The Intergenerational Transmission of Discipline Techniques and Associated Belief Systems.

Autor/inn/en	Grusec, Joan E.; und weitere
Titel	The Intergenerational Transmission of Discipline Techniques and Associated Belief Systems.
Quelle	(1991), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Behavior Problems; Beliefs; Child Abuse; Child Rearing; Discipline; Grandparents; Mother Attitudes; Parent Child Relationship; Parent Influence; Punishment; Rewards; Socialization; Young Children + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Belief; Glaube; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kindererziehung; Disziplin; Großeltern; Mutterliebe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bestrafung; Reward; Belohnung; Socialisation; Sozialisation; Frühe Kindheit
Abstract	Two studies that relate to the intergenerational transmission of child discipline practices and techniques are described. The first study attempted to demonstrate that such transmission actually occurs. A sample of 32 Canadian middle-class mothers of 3- to 5-year-olds, and the mothers of these mothers, were asked to rate the frequency with which they used 5 socialization techniques and to react to a series of vignettes about unacceptable child behavior. There were correlations between mothers' and grandmothers' endorsement of the use of praise, reward, and punishment as techniques of socialization and the sex of the child. There was no striking similarity between mothers and grandmothers in their standards for obedience, honesty, and aggression. The second study attempted to determine whether disciplinary practices and the belief systems that accompany those practices are transmitted together, or whether the beliefs alone are transmitted. The reactions of 24 abused adolescents to stories about a child's misdeed were compared with the reactions of 24 nonabused adolescents. Findings suggested that beliefs about the extent to which children understand that their misdeeds are wrong may be transmitted from one generation to the next. The use of reasoning, and the use of reasoning in combination with power assertion, may also be transmitted. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC