The punishment is not educational, it is adult insecurity.

Scientific Evidence Platform Needs more evidence The punishment is not educational, it is adult insecurity.
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I am in favor of a positive discipline in which the adult teaches the child prosocial behaviors and the knowledge of emotions. However, when there is violent behavior the child must always have a negative consequence and the elimination of all the positive reinforcements that were feeding it.

In this video they are opposed to the use of punishment and are encouraged to use socio-emotional methods only. When “positive discipline” is only against the use of physical punishment and violence in education. Positive discipline accepts the use of positive reinforcement, negative reinforcement, positive and negative punishment in addition to other social-emotional skills.

https://aprendemosjuntos.elpais.com/especial/el-castigo-no-es-educativo-es-inseguridad-adulta-marisa-moya/

 

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Gontzal Uriarte

Parental Use of Time Out Revisited: A Useful or Harmful Parenting Strategy?https://link.springer.com/article/10.1007/s10826-010-9371-x

Time-out is a form of punishment.This research addresses this topic directly. It is concluded that time-out is a valid practice in family environments where there is affection and kindness:

“While the research evidencemost certainly supports the idea that such strategies are useful, and that all parents should be encouraged to use them, the evidence does not support the notion that timeout should not be a recommended strategy. Critics oftenargue against the use of time out based on the assumptionthat the strategy is used in isolation. However, the use oftime out in isolation is not recommended in evidence-based parenting programs, and it needs to be placed within the context of a warm, caring, supportive environment. The research evidence clearly points to the effectiveness of timeout, and there is little empirical support for the notion that time out is damaging.”

Gontzal Uriarte

I think this statement is a hoax as some of the interventions are structured to use punishment as a complement to other behavior modification strategies that have been shown to be effective. When adults use punishment in these interventions, it is not the product of their insecurity, but rather the use of a valid and non-violent strategy to modify behaviors that are harming others.

In this review, researchers compared social-emotional learning and other behavior modification programs. Among the behavior modification strategies, there are two “Good Behavior game” and “Pacebuilders” that use punishment among other behavior modification strategies. In general, all the programs that integrated behavior modification were superior in efficacy to the only socio-emotional interventions.

A Review of Classwide or Universal Social, Emotional, Behavioral Programs for Students in Kindergartenhttps://doi.org/10.3102%2F0034654316689307

Gontzal Uriarte

Of course I am aware that punishments should be part of an intervention that uses other strategies and should never be used in its violent or degrading ways. But if as a democratic intervention in which everyone chooses rules and decides negative consequences for the violation of these.

Gontzal Uriarte

In this scientific paper, children were asked about the characteristics of the ideal parent. Among them we find that children claim the figure of a father who has clear rules, who knows how to dialogue and that he does not hesitate to punish when they are infringed. Always without using physical violence and screaming.

‘Virtuoso ideal daddy’: Finnish children’s perceptions of good fatherhood:
https://www.tandfonline.com/doi/full/10.1080/03004430.2012.755965

GRUP_1

La disciplina escolar es uno de los fenómenos más presentes en la historia de la educación. La investigación que presenta Velasco, M. S. en “Golpes y brazos en cruz: el castigo en la escuela pública franquista (1938-1951)” trata de conocer cómo fue vivida esta disciplina en las escuelas públicas franquistas. Sus testimonios revelan cómo el maestro se presentó como la figura clave para el adoctrinamiento de los menores y sus actuaciones fueron respaldadas por las familias, la Iglesia y el Estado. Los castigos tanto físicos como psicológicos que sufrieron los escolares condicionaron su vida adulta y permanecen intactos en su memoria, dando muestras de cómo la educación autoritaria influye negativamente en las biografías de todas aquellas personas que la sufrieron durante su infancia.

Según Carrasco Aguilar, C., Luzón, A., & López, V. en “Identidad docente y políticas de accountability: el caso de Chile” los procesos de rendición de cuentas más que favorecer la autonomía del profesorado y de los centros educativos, generan una relación de dependencia hacia la política educativa a través de sistemas complejos de estandarización de la práctica docente. La estandarización en educación que imponen las políticas se puede evidenciar en mecanismos como la prueba Simce y la evaluación docente y actúa sobre la identidad del profesorado ya que busca tecnificarlo cada vez que se espera que éste desarrolle su práctica pedagógica con estos estándares como metas. La rutinización y burocratización de actividades docentes es una expresión de diferentes formas de tecnificación. De este modo, se evidencia en las entrevistas que las políticas educativas son construidas como estructuras que ofrecen identidades técnicas, con consecuencias como malestar y agobio docente.

Finalmente, según en Hirschfield, P. J. en “Preparing for prison? Theoretical Criminology” las escuelas estadounidenses definen y gestionan cada vez más el problema de la disciplina de los estudiantes a través de un prisma de control del delito. La mayoría de las explicaciones teóricas fracasan en situar la criminalización escolar en un contexto estructural más amplio, explicar completamente sus variaciones espacio-temporales y especificar los procesos y subjetividades que median entre las fuerzas estructurales y legales y el comportamiento de los actores escolares. Se desarrolla un modelo estructural multinivel de criminalización escolar que postula que una economía doméstica problemática, el desempleo masivo y el encarcelamiento de minorías desfavorecidas y las crisis fiscales resultantes en la educación pública urbana han cambiado las políticas y prácticas disciplinarias escolares y las percepciones del personal sobre los estudiantes pobres de color en una manera que promueva un mayor castigo y la exclusión de los estudiantes que se percibe que están en una “vía” de justicia penal.

Velasco, M. S. (2019). GOLPES Y BRAZOS EN CRUZ: EL CASTIGO ESCOLAR EN LA ESCUELA PÚBLICA FRANQUISTA (1938–1951). História da Educação, 23, e87583.
https://doi.org/10.1590/2236-3459/87583

Carrasco Aguilar, C., Luzón, A., & López, V. (2019). Identidad docente y políticas de accountability: el caso de Chile. Estudios pedagógicos (Valdivia), 45(2), 121–139.
https://doi.org/10.4067/s0718-07052019000200121

Hirschfield, P. J. (2008). Preparing for prison? Theoretical Criminology, 12(1), 79–101.
https://doi.org/10.1177/1362480607085795

Last edited 19 days ago by GRUP_1
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