Running Head: DISCIPLINE ACTIONS AGAINST CHILDREN

Discipline Actions against Children

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 DISCIPLINE ACTIONS AGAINST CHILDREN

Table of Contents
Introduction................................................................................................................................3

Identification of Problem...........................................................................................................4
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Proposed solutions for the problems..........................................................................................7

Justification of the selected solution..........................................................................................9

Conclusion................................................................................................................................10

References................................................................................................................................11
 DISCIPLINE ACTIONS AGAINST CHILDREN

Introduction

Discipline requires the acquisition of information and teaching skills. Yet discipline
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3 power are often equated. There is much debate over the methods that children can be

disciplined, and parents sometimes become uncertain about how to establish boundaries and

regulate themselves. It is important to remember that the shorter and longer-term effects of

various disciplinary procedures, in particular, the use of deception, are highly varied. In fact,

to be successful, a person with a cognitive relationship with the child has to intervene, and it

should be clear and similar to the action that needs change. Child discipline is among parental

disciplines most critical and challenging tasks and that there are no substitutes. All parents

need to stress that sometimes it requires time with a lot of energy to educate children about

constraints and common human decency (American Academy of Pediatrics, 2019). The

pressure throughout modern society could, therefore, stand in the way of successful child

discipline, which could have a significant impact on the mental health of the child.

The purpose of successful discipline is to cultivate a healthy and responsible

childhood activity as well as to raise stable, compassionate individuals. A motivated

individual may defer his or her gratification, will be mindful of others’ needs, will be self-

confident and can withstand pain without being offensive or abusive, all due to childhood

disciplinary practice. While addressing the long-term effects of discipline activities for kids,

it is evident that the purpose would be to protect the child from risk, helping the child

in preparing to be self-disciplinary, and develop a healthy attitude as well as a sense of

personal responsibility and control within the child. Lack of consistency that will

misrepresent any child regardless of their age of development has been one of the biggest

obstacles in accomplishing these objectives. Parents can find it especially difficult to be

coherent role models among their children, and it is a huge negative aspect. Saying to
 DISCIPLINE ACTIONS AGAINST CHILDREN

children, “Do as I say but not as I do” is indeed not a successful practice. Parental

discrepancies regarding child-rearing and differences in culture among parents sometimes

lead to contradictory methodologies of disciplining.

Identification of Problem

There are various problems of disciplining children that have been identified. Some of

the most prominent ones are given below:

1. Rise of Infant Spanking: According to Chung (2010), neglect and domestic violence pose

a risk for children to be ultimately disciplined. An American Research Disease Care and

Prevention Centre have shown that the unpleasant experiences of infancy are related to

adverse health consequences. This increases the negative effect of corporal penalties on

children, especially bullying, aggression, and drug abuse. In addition, parents who strike their

children may think that a spank just takes care of or enforces old-fashioned discipline, but

physical punishment certainly makes a child’s behavior worse and can cause serious long-

term harm. It is, therefore, clear that physical punishment makes it much easier for children

throughout the future to be rebellious as well as violent (Straus, 2011). The rise in the

spanking of children has shown that physical violence, as well as humiliation, rises

significantly when the children grow up. It causes children to learn increasingly inappropriate

behavior, depressive symptoms in school as well as an increased likelihood of psychological

health and cognizant problems, and who undergo regular corporeal punishment. On the other

end of the spectrum, parents who have physically struck their offspring, sometimes

experience severe difficulties due to excessive depression and anxiety.

2. Use of Consequence: While majorities of parents generally considers consequence as a

potential disciplining tool, it however, makes quite contrary negative impact on the

psychologies of the children. An action such as time out or taking away favorite things from
 DISCIPLINE ACTIONS AGAINST CHILDREN

the children generally drives significant negative emotions on the children (Chung and

Esther, 2010). As per the statement of Blair and Thea (2012), parents often use intimate

knowledge of what the kid does not like, including an especially despised
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chore for punishments. By doing so, they take their intimacy with the children and leverage it

against their children, weakening the vital emotional relationship. This hampers the

relationship between the parents and children and hinders the future harmony irrespectively.

3. Aspects of Timeouts: In terms of disciplining or punishing the children several families or

parents often chooses the aspect such as Time-out. In its prospect, the parent forces their

children to spend specified time in isolation. As per their research Sparks and Sarah (2016),

have clarified that actions of timeouts not often provides expected solutions. Such time of

isolation or loneliness can often cause extensive negative emotion on the psyche of the

children against their parents. As Blustain and Rachel (2014), have stated, time-out

interactions can be isolating and lead child to feel lost in their emotional breakdown,

contributing to even more extensive psychological struggles rather than teaching children

how to control their feelings. Such negative impression generally degrades the personalities

of the children resulting in the disorientation of behavior in the future. This substantially,

leads such children in engagement with negative activities in future such as taking of narcotic

and intoxicated substances such as alcoholism and drug addictions.

4. Reward System: In order to develop optimistic discipline and maintain positive

relationship with the children many parents often use rewarding systems to keep the children

in regulation. Although, this approach seems like a very effective and positive in

characteristics, the impact however is quite contrary. With extensive rewarding the parents

can create a relationship with children that will be solely based on the demand and supply

(Straus and Murray, 2011). The parents will drive the child by inveigle of rewards, however,

this sensuality can be conflicting if the rewards are not appreciatory to the child as that child
 DISCIPLINE ACTIONS AGAINST CHILDREN

will be habituated to attractive rewards. In other aspect, the parents often use such sensuality

for punishment as well, as they can threaten the child for not getting any rewards. This can

develop significant negative intuition on the children and can develop conflicting morals such
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as reward based activities.

Shaming: The use of shaming is one of the most extensive and negatively influential aspects;

Shame is built by derogatory thoughts and feelings of themselves to induce children to curtail

behavior (Blair and Thea, 2012). This includes a-direct or indirect-comment on what the

child is. Shaming works by giving a child a negative impression of themselves-not of the

consequences of their actions.

Shaming makes a child guilty because he has something to say, need or desire, it is

quite popular, and is considered appropriate by the many. Shaming is also not limited to

abusive households; it is actually taking place in the standard family and school settings. For

starters, a recent analysis of European children in schools showed that mostly 5% were not

the subjects of the humiliation of their families; particularly refusing, insulting, assaulting,

undermining or insulting comments (Sparks and Sarah, 2016).

Sometimes even well-meaning adults may overlook the vulnerability of the children

to shaming words. There is considerable evidence that some of the terms used to scold kids-

household phrases previously considered innocuous have the potential to pierce the self-

esteem of children over the coming years (Blustain and Rachel, 2014). The self-identity of a

child is built around the events and experiences acquired by himself. For starters, a little child

can overwhelm with anxiousness due to intense shame after a simple act of spilling a drink.

Thus, by evaluating such concerns it can be considered that problems related to the

parents behavior and nurture can become significantly traumatizing for the children of not
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addressed properly. Therefore, potential resolution and appreciatory solutions must be

amended.

Page | 7 Proposed solutions for the problems

For successfully mitigating the problems regarding the nurturing and disciplining the

children some of significant measures and activities are needed to be considered by the

parents. Therefore, some significant measures with effective potency are highlighted in the

following:

I. Filling up the attention

Children need a huge amount of attention, therefore if parents cannot maintain a positive

attention kids may try whatever attention they can get, including negative attention. They are

going to take action to get attention with behaviors. Therefore, the children develop harmful

sensuality against them if not received positive attention to build value. But that does not

mean parents have to be at the side of the child all the time (Straus and Murray, 2011). To

make amends, it will take only a few minutes per day to invest quality time with the child.

The activity needs to be away from pressures and doing something the children appreciate to

do, it will produce enormous benefits in their behavior (Chung and Esther, 2010). Thus, by

spending at least of 10 minutes a day with the children and spending quality time by playing

fun games or activities that are inspiring to the children can trigger substantial morality and

personality development of the children. When parents favorably and conscientiously satisfy

the children’s attention the child becomes more agreeable and less inclined to seek

recognition in negative ways.

II. Prolonged training

It is important to identify the root meaning of that word like instruct, advise, direct,

educate for successfully disciplining the child The best approach to discipline the child is by

instructing her the right behavior or reaction to enable them to make better decisions. In this
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aspect, activities such as ethical instruction are an excellent way to make arrangements

(Sparks and Sarah, 2016). For instance, if the child has difficulty communicating and this

causes in hurting another child, instead of whisking her immediately to time-out, expanding

the problem and teaching her the correct way to respond will be much more successful as it

will help the children to distinguish between positive and negative acts and learn ethical

concise.

Allowing the children with personal space and permitting for playful activities is also

contributing in this aspect (Straus and Murray, 2011). Teaching the children to use

appropriate language and maintain appreciatory behavior in the communication is

fundamental for the development of their development as well.

Therefore, encouraging the child and highly praising of their task and motivating them are

significantly effective in this instance, as it will create harmony between the parent and

children, which is the most essential. Showing gratitude and appraisals are heavily

contributing as well.

III. Development of limitation and regulation

With the extensive busyness that pervades households nowadays, staying compliant with

daily schedules can be tough. But the fact is that when kids have stability they excel and learn

their limits. While aspirations are expressed explicitly in advance, the children have a

paradigm within which to develop. It does not imply that parents have to go overboard with

dozens of rules; the only aspect they need to concentrate on is what is really relevant to the

child (Sparks and Sarah, 2016). Therefore a comprehensive regulation may be established by
 DISCIPLINE ACTIONS AGAINST CHILDREN

being explicit about the ground rules. It is also important to explain the repercussions of

violating the limits. Moreover, parents must ensure that everyone knows the consequences in

advance and that the intervention is related to the misconduct. This sensuality will create the
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consciousness of morality as the children will be taught to differentiate between the negative

and positive actions and realize his/her misconduct if pointed out as well as respect the

developed regulations.

Justification of the selected solution

Considering all the solution one of the most effective and robust aspect is the

satisfying attention of the child. By spending comprehensive quality time with the child the

parents can develop strong and positive relationship with their children that will further

trigger positive personality development of the children.

Interactions forms psychological characteristics and create relations as the child

develops and realises his or her life. The parent envisages the neural connections triggering

and binding each other every time the parent has a meaningful interaction with the

children. That is why the way they communicate and care about their child especially during

the first few years, is of utmost importance. As per the statement of Blustain and Rachel,

(2014), human beings are raised with a predominant emotional need for sense and belonging.

Therefore, the theory of attachment explains there is an emotional bond between a parents

and kids which helps in the growth of that child into maturity. As American Academy of

Pediatrics, (2019) have implied, the development of a person from childhood and adult is not

determined by the credibility of the regulation that person is raised, yet the profoundness of

the experience, care and relationships in which the person was brought up. In this regard, for

the effective characteristic development of the children, the guardians needs to develop the

fundamental disciplines and prospects to successfully formulate the personality of their child.
 DISCIPLINE ACTIONS AGAINST CHILDREN

The theory of attachment suggests that an individual’s ability to build a physical and

emotional “affinity” to the next person provides a sense of stability and prosperity possible to

take precaution, expand out and develop as a character. Put it simply, the kids want contact
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and they are conditioned to want to be attached to their parents. Generally competition or

animosity may develop when they need to share the spotlight with another sibling. Or when

the parent takes treatment of something or someone else while the child’s attention container

is empty, they continue to claim it any way they know and then become anxious to have that.

Spending uninterrupted quality time with the children therefore will satisfy the primary

emotional requirements and mitigate tension and unwanted behaviors (Sparks and Sarah,

2016). Thus, by filling up the required attention and spending quality time the several aspects

can be developed such as the confidence development, feeling of security, enhancing sense of

belonging, develop calmer and well behaved attitude can be developed within the children.

This will also enable to the parents to provide positive ethical and behavioral teachings to

their children through much more friendlier way that will be highly appreciated by the child.

Conclusion

Therefore, it can be concluded that incomprehensive disciplinary acts of the parents

can be significantly conflicting and can lead to the moral degradation of the children and

even lead them towards harm. In that regard, it is highly essential to consider appropriate and

resolute measures to engage with the children to successfully initiate a complementary

character development. As per the solution illustrated and justified in the study it can be

stated that by concentrating fundamental factors such satisfying the attention, spending

quality time and developing ethical stature through comprehensive teaching and learning as

well as setting factual ground rules and regulation is vital and highly beneficial for the

development of children psychology and personality.

References

American Academy of Pediatrics. Child Abuse: Overview and Evaluation. American

Blair, Thea. “Understanding Child Discipline: Self and Social Awareness.” LILIPOH, vol.

17, no. 69, Fall 2012, pp. 56–61. EBSCOhost

Blustain, Rachel. “The Limits of Protection: Fixing Child Abuse Investigations.” City Limits

Magazine, Dec. 2014, p. 1. EBSCOhost,

Chung, Esther K. “Infant Spanking: Attitudes and Past Experiences.” Pediatrics for Parents,

vol. 26, no. 3/4, Mar. 2010, pp. 24–25. EBSCOhost

Sparks, Sarah D. “8th Grade Paddling Takes Long-Lasting Toll on Miss. Man.” Education

Week, vol. 36, no. 1, Aug. 2016, p. 1. EBSCOhost,

Straus, Murray A. “Should There Be a Law Banning Spanking of Children?” U.S. News

Digital Weekly, vol. 3, no. 36, Sept. 2011, p. 17. EBSCOhost,