The Emergence of “Positive Parenting” as a Revived Paradigm

Holden, George W.; Ashraf, Rose; Brannan, Erin; Baker, Paige L.

doi:10.1093/acprof:oso/9780190237790.003.0010

Cited by 10 publications

(7 citation statements)

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“…Or should all spanking be replaced with nonphysical discipline, as recommended by many professional societies (e.g., Society for Research in Human Development, )? If so, should nonphysical alternatives include other negative consequences, such as time‐out and privilege removal (Roberts & Powers, ) or be restricted to exclusively positive responses (Holden, Ashraf, Brannan, & Baker, )? Consensus on the appropriateness of any spanking and on alternatives to replace it has been hindered by several factors including the selection bias associated with corrective disciplinary actions and a general failure to define spanking precisely.…”

Section: Spanking As a Focus For This Illustrationmentioning

confidence: 99%

Improving Causal Inferences in Meta‐analyses of Longitudinal Studies: Spanking as an Illustration

Larzelere

Gunnoe

Ferguson³

2018

Child Development

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To evaluate and improve the validity of causal inferences from meta-analyses of longitudinal studies, two adjustments for Time-1 outcome scores and a temporally backwards test are demonstrated. Causal inferences would be supported by robust results across both adjustment methods, distinct from results run backwards. A systematic strategy for evaluating potential confounds is also introduced. The methods are illustrated by assessing the impact of spanking on subsequent externalizing problems (child age: 18 months to 11 years). Significant results indicated a small risk or a small benefit of spanking, depending on the adjustment method. These meta-analytic methods are applicable for research on alternatives to spanking and other developmental science topics. The underlying principles can also improve causal inferences in individual studies.

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Section: Spanking As a Focus For This Illustrationmentioning

confidence: 99%

Improving Causal Inferences in Meta‐analyses of Longitudinal Studies: Spanking as an Illustration

Larzelere

Gunnoe

Ferguson³

2018

Child Development

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“…Positive parenting is a concept that is more than a collection of parenting techniques [ 36 , 37 ]. It requires a child-rearing orientation that is more child centered than parent centered with the constant goal of promoting a close, positive relationship rather than a focus on controlling the child’s behavior.…”

Section: Discussionmentioning

confidence: 99%

“…She and her colleagues have now published a number of books and other educational materials for parents and teachers under the label of Positive Discipline [ 34 , 35 ]. Although the term “positive parenting” or “positive discipline” is ambiguous and ill-defined [ 36 ], there are now hundreds of books, websites, and YouTube videos advocating for the use of gentle or positive parenting techniques. In an effort to define the concept, Seay and colleagues [ 37 ] reviewed definitions from 18 articles.…”

Section: Introductionmentioning

confidence: 99%

Is It Time for “Time-In”?: A Pilot Test of the Child-Rearing Technique

et al. 2022

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Time-out, a mainstay of non-punitive discipline for over 60 years, has been criticized for isolating and distancing children from others. An alternative technique, one promoted by advocates of positive parenting practices, is labeled “time-in”. This procedure is intended to help the child connect to the parent, communicate their feelings, and learn how to self-regulate. Although the technique has been advocated in the positive parenting literature since at least the 1990s, there are few empirical studies evaluating it. This pilot mixed-models study was designed as an initial test to determine whether mothers, following a brief training, would use the procedure over a two-week period, and how they would view it. Based on the daily reports as well as post-intervention interview of a small sample of mothers, the technique was evaluated as easy to use and effective. This study provides initial information about mothers’ use of the technique and sets the stage for a comprehensive set of studies to rigorously test and evaluate the technique.

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“…These discipline strategies have been recognized by research as being associated with the development of the child's social competence (e.g., Altschul et al, 2016;Ren & Edwards, 2015), as they guide them toward the needs of others. In other words, they promote their ability to function reflectively, as well as expand the transmission of moral issues and the internalization of values and norms (Carlo et al, 2011;Holden et al, 2016;Siegel & Bryson, 2016), which are critical to the establishment of positive social interactions and, consequently, to the social integration and acceptance of the child. In this sense, inductive discipline strategies used in the context of residential care can allow caregivers to act as external regulators of children's behavioral adjustment as a means of helping them to learn to inhibit destructive behaviors by inducing empathy and awareness of the harm that misbehavior can cause others (Hoffman, 2000).…”

Section: Finally Contrary To What Would Be Desirable the Category Pos...mentioning

confidence: 99%

“…Hoffman (2000) emphasized that inductive discipline strategies also increase the level of empathy in children, DISCIPLINE STRATEGIES IN RESIDENCIAL CARE 3 as they enhance the children's reflective functioning by making them understand the impact of their behavior on others. Furthermore, inductive strategies, whether focused on emotion, such as comforting the child or helping them to deal with their feelings, or focused on the problem, such as helping the child to think of ways to solve the issue, strengthen positive relationships between parents and children, contributing to a better child development and psychological adjustment (Carlo et al, 2011;Patrick & Gibbs, 2012) and stimulating the child's prosocial behavior and reasoning about behavior consequences (Holden et al, 2016;Siegel & Bryson, 2016).…”

Section: Introductionmentioning

confidence: 99%

What Happens to Children Who Don’t Behave in Residential Care? A Multi-Informant Mixed-Methods Study on Discipline Strategies

Hernandez¹,

Barbosa‐Ducharne²,

Soares³

2023

Preprint

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In Portugal in 2021, 85% of children placed in out-of-home care were in non-specialized residential care. Evidence on discipline strategies used in these childcare contexts is scarce. This study aims at analyzing the discipline strategies used by caregivers in residential care based on multiple informants’ reports - children/adolescents in care, caregivers, and directors. It follows a theoretical framework that includes and relates the concept of quality in residential care, positive discipline, and the child's rights. A total of 424 children/adolescents, 266 caregivers and 60 directors in 60 residential care centers participated in this study. Data on discipline strategies were collected by interviewing all the participants and analyzed by resorting to a mixed methodology. A content analysis allowed for the identification of 33 subcategories, organized into six categories, which were computed into three major types of discipline strategies: Positive and Induction-Based Strategies, Punitive Strategies, and Strategies that Violate the Child’s Rights. Findings showed a frequent use of punitive discipline strategies that violate the child's rights. Additionally, a cluster analysis based on the reports of the three informants allowed for the identification of three groups of residential care centers that used different discipline strategies - Punitive Centers, Inductive Centers, and Rights-Violating Centers. Findings showed that Punitive Centers tend to be gender-mixed and Rights-Violating Centers tend to be gender-segregated. This study also revealed the frequent use of punitive discipline strategies that violate the child's rights in residential care, requiring the need to provide qualified training to caregivers on appropriate discipline strategies.

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The Emergence of “Positive Parenting” as a Revived Paradigm

Cited by 10 publications

References 0 publications

Improving Causal Inferences in Meta‐analyses of Longitudinal Studies: Spanking as an Illustration

Improving Causal Inferences in Meta‐analyses of Longitudinal Studies: Spanking as an Illustration

Is It Time for “Time-In”?: A Pilot Test of the Child-Rearing Technique

What Happens to Children Who Don’t Behave in Residential Care? A Multi-Informant Mixed-Methods Study on Discipline Strategies

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