative consequences of harsh disciplinary practices on preschoolers' early literacy skills in the developing world.     

Externalizing Behavior Problems and Discipline Revisited: Nonlinear Effects and Variation by Culture,Context, and Gender

Debate continues regarding the magnitude and importance ofparenting effects on the development of children's externalizing behavior problems, in spite of the evidence that environments (as well as genes) contribute to individual differences in these behaviors. Research has demonstrated an association between harsh physical discipline and child aggression and conduct problems, a likely causal mechanism that probably operates as a shared environmental factor. We offer four hypotheses about the relation between discipline practices and child externalizing problems that may resolve some debate and help lead toward a more comprehensive understanding of how and when discipline practices will make a substantial difference: 1. The association between discipline and child aggression includes a nonlinear component. 2. The parent behavior-child behavior link varies across cultural groups. 3. Parental discipline effects on children vary according to the context of the broader parent-child relationship. 4. The discipline effect is maximized in same-gender parent-child dyads. Discussion focuses on the role of children's mental representations of discipline experiences as a mediator of discipline effects, and research implications with respect to sampling, measurement, and analytic strategies are noted.