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Descriptors:
Child Welfare; Parent Attitudes; Behavior Change; Coding; Attribution Theory; Correlation; Punishment; Parent Child Relationship; Discipline; Behavior Problems; Academic Achievement; Verbal Communication

Abstract:
We documented what parents report as the cause of their child's academic and conduct setbacks and what they say they do in response. We recruited an opportunity sample of 479 parents and narrowed our sample to parents of children without disabilities between the ages of 5-18 (N = 312). Parents responded to open-ended questions, and we coded responses into categories of disciplinary tactics and types of attributions. Parents who reported experience with child setbacks significantly differed from parents who did not report such experience on several outcome variables. Parents did not exhibit hedonic biasing such that most reported causes of setbacks were controllable by the child; reported controllable causes correlated with the reported use of punishment. Our findings suggest that parental behavior change efforts must also address parents' attributions, or verbal explanations, of causes of events. We discuss implications of our findings for child and parent researchers, educators, and practitioners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavior Problems; Heuristics; Ethics; Models; Reinforcement; Punishment; Organizations (Groups); Group Dynamics; Cues; Context Effect; Behavior Standards

Abstract:
In the present analysis the author utilizes the groups as patches model (Goltz, 2009, 2010) to extend fairness heuristic theory (Lind, 2001) in which the concept of fairness is thought to be a heuristic that allows individuals to match responses to consequences they receive from groups. In this model, individuals who are reviewing possible groups to join use stimuli they associate with fairness as screens to select groups with whom they will initiate contact. During initial contact, as well as after individuals have joined the group, individuals look for confirmation or disconfirmation of initial impressions of fairness, consistent with tracking, in which rules are followed because of a history of correspondence between the rule and the natural contingencies. These modified fairness assessments then serve to match the individual's responses to the rate of reinforcement being obtained from the group. In the case of unfairness, these responses may include lowered rates of responding, threats of punishment for unfairness, or switching to alternative groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Voluntary Agencies; Foreign Countries; Rewards; Social Control; Government Role; Punishment; Compulsory Education; Educational History; Historiography; Religious Education; Case Studies; Attendance; Discipline; Churches

Abstract:
The historiographical tradition which developed within the history of education from the 1970s regarded religious organisations as distractions from the "real" task of developing state-funded universal compulsory education. Despite more positive evaluations of voluntary agencies within the history of social policy, since the 1980s, the schools affiliated to the national co-ordinating religious societies are still regarded as potential agents of social control, inadequate in numerical terms, with poor standards, dull curricula and brutal discipline. This article seeks to redress the balance of this historiography by means of a case-study of part of the London hinterland. It will show how voluntary schools attached to national and international "modern" co-ordinating bodies might provide sufficient school places, a curriculum which was structured, with results evaluated positively by inspectors, and could operate systems of rewards rather than corporal punishment. Comparisons with the period after school boards were founded indicates that attendance rates stayed about the same, that the curriculum initially narrowed in one area, and that corporal punishment increased. While these factors were due partly to population increase, the evidence nevertheless demonstrates how voluntary schools could provide adequately, even well, for local populations, and that rate-aided school provision might have negative consequences. (Contains 115 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Punishment; Grade 4; Grade 5; Interpersonal Competence; Aggression; Child Behavior; Goal Orientation; Social Development; Child Rearing; Parenting Styles; Correlation; Gender Differences; Cognitive Processes; Student Attitudes; Parent Attitudes; Questionnaires

Abstract:
Although research has examined how parenting may influence children's social information processing, little research has examined how these factors may influence children's social goals. The current study examined how both parent- and child-reports of parenting behaviors were associated with regressed change in children's reported social goals over a one-year time period. Participants were 116 children (58.8% male), identified as being highly aggressive by their teachers in 4th grade, and their caregivers. Children's reports of positive parenting in 4th grade were positively associated with affiliation goals and negatively related to dominance and revenge goals in 5th grade, even after controlling for the corresponding goals in 4th grade. Additionally, parent-reported corporal punishment in 4th grade was positively related to dominance goals in 5th grade for boys, but not for girls. Results are discussed in terms of the possible ways that parenting may influence social goals. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cartoons; Autism; Asperger Syndrome; Punishment; Intention; Causal Models; Moral Values; Cognitive Processes; Pervasive Developmental Disorders; Aggression; Injuries; Responsibility; Discipline; Adults; Comparative Analysis

Abstract:
In the present study, we investigated the ability to assign moral responsibility and punishment in adults with high functioning autism or Asperger Syndrome (HFA/AS), using non-verbal cartoons depicting an aggression, an accidental harm or a mere coincidence. Participants were asked to evaluate the agent's causal and intentional roles, his responsibility and the punishment he deserves for his action. Adults with HFA/AS did not differ in judgments of suffering and causality from adults with typical development. However, subtle difficulties with judgments of intentional action and moral judgments were observed in participants with HFA/AS. These results are discussed in the light of emerging studies that deal with integrity of moral reasoning in individuals with autism spectrum disorders. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Social Influences; Middle School Students; Secondary School Students; Internet; Bullying; Role; Socialization; School Districts; Correlation; Peer Influence; Punishment; Prevention

Abstract:
Cyberbullying is a problem affecting a meaningful proportion of youth as they embrace online communication and interaction. Research has identified a number of real-world negative ramifications for both the targets and those who bully. During adolescence, many behavioral choices are influenced and conditioned by the role of major socializing agents, including friends, family, and adults at school. The purpose of this study was to determine the extent to which peers, parents, and educators influence the cyberbullying behaviors of adolescents. To explore this question, data were analyzed from a random sample of approximately 4,400 sixth through twelfth grade students (49% female; 63% nonwhite) from thirty-three schools in one large school district in the southern United States. Results indicate that cyberbullying offending is associated with perceptions of peers behaving similarly, and the likelihood of sanction by adults. Specifically, youth who believed that many of their friends were involved in bullying and cyberbullying were themselves more likely to report cyberbullying behaviors. At the same time, respondents who believed that the adults in their life would punish them for cyberbullying were less likely to participate. Implications for schools and families are discussed with the goal of mitigating this behavior and its negative outcomes among adolescent populations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Processes; Symptoms (Individual Disorders); Anxiety Disorders; Mothers; Family (Sociological Unit); Adolescents; Parent Child Relationship; Experience; Punishment

Abstract:
The present study compared learning processes associated with panic-related symptoms in families with and without panic disordered mothers. Using a multi-informant approach, 86 mothers [of whom 58 had a primary diagnosis of panic disorder (PD)], their partners and teenage children (mean age, 16.67 years) reported about parents' behavior (modeling and operant learning) in response to children's and parents' experience of panic-related symptoms. Both, maternal and child reports revealed that mothers with PD were more likely to show panic-maintaining behavior and to involve their children in their own experience of panic-related symptoms than mothers without PD. Mothers with PD reported more often to be punished by others for their experience of panic-related symptoms than mothers without PD. Conversely, parent and child reports did not reveal differences between parents' reactions to their children's experience of panic-related symptoms in families with and without a PD mother. Given that mothers with PD were reported to behave differently in relation to their own experience of panic-related symptoms but not in relation to their children's experience of panic-related symptoms, the present study offers preliminary evidence that modeling, rather than operant learning, might affect children's sensitivity to somatic symptoms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Problems; Foreign Countries; Gender Differences; Punishment; Structural Equation Models; Correlation; Elementary School Students; Parenting Styles; Measures (Individuals); Prediction; Role; Intervention; Symptoms (Individual Disorders); Parent Child Relationship

Abstract:
The study aimed to investigate the sex differences in the reciprocal relations between parental corporal punishment and child internalizing problem behavior in China. Four hundred fifty-four Chinese elementary school-age children completed measures of their parental corporal punishment toward them and their own internalizing problem behavior at two time points, 6 months apart. Structural equation modeling revealed that both parental mild and severe corporal punishment significantly predicted child internalizing problem behavior for girls, but only parental severe corporal punishment marginally predicted child internalizing problem behavior for boys; child internalizing problem behavior predicted both mild and severe corporal punishment for boys but not for girls. The findings highlight the important role of severity of corporal punishment and child sex in understanding the relations between parental corporal punishment and child internalizing problem behavior and have implications for the intervention efforts aimed at reducing child internalizing symptoms or parental corporal punishment in China. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neoliberalism; Consumer Education; Social Attitudes; Free Enterprise System; Ideology; Educational Change; Educational Policy; Federal Legislation; Educational Legislation; Elementary Secondary Education; Core Curriculum; Academic Standards; State Standards; Standardized Tests; Social Theories; Access to Education; Punishment

Abstract:
Education reform policies harvested from neoliberalism, social Darwinism, consumerism, and free-market ideologies have begun to replace the pragmatic progressivism of the pre-World War II era. In this article, I use three federal and state education reform policies and programs--No Child Left Behind Act, Common Core State Standards Initiative, and national standardized testing--as examples of market-oriented ideologies embedded in the reforms. Further, I rely on Critical Social Theory, following Freire, as a framework to examine how the education policies and programs intersect to potentially impede access to quality education opportunities for children from impoverished backgrounds. I use Freire's conception of Critical Social Theory because of his focus on how education should be used as a transformational mechanism to improve lives rather than a tool to train and inculcate children to imitate and be subservient to the dominant culture. I argue that some federal education policies enacted since 2002 provide examples of the confluence of ideologies that are creating a new meritocracy-based system. The meritocracy-based system will disproportionately penalize poorer students who have less access to out of school experiences that prepare them for formal schooling. Based on punishment triggers embedded in state and federal education policies, a cycle of educational austerity ensues when a student does not achieve a mandatory achievement benchmark. The cycle of austerity can doom some students to under-achievement in the short term and to becoming under-educated in the long term. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Latin American Literature; Novels; Nationalism; Slavery; Social Control; Productivity; Crime; Punishment; Foreign Countries

Abstract:
This essay seeks to explore the representation of Asia in Jose Joaquin Fernandez de Lizardi's "El Periquillo Sarniento" (1816), which is often considered the first novel produced in Latin America. Although many scholars have examined the picaresque element as well as the nationalist aspect of the novel, the Asian presence in Fernandez de Lizardi's narrative has not received the attention that it deserves. My analysis focuses on the main character's voyage to the Philippines and the fictional Pacific island of Saucheofu, two places through which the author envisions an alternative model of society for colonial Mexico. The Philippines represents an ideal space in two ways: first, the protagonist begins the process of becoming an upright individual in Manila; and second, the discourse of antislavery can be articulated in an Asian country while it is prohibited in Mexico. Furthermore, Saucheofu symbolizes the idea of "utopia" to some extent, because of its exemplary system of productivity and the highly controlled mechanism of law and punishment. By studying the importance of these countries in the Far East, I propose a reading of "El Periquillo Sarniento" as the first transpacific novel in Latin American literature. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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