Teaching appropriate behavior is important not only for parents but teachers as well. Getting along with others and interacting in a socially appropriate manner is a skill needed by everyone. However one must be extremely careful when using punishment to change and/or modify behavior.
Ill-timed, vengeful and capricious punishment without incentives will only provide a negative template for children to follow. Extremely aversive punishment will only provoke counter aggression and coercion. It is easy to look at punishment as a quick fix however, pain and punishment can cause not only physical but emotional damage as well.
Misconceptions About Punishment
Punishment can be seductive and an easily abused approach to controlling behavior. This is because many times punishment has an immediate effect and will appear to be eliminating the errant behavior. But this is a false vision because it is often the beginning of a tug of war between adult and child over the title of winning an aversion contest.
Many people mistakenly believe that because punishment can make a child suffer that even milder forms of physical punishment are effective. These misconceptions and the abuses of punishment are often characterized in children who come from families where aggression and punishment are utilized.
That is why it is so important for teachers to make sure they use more positive methods for controlling behavior so they the classroom does not contribute to a battleground for aversive control.
One of the biggest myths of punishment is that it requires the infliction of physical pain, psychological trauma, and/or social embarrassment. None of these elements should ever be included in the discipline of a child. A mild, quiet reprimand, withdrawal of attention, or loss of a privilege is a better way to change behavior that is not acceptable.
Teachers and Discipline
Many times persistent and/or socially serious behavior may require stronger methods to stop the inappropriate behavior. But even then, negative methods that are excessive should not be used.
There are many studies in social and learning literature that clearly supports that punishment should be carefully and appropriately administered and when used in this method is a humane and effective tool for controlling misbehavior. Effective punishment may be necessary to raise a non aggressive, socialized child, however, vindictive, malicious and clumsy punishment never leads to a healthy outcome.
Within the classroom a teacher must put into place a strong program with positive rewards and consequences to help not only maintain order but to also provide students with a safe environment. If the teacher prefers to use negative forms of punishment, then a decision needs to be made for the type of punishment to enforce.
Negative Methods that Can Be Used
Three of the most common types of negative punishment are : response cost, time out, or overcorrection.
Response cost means that the student forfeits something of value. Instead of earning a prize, free time, or snack for appropriate behavior , with response cost the student forfeits something he or she values. Of the three negative punishments listed, response cost rarely becomes abusive or causes the student to become aggressive. But it is still important for the teacher to plan and stay consistent when using this method.
The second method listed is time out. This method is used often with very small children and can be very effective. This means that for a specified , brief period, the child must stay in a designated area. The student is often isolated from social contact during this time. This method has shown to be very effective in bringing behavior in line. The problem occurs when some adults use unethical practices and/or violations of a child’s rights. For example: putting a child in a dangerous or extremely secluded area for extended periods of time. Time out is only effective when the situation from which the student is removed is one that offers the possibility of ample rewards for desirable behavior.
With overcorrection the student is disciplined but also required to provide restitution and to repeatedly practice a correct for of behavior. Damaged items may be compensated for , an area may be repeatedly cleaned, or just returning stolen property may all be considered overcorrection. In addition to understanding the student has done something wrong, he or she must also experience the consequence the error in judgment brought about.
Guidelines to Remember when Using Punishment
- Punishment should be used only after positive correction methods have not worked and allowing the behavior to continue will result in negative consequences.
- Punishment should only be used by people who are loving and caring towards the individual who is needing correcting.
- Anger, threats, and/or moralizing should never be used when punishment is administered.
- Punishment should always be fair, consistent, and immediate.
- If at all possible, punishment should always involve response cost or rewards rather than aversive methods.
- Punishment should be stopped quickly if it is apparent that it is not working. Punishment should not become harsher to provide results. For example if a spank on the bottom did not stop the behavior, a harder spank would not be necessary.
Negative punishment rarely works and will often cause many more issues than the ones you started with. Positive reinforcement is most often the best way to change or improve behavior. It is important that both parent and teacher remember the damage that can be inflicted on a child when punishment is harsh , not merited, or ineffective.
References:
- Quay, H.C. Manual for The Revised Behavior Checklist. Coral Gables, Fl. Doubleday. 1987
- Long, N.J. Conflict in the Classroom. Belmont California. Wadsworth. 1965
Brenda Gargus - Brenda Gargus has a Masters' degree in Psychology and an undergraduate degree in Education. She has taught for 29 years in a variety of ...
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