Family Discipline

Group # 5 4 Biology - 6

Abdua, John
Bacani, Ephraim
Barredo, Manuelito
Creencia, Jason
Naguimbing, Mariel
Sim, Michelle
Timbol, Danica Kaye
 Family
denotes a group of people or animals affiliated by a
consanguinity, affinity or co-residence.
• From the perspective of children
– the family is a family of orientation: the family serves to locate children
socially, and plays a major role in their enculturation and socialization.
• From the point of view of the parents
– the family is a family of procreation the goal of which is to produce and
enculturate and socialize children.
Discipline
• Latin "disciplinare," meaning
"to teach”
• To instruct a person to follow a
particular code of conduct
"order."
• Usually, the phrase 'to discipline'
carries a negative connotation.
– because enforcement of order is
often regulated through
punishment.
• In the field of child development,
discipline refers to methods of
modeling character and of
teaching self-control and
acceptable behavior.
 Methods of Discipline
• Home:
– Common practices are time-
out, grounding, restricting,
and spanking
• School:
– Common practices are
detention, in school
suspension, and expulsion
• Society:
– Common practices are
citations, jail time, and
execution
• Positive reinforcement
– about preventing misbehavior by praising the
desirable behavior.
– People tend to function better under these
circumstances.
• Humans, in general, want to know that they are
doing a good job.
• People work diligently to gain bonuses,
promotions, good grades, and scholarships.
• It is important to praise children when they do
the right thing because they will be more likely to
repeat it again in the future.
 General Guidelines
for Family Discipline
 We must provide a loving, happy, secure environment for our children, making sure that
their physical, spiritual and emotional needs are being met. (par.7-11)

 All Home members are responsible to monitor the correction of children and young
Family members and report to their Teamwork any serious neglect or excesses they
encounter, or concerns they have. (par.5, 182-184)

 Clearly inform children of the behavioural rules of the Home and be sure they know the
consequences for disobedience. Keep the standard you expect within reach, the rules
few and simple, use moderation, make exceptions if needed, and do not over-correct
children. (par.58-62)

 Help the child understand what they did wrong and why they are being corrected. Give
the child opportunity to explain. (par.80-81)

 Correction should be given in love and be well-balanced with praise. Do not discipline in
anger. Harsh discipline is not the Family way or the Lord's way. (par.89-100)

 Be diligent, consistent, moderate, prayerful and Spirit-led; show no favouritism; look for
the cause; use wisdom; remain flexible; show mercy when needed; put yourself in their
shoes, and pray without ceasing! (par.83-92, 101-108)
Don’ts in Disciplining Children
 Public ridicule
 No forced Confessions
 Forced Restraint
 Withholding basic
needs
 Daily meals, sleep etc.
 Types of Parents
• Permissive / Indulgent
• Authoritative
• Authoritarian / Dictatorian
• Uninvolved / Neglectful
Permissive Parents
 More responsive than demanding
 Nontraditional and lenient
 Do not require mature behavior
 Allow considerable self-regulation
 Avoid confrontation
 May be further divided into two types:
 a.) Democratic parents
• lenient but more conscientious, engaged, and committed to
the child compared to the second type
 b.) Nondirective parents
Authoritative Parents
 both demanding and responsive
 monitor and impart clear standards for their
children’s conduct
 assertive, but not intrusive
 restrictive
 disciplinary methods are supportive, rather
than punitive
 want their children to be assertive, socially
responsible, self-regulated and cooperative
Authoritarian parents
 highly demanding and directive
 not responsive
 Obedience and status-oriented
 expect their orders to be obeyed without explanation
 provide well-ordered and structured environments with
clearly stated rules
 can be divided into two types:
 a.) nonauthoritarian-directive
• directive, but not intrusive in their use of power
 b.) authoritarian-directive
• highly intrusive.
Neglectful Parents
 low in both responsiveness and
demandingness
 In extreme cases, might encompass both
rejecting–neglecting and neglectful
parents
 most parents of this type fall within the
normal range.
Consequences for Children
 Permissive
 more likely to be involved in problem
behavior
 perform less well in school
 have higher self-esteem
 better social skill
 lower levels of depression.

 Authoritative
 more socially and instrumentally
competent than those whose parents
are nonauthoritative
 Authoritarian
 tend to perform moderately well in
school
 uninvolved in problem behavior

 have poorer social skills

 lower self-esteem

 higher levels of depression.

 Neglectful
 Perform most poorly in most domain
DISCIPLINE VS PUNISHMENT
 Punishment – focus is on the negative consequence
 more about the power and will of the punisher forcing submission of
the one being punished
 Discipline– learning to make better choices because of the
desired positive result not necessarily to avoid a negative
one, although avoiding a negative consequence plays into it.
 not about power as much as developing the ability to delay
gratification for long term benefits
 MYTHS AND FACTS ABOUT
DISCIPLINE
MYTHS
Children who misbehave are naughty and
they are asking to be punished.
Discipline is bad for children.
Parents should always use ‘time-out' with
children who misbehave.
FACTS
They are just “discouraged children” who
seem to have mistaken ideas on how to
belong. Simply spend time with them and use
calming and encouraging words to help them
feel a sense of belonging.
Discipline is helping children develop self-
control. It is setting limits and
correcting misbehavior.
Time out loses its effectiveness as children
get older. The “Control Spot” is a better
option. It is quite similar to the “time – out”,
but this time, the child gets to decide when to
use it and how long it should last. This helps
the child to be aware of his emotions and
gives him a chance to take charge of the
situation.
 MYTHS FACTS
Spanking is much easier and it will teach Yes, children who are hit gets the message,
children who is boss. but this method makes the children terrified of
the adult and sometimes as a consequent,
when they too become an adult. These
children tend to be either gutless or violent. A
better option is to enforce positive
reinforcement.

Discipline is more effective when parents are Losing temper can also mean losing the
angry and annoyed. ability to instill positive discipline. Effective
discipline is administered in a calm and
respectful manner. Children who are yelled
at, insulted and ridiculed may begin to view
the parent as an enemy and harbor feelings
of anger and hurt.