Assessing Specific Discipline Techniques: A Mixed-Methods Approach

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Serval ID
serval:BIB_8A82D7420E61
Type
Article: article from journal or magazin.
Collection
Publications
Institution
Title
Assessing Specific Discipline Techniques: A Mixed-Methods Approach
Journal
Journal of Child and Family Studies
Author(s)
Moses Passini Christina, Pihet Sandrine, Favez Nicolas
ISSN
1062-1024
1573-2843
Publication state
Published
Issued date
11/2014
Volume
23
Number
8
Pages
1389-1402
Language
english
Abstract
This study explored, in a community sample of mothers of toddlers, parenting beliefs and values, to gain insight into the parent–child relationship. Acceptance of specific discipline techniques (DTs), and their actual use in daily life were examined. A mixed-methods approach comprising three different methods was used: (1) parenting beliefs and values were explored with Q-methodology; (2) acceptance of the DTs was assessed with the questionnaire Dimensions of Discipline Inventory; and (3) actual use of those DTs in daily-life incidents of discipline was documented using ecological momentary assessment for ten consecutive days. The results showed the mothers’ parenting beliefs and values reflected a warm parent–child relationship. The mothers rated explaining rules, timeout, removal of privileges, and social reinforcement as moderately to highly acceptable. However, planned ignoring received a low acceptance rating. Mothers’ high acceptability ratings of the DTs contrasted with moderate use when they were faced with their misbehaving child, with the exception of explaining rules, which was always manifested. Yelling and spanking received the lowest acceptance ratings. Nonetheless, in daily life, yelling was employed as often as timeout. These findings suggest the need for more attention to be paid to both acceptance and daily use of specific DTs in order to highlight DTs which parents may have difficulty implementing.
Keywords
Life-span and Life-course Studies, Developmental and Educational Psychology
Web of science
Create date
28/07/2021 9:34
Last modification date
09/09/2021 6:12
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