Positive Discipline Research Articles

A modified video-feedback intervention for carers of foster children aged 6 years and under with reactive attachment disorder: a feasibility study and pilot RCT.

Looked-after children are at risk of suboptimal attachment patterns and reactive attachment disorder. However, access to interventions varies widely and there are no evidence-based interventions for this disorder. (1) To adapt an existing video-feedback intervention to meet the specific needs of foster children in the UK with reactive attachment symptoms, (2) to conduct a case series to road-test the treatment manual and study procedures, (3) to conduct a scoping study of the key hurdles in a pilot trial and (4) to conduct a pilot randomised controlled trial of the adapted intervention to determine the feasibility of a future full-scale trial. This was a mixed-methods study. The adapted treatment manual was developed with expert input and tested on a small case series. Qualitative interviews with key stakeholders were used in the scoping study in preparation for the trial and later with foster carers who received the new intervention. The final stage was a feasibility and pilot randomised controlled trial of the new intervention, compared with usual care. Researchers assessing the outcomes were blinded to group assignment. The study was set in outpatient child and adolescent mental health services and partner social services departments. Sites included urban and rural/semirural areas. Participants were foster carers with children aged ≤ 6 years presenting with difficulties in the domain of reactive attachment disorder. Key stakeholders included children's services managers and mental health service practitioners in the scoping study. Foster carers who received the modified intervention participated in qualitative interviews. The video-feedback intervention to promote positive parenting and sensitive discipline is an extensively evaluated and effective treatment approach. This intervention was modified (based on the adapted version for foster care in the Netherlands) to suit the needs of young children with reactive attachment symptoms in foster care in the UK and was delivered to improve the sensitive responding of foster carers, foster carer-child relationships and child outcomes. The modified intervention was delivered in-home by trained mental health professionals over a period of 4-6 months. The main outcome was reactive attachment symptom scores on the Disturbances of Attachment Interview. A series of minor changes to the intervention programme were introduced, which focused on improving its suitability for the UK foster care context. Challenges in recruitment meant that, despite numerous modifications to the protocol and the inclusion of additional sites, only 30 families (target, n = 40) were recruited to the randomised controlled trial (15 allocated to each group). However, most other trial parameters were deemed feasible and acceptable, particularly the high levels of data and treatment completeness. All randomised families were available for baseline analyses, but two in the treatment arm were not available for post-treatment analyses. The revised intervention was positively received by practitioners and foster carers. Only three-quarters of the target sample size was recruited. Furthermore, the sites' own exclusion of potential participants and the low return rates of screening questionnaires raise the possibility of non-randomness of non-responses. A larger-scale trial may be feasible, but only if recruitment barriers can be overcome. Dedicated resources to support recruitment within local authorities and wider inclusion criteria are recommended. Central resourcing of intervention capacity to supplement NHS staff is also recommended. This trial is registered as ISRCTN18374094. This project was funded by the National Institute for Health and Care Research ( NIHR ) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 26, No. 35. See the NIHR Journals Library website for further project information.

A randomized wait-list controlled trial to investigate the role of cognitive mechanisms in parenting interventions on mothers with substance use disorder

BackgroundMaternal substance use disorder (SUD) represents a risk condition for quality of parenting and child development. The current literature highlights the need to identify interventions that effectively enhance the quality of parenting and to better understand which mechanisms are involved in the process of change. The present study protocol describes a randomized wait-list controlled trial that aims to examine (1) the efficacy of the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) in improving the quality of parenting (i.e., sensitive parenting and sensitive discipline) in mothers with SUD, (2) whether the intervention affects parental cognitive mechanisms (i.e., attentional disengagement to infant negative emotions, inhibitory control confronted with children’s affective expression, and parental reflective functioning), and (3) whether changes in these processes act as mechanisms of change, mediating the effect of the VIPP-SD program on quality of parenting. Moreover, the study aims (4) to explore whether the VIPP-SD has an effect on parenting stress and (5) to compare mothers with SUD to low-risk mothers on the outcome measures.MethodsThe study will involve 40 mothers with SUD and 20 low-risk mothers of children aged between 14 months and 6 years old. Mothers in the SUD group will be randomly divided into two groups, one receiving the intervention (SUD experimental group) and one undergoing treatment as usual (SUD control group). All the mothers will be assessed pre-test and post-test. Quality of parenting will be assessed through observed parenting behaviors, whereas parental cognitive mechanisms will be assessed through neuropsychological tasks and self-report measures.DiscussionThe results of the study will reveal whether an intervention that has been proven effective in other at-risk samples is also effective in improving parenting behaviors in the context of SUD. The results will also provide insight into potential cognitive mechanisms involved in the process of change.Trial registrationISRCTN registry ISRCTN63070968. Registered on 25 June 2021. Retrospectively registered

THE EFFECT OF COMPENSATION ON EMPLOYEE PERFORMANCE WITH WORK DISCIPLINE AS AN INTERVENING VARIABLE FOR OFFICERS CLEANLINESS OF BUPATI SERDANG BEDAGAI

This study aims to determine and analyze the effect of compensation on employee performance with work discipline as an intervening variable for cleaning officers at the Serdang Bedagai Regent's Office. The analytical method used is simple linear regression analysis to test the causal relationship between the causal factors and the effect variables. The results of this study obtained that tcount (4.891) > ttable (1.701), as well as the significance value of 0.000 <0.05, it can be concluded that the first hypothesis is accepted, meaning that compensation(X) has a positive and significant effectto Work Discipline (Z). it is known that tcount (2.502) > ttable (1.701), and the significance value is 0.01 <0.05, it can be concluded that the second hypothesis is accepted, meaning that compensation (X) has a positive and significant effecton Employee Performance (Y). it is known that tcount (2.473) > ttable (1.701), and the significance value is 0.03 <0.05, it can be concluded that the third hypothesis is accepted, meaning Work Discipline (Z)take effectpositive and significanton Employee Performance (Y). Path analysis shows that the direct effect of variable X on variable Y2 is 0.421. Meanwhile, the indirect effect through variable Z is 0.679 x 0.416 = 0.2824. From the calculation results obtained, it shows that the direct effect through the X variable is greater than the indirect effect on the Y variable.

Pengaruh Kepemimpinan Partisipatif, Disiplin Kerja, Motivasi, terhadap Kompetensi Profesional Guru di SMP Swasta Budi Utomo Binjai


 ABSTRAK
 This study aims to determine the effect of participatory leadership, work discipline, and motivation, on the professional competence of teachers at Budi Utomo Binjai Private Junior High School. The sample in this study were all 53 teachers at Budi Utomo Binjai Private Junior High School. This study used a questionnaire as primary data and then the data results were analyzed using multiple regression by conducting a stimulant test, determination test, and partial test with a significant level of 5 percent (α = 0.05) which was processed with the help of SPSS 22. The results of this study are there is a positive and significant influence of participatory leadership, work discipline, and motivation on the professional competence of teachers at Budi Utomo Binjai Private Junior High School as seen through the results of the stimulant test with an F count of 11.534 and probability value or p-value = 0.000 <0.05. The results of the partial test show that participatory leadership has a positive and significant effect of 0.000 and t count of 109.843, work discipline has a positive and significant effect of 0.000 and t count of 117.936, motivation has a positive and significant effect of 0.000 and t count of 115.386. positive participatory leadership, work discipline, and motivation on the professional competence of teachers.
 
 Keywords: Work Discipline, Participatory Leadership, Teacher Professional Competence, Motivation

Replicating a randomized trial with video-feedback to promote positive parenting in parents of school-aged twins.

In this randomized controlled trial, we investigated the effectiveness of the brief, home-based Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) in parents of 257 school-aged twin pairs (N = 514 children, Mage = 7.92, SD = 0.66), replicating a previous study testing the effectiveness of the intervention in parents with preschool-aged twins (Euser et al., 2021). We conducted two pretests (1 year apart) and one posttest 1 month after the intervention. An age-adequate twin-adapted version of the VIPP-SD was used in primary caregivers (91% female). We examined the main effect of the intervention on observed parental sensitivity and sensitive discipline and on attitudes toward sensitivity and sensitive discipline. We also investigated whether parents who are more susceptible to the environment, as measured by their self- and partner-reported current temperamental reactivity, benefitted more from the intervention. In our sample with older children, the VIPP-SD did not significantly change observed parental sensitivity or sensitive discipline in the intervention group compared to the control group. The VIPP-SD did improve parents' attitude toward sensitivity, but not toward discipline. Intervention effects were not moderated by temperamental reactivity of the parents, providing no support for the differential susceptibility hypothesis. Future research might examine the differential susceptibility hypothesis in parents using stress-reactivity or genetic susceptibility markers instead of self-reported reactive temperament. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Disiplin Belajar, Lingkungan Kelas, Perhatian Orang Tua sebagai Upaya Meningkatkan Hasil Belajar IPS

This study aims to determine the positive influence student learning discipline, classroom environment on learning outcomes in subjects in class IV SDN Bratasena. The population in this study were all students of class IV SDN Bratasena 2021/2022 total as many as 188 students. Determination of the sample is done with purposive sampling technique; namely the sample is determined by the investigators. In this study, researchers took samples based classes with setting Tourism IV as samples, amounting to a total of 100 students.

Exploring Value-driven Leadership: Perspectives From School Leaders

The applicability of leadership theories on leaders’ personal values in a non-Western context remains unclear. This study attempts to explore school leaders’ value-driven leadership practices in Malaysian primary schools. This study employed a qualitative approach using interviews with five school leaders from Malaysian national primary schools. Qualitative data analysis rendered a contextualization of servant-, authentic-, and ethical leadership attributes such as advocates positive discipline, tolerance to conflicts, humility and gentleness, building trust, empowerment, fairness and responsibility, joint decision-making, and rational problem solving. This study informs a better understanding of value-driven leadership practices to deal with challenging situations in schools.

Classroom management strategies and disruptive behaviour among pupils in Calabar Municipal, Cross River State, Nigeria

This study was determined to investigate the influence of Classroom management strategies and pupil’s disruptive behaviour in Calabar Municipal, Cross River State, Nigeria. The sample for the study consisted of two hundred and forty (240) pupils who were randomly selected from primary five classes in all the fifteen (15) schools in the study area. The research adopted ex-post facto research design; data were collected using Pupils’ Classroom Management strategies and Disruptive Behaviour Questionaire. To guide the study, three research questions were raised and three research hypotheses proposed and tested at 0.05 levels of significance using Independent t-test and Pearson Product Moment Correlation Co-efficient analysis. From the analyzed data, results indicated that there was significant relationship in all the three variables of the classroom management in schools. In view of the findings above, it was revealed that poor or lack of classroom management can affect or bring about disruptive behaviour among pupils in school. It was recommended among others that effective management styles and positive supportive discipline climate should be encourage in school to in order to help pupils overcome the problem of disruptive behaviours in school.

How parenting pre‐teens compares to other child stages: Identifying opportunities to enhance adolescent mental health and wellbeing

AbstractBackgroundEarly adolescence is a key stage for parents and children before increasing child independence, yet little research has explored parents' experiences during this time.MethodsSecondary analysis using a broadly representative survey of 2600 parents explored challenges and opportunities for parents of 10–12 year‐olds relative to other child ages.ResultsParents of pre‐teens are mostly confident in their parenting, satisfied with children's sleep and they were more confident in knowing where to seek professional help than parents of younger and older children. Nevertheless, there were several challenges, including the use of positive discipline and partner support. Parents of adolescents reported less favourable experiences in several areas, including concerns about children's use of electronic devices, confidence and help‐seeking.ConclusionsFindings highlight the importance of pre‐adolescence as an opportune time to support parents prior to major developmental transitions associated with adolescence.

Does Sports Industry Matter in Human Wellbeing: Evidence From China?

It is widely considered that sport and physical activities contribute to the development of human wellbeing. It is a fact that sport brings positive energy, discipline, and human wellbeing. Sports have an enormous effect on human health. Therefore, we assess the effects of the sports industry on the human health of China by using the autoregressive distributed lag (ARDL) approach from 1998 to 2020. Findings show that sports activities significantly improve human health and wellbeing. Tourism has found a positive influence on health and helped to contribute to human wellbeing. Empirical results prove that health expenditure and financial development significantly increase the population health in China. China's government should focus on the sports and tourism industry to play an important role in human health and wellbeing.

Exploring the relations between participation in youth sport and parenting strategies used in adulthood

ABSTRACT Past researchers found that youth sports participation was associated with improvements in youth mental health, academic achievement, emotional regulation, and behavior. This study focuses on whether those who participated in team sports as youth might exhibit more effective parenting styles and strategies than those who did not. Data were collected through an online survey of 525 Pennsylvania residents with a child between the ages of 3 and 17. Data were collected in October 2020. Youth who participated in recreational or competitive team sports were more positively involved with their children than others. Recreational sports participants used more positive discipline strategies than others; this trend was not observed for competitive athletes. Competitive team sport participation was associated with more inconsistent discipline and poorer supervision of children, a trend not found among recreational athletes. Further study is needed to assess change in youth competencies over time and by degree of participation.

Screen media use in hospitalized children: a prospective observational study.

Screen media use in hospitalized children is more prevalent than such media use in a home setting. Research on characteristics and extent to which screen media are used in hospitalized children in addition to associated factors is scarce. This study aims to examine the duration and factors associated with screen media use in hospitalized children. From February to November 2020, a cross-sectional study was conducted in hospitalized children (age range 1–194 months, median age 44.5 (IQR 14–123.5) months) and their caregivers at a single tertiary care hospital using a media questionnaire combined with a thorough interview. Of 254 participants who were enrolled, 239 (94%) had been exposed to screen media in the hospital with a median duration of exposure of 6 (IQR 2–11) h/day. Children who used more than one screen media device (standardized beta (β) = 0.16, p < 0.001), having difficulty stopping media use (β = 0.16, p < 0.001), having lower numbers of positive discipline techniques over media use (β = 0.16, p = 0.001), and less media co-viewing with verbal interaction with their caregivers (β = 0.12, p = 0.004) were significantly associated with longer screen media use in a hospital setting. Conclusion: Hospitalized children spent 6 h/day on screen media. Fostering positive discipline over media use and co-viewing with verbal interaction during screen time may minimize screen media overuse in hospitalized children.What is Known:• Screen media use in hospitalized children is often observed during ward rounds.• Hospitalized children had increased access to screen media in hospital rooms compared to their homes.What is New:• Difficulty stopping media use, having lower numbers of positive discipline techniques over media use, and less media co-viewing with caregivers were associated with longer screen media use in hospitalized children.• Fostering positive discipline over media use and verbal interaction from caregivers during media co-viewing may minimize screen media overuse in hospitalized children.Supplementary informationThe online version contains supplementary material available at 10.1007/s00431-022-04435-6.

Improving parenting, child attachment, and externalizing behaviors: Meta-analysis of the first 25 randomized controlled trials on the effects of Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline.

Improving parenting, child attachment, and externalizing behaviors: Meta-analysis of the first 25 randomized controlled trials on the effects of Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD). VIPP-SD combines support of parental sensitive responsiveness with coaching parents in sensitive limit setting. Here, we present meta-analyses of 25 RCTs conducted with more than 2,000 parents and caregivers. Parents or children had various risks. We examined its effectiveness in promoting parental cognitions and behavior regarding sensitive parenting and limit setting, in promoting secure child-parent attachment, and reducing externalizing child behavior. Web of Science, MEDLINE, PubMed, and recent reviews were searched for relevant trials (until May 10, 2021). Multilevel meta-analysis with META, METAFOR, and DMETAR in R took account of the 3-level structure of the datasets (studies, participants, measures). The meta-analyses showed substantial combined effect sizes for parenting behavior (r = .18) and attitudes (r = .16), and for child attachment security (r = .23), but not for child externalizing behavior (r = .07). In the subset of studies examining effects on both parenting and attachment, the association between effect sizes for parenting and for attachment amounted to r = .48. We consider the way in which VIPP-SD uses video-feedback an active intervention component. Whether VIPP-SD indeed stimulates secure attachment through enhanced positive parenting remains an outstanding question for further experimental study and individual participant data meta-analysis.

Pozitivna disciplina u porodici kao resurs razvoja samopoštovanja u periodu adolescencije

This paper starts with the assumption that the application of the basic principles of positive discipline in the family can provide significant potential for the development of adolescents' self-esteem. Such an assumption is based on an understanding of positive discipline as an approach to parenting which provides clear rules and equality in dialogue between parents and adolescents, thus developing responsibility in adolescents and increasing their ability to overcome risky situations. Based on this, a study has been carried out to examine the relationship between the assessment of indicators of positive discipline in the family and self-esteem levels in adolescents. The sample consisted of 195 high school students from Novi Sad. Data were obtained using the Rosenberg Self-Esteem Scale, as well as the Positive Family Discipline Indicators Scale, constructed for the purposes of this study. The results suggest that the prevalence of implementation of the basic principles of positive family discipline is rated as moderate; the items relating to orientation towards long-term parenting goals, and to an individual approach and reliance on the positive in adolescents, are rated as most prevalent. The study indicates that the adolescents in the sample generally have a high level of self-esteem, and that there is a positive correlation between the rating of indicators of positive discipline in the family and the level of adolescents' self-esteem. Moreover, the obtained results suggest that the rating of indicators of positive discipline in the family can be perceived as a good predictor of adolescents' self-esteem levels. Based on these findings, it is possible to conclude that the implementation of the basic principles of positive discipline in the family can be recognized as a resource for reinforcing and consolidating self-esteem in adolescence, which points to the significance of and need for empowering parents in this area.

Construction and Evidence of Validity of the Positive Discipline Parenting Skills Scale

Construction and Evidence of Validity of the Positive Discipline Parenting Skills Scale

Moderating Effect of Mothers’ Disciplinary Style on the Relation Between Young Children’s Difficult Temperament and Young Children’s Peer Interactions

The purpose of this study is to investigate the moderating effect of mother’s discipline style on the relationship between young children’s difficult temperament and young children’s peer interaction. To verify this, 307 mothers with 36-72 months of young children were asked to measure their difficult temperament, peer interaction, and mother’s discipline. The results of this study are summarized as follows. First, young children’s difficult temperament showed a significant negative correlation with young children’s peer interaction, the mother’s positive discipline showed a significant positive correlation with young children’s peer interaction, and the mother’s negative discipline showed a significant negative correlation with young children’s peer interaction. Second, young children’s difficult temperament was found to affect young children’s peer interaction. Third, mother’s positive and negative discipline had an effect on young children’s peer interaction. Fourth, the moderating effect of mother’s positive discipline style was proved in the relationship between young children’s difficult temperament and young children’s peer interaction. Fifth, the moderating effect of mother’s negative discipline style was proved in the relationship between young children’s difficult temperament and young children’s peer interaction. Based on these, the implications and limitations of this study and the direction of follow-up research were discussed.

A Study on Students’ Disruptive Behaviors in English Online Classroom and Its Solution by the Lecturers

This study aims to explain the views of lecturers and students of STKIP-PGRI Lubuklinggau on disruptive behavior in online English learning during the Covid 19 pandemic and describe the level of seriousness in providing the best solution to these problems. The research method used is descriptive qualitative research using grounded theory with an inductive approach. Data was collected through interviews as primary data, observation and document analysis. The subjects of this study were seven lecturers and 14 students (disruptive behavior) English Education STKIP-PGRI Lubuklinggau. The results showed seven general categories of disruptive behavior: breaking time, dishonesty, disrespect, lack of concentration, skipping lessons and assignments, doing things privately, and giving slow responses. The lecturers offered several solutions for these problems by considering the level of seriousness, such as applying positive discipline, formulating and designing rules strategies and teaching media, giving punishment and expecting to end online learning. In conclusion, by knowing students' disruptive behavior, lecturers and other parties will be more concerned about taking some appropriate actions to minimize and avoid some behaviors in improving online English learning.&#x0D; Keywords: Disruptive Behavior, Discipline Problems, Online Learning, Teaching in a Pandemic Period

Exploring the positive discipline practices of parents of children aged 1–5 years in Aotearoa New Zealand

Despite more than a century of academic scrutiny on parental discipline of children, parents’ use of positive discipline practices is not well understood. This article draws from a larger study (Southey, 2020) aimed at understanding the prosocial practices parents use to guide their children’s social, emotional, and behavioural development, and how they are informed in their practices. Findings suggest parents used positive discipline strategies at higher rates than coercive strategies. In terms of information and support, early childhood education (ECE) teachers were found to be the leading source of professional support for parents. This article recommends further research to understand the supporting role of ECE teachers.

Take that COVID! Positive Documents Emerging from the Museum Sector

Although the field of museology has discussed many concepts found in other positive disciplines, such as flow in positive psychology, the field itself has not yet developed a purposeful framework for positive museology. A long history of research in museum studies and on museal endeavors reveals aspects of a positive approach already exist but have yet to be woven together into a synthetic whole. In 2020-2021, during the COVID-19 pandemic, museums themselves showed their positive strengths and virtues through documents such as social media and field-wide communication, revealing their capacity for a positive approach. This paper uses a developing framework for a positive museology as a starting point to exhibit the capacity of museums as sites for essential human flourishing

Does neural face processing explain effects of an attachment-based intervention on maternal sensitivity? A randomized controlled study including pre- and postintervention measures.

BackgroundAlthough there is a large body of literature highlighting the behavioral effects of parenting interventions, studies on the neurocognitive mechanisms involved in such intervention effects remain scarce.PurposeThe aim of the current study was to test whether changes in neural face processing (as reflected in N170 amplitudes) would act as a mediator in the association between the Video‐feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP‐SD) and maternal sensitivity.MethodsA total of 66 mothers of whom a random 33% received the VIPP‐SD and the others a “dummy” intervention participated in pre‐ and postintervention assessments. We recorded mothers' electroencephalographic (EEG) activity in response to photographs of children's neutral, happy, and angry facial expressions. Maternal sensitivity was observed while mothers interacted with their offspring in a semi‐structured play situation.ResultsIn contrast with our expectations, we did not find evidence for mediation of intervention effects on maternal sensitivity by the N170.ConclusionWe discuss that parenting support programs may yield different effects on neurocognitive processes depending on the population and provide recommendations for future research. Our study underscores the importance of reporting null findings and preregistering studies in the field of neurocognitive research.