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Unformatted text preview: Doesn’t work for some, especially neglected and abused kids. 2) Deprivation – be careful you don’t actually reward (“if don’t finish homework can’t go to school tomorrow”). Be sure they will miss the object or activity. 3) Isolation/”time out” – standing in corner, sitting on stool, going to room, grounded. Again, be sure it is unpleasant, not rewarding. 4) Ignoring improper behavior – only works if attention is reward. 5) Reinforcing other behavior. Attention to positive activity can make undesired actions less profitable. Ideal – reward incompatible behavior. 6) Shame – dangerous, but occasional use of mild forms ok. (“I don’t want to be with you when you do that”). Reestablish love shortly. Produces guilt feelings (appropriate). Most effective with toddlers. Shame-oriented discipline tends to produce more religious kids, but not denigration. 7) Reproof/scolding/explanation – effective with some kids, but easily overused (loses its effect). Don’t need to raise voice and back up threats with action. “It hurts my feeling when” effect)....
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This note was uploaded on 12/29/2011 for the course PSY 200 taught by Professor Miller during the Fall '10 term at SUNY Stony Brook.
- Fall '10