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Caffyn, Rachel E. "Rewards and Punishments in Schools." School Psychology International 8, no. 2-3 (April 1987): 85–94. http://dx.doi.org/10.1177/0143034387082004.
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Harrop, Alex, and Michelle Holmes. "Teachers' Perceptions of Their Pupils' Views on Rewards and Punishments." Pastoral Care in Education 11, no. 1 (March 1993): 30–34. http://dx.doi.org/10.1080/02643949309470824.
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Merrett, Frank, and Wai Man Tang. "The attitudes of British primary school pupils to praise, rewards, punishments and reprimands." British Journal of Educational Psychology 64, no. 1 (February 1994): 91–103. http://dx.doi.org/10.1111/j.2044-8279.1994.tb01087.x.
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Gumiandari, Septi, Ilman Nafi'a, and Dindin Jamaluddin. "Criticizing Montessori’s Method of Early Childhood Education using Islamic Psychology Perspective." Jurnal Pendidikan Islam 5, no. 2 (December 31, 2019): 133–48. http://dx.doi.org/10.15575/jpi.v5i2.5835.
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This study examined critically Montessori’s concepts on early childhood education through Islamic Psychology perspective. This research used qualitative methodology with a literature approach. The results showed that (1) Montessori’s method pays more attention to the cognitive aspect of children development while children potential doesn’t only consist of cognitive, affective, and psycho-motoric aspects, but also spiritual one; (2) Reinforcement are not needed in Montessori’s method, while in Islamic Psychology, rewards can increase children's learning and punishment is needed to make children become disciplined in carrying out the rules; (3) Learning environment should be structured, in order, realistic and natural. This concept is suitable for upper class educational institutions but it would be difficult for middle-low income groups since the materials required by Montessori’s method is expensive enough. (4) Parents and teachers are required to become observers and interpreters. This role may pose problem on the part of parents and teachers since not all parents and teachers have criteria to act as is it expected by Montessori’s method.
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Mulia, Harpan Reski. "Metode Reward-Punishment Konsep Psikologi dan Relevansi-nya dengan Islam Perspektif Hadis." RELIGI JURNAL STUDI AGAMA-AGAMA 13, no. 2 (August 31, 2018): 154. http://dx.doi.org/10.14421/rejusta.2017.1302-02.
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In many methods that can be used to make better education, one of them is by using methods of reward and punishment or reward and punishment. The use of this method is based on, that people love to get reward and do not like to get punishment. These basics are meant in the context of Islam in order to express about Islam in methods of reward and punishment. Not just Muslim translations, much more is learned in the context of hadith. After tracing in the context of Islam it was found out that Islamic Educational figures believed in such methods, such as Ibn Sina, al-Gazali and Abdullah Nasih Ulwah, although with a note using a better method of punishment, in educating children, then giving also not and will be easily, and the punch can be done with a punch that does not involve children. In the concept of hadith also found from the search results of the Apostle's Apostle, and did the same. Based on research on sanad and matan hadith, which is related to reward and punishment, it is found that it is legitimate and well-known hadiths also known as gifts, the punishment addressed in the method of reward and punishment in this paper is authentic hadith accepted. Keywords: reward, punishment, concept of psychology, concept of Islam, study of hadis.
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Furukawa, Emi, Brent Alsop, Shizuka Shimabukuro, Paula Sowerby, Stephanie Jensen, and Gail Tripp. "Increased Behavioral Sensitivity to Repeated Experiences of Punishment in Children With ADHD: Experimental Studies Using the Matching Law." Journal of Attention Disorders 25, no. 12 (August 27, 2021): 1665. http://dx.doi.org/10.1177/1087054720914384.
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Background: Research on altered motivational processes in ADHD has focused on reward. The sensitivity of children with ADHD to punishment has received limited attention. We evaluated the effects of punishment on the behavioral allocation of children with and without ADHD from the United States, New Zealand, and Japan, applying the generalized matching law. Methods: Participants in two studies (Furukawa et al., 2017, 2019) were 210 English-speaking (145 ADHD) and 93 Japanese-speaking (34 ADHD) children. They completed an operant task in which they chose between playing two simultaneously available games. Rewards became available every 10 seconds on average, arranged equally across the two games. Responses on one game were punished four times as often as responses on the other. The asymmetrical punishment schedules should bias responding to the less punished alternative. Results: Compared with controls, children with ADHD from both samples allocated significantly more responses to the less frequently punished game, suggesting greater behavioral sensitivity to punishment. For these children, the bias toward the less punished alternative increased with time on task. Avoiding the more punished game resulted in missed reward opportunities and reduced earnings. English-speaking controls showed some preference for the less punished game. The behavior of Japanese controls was not significantly influenced by the frequency of punishment, despite slowed response times after punished trials and immediate shifts away from the punished game, indicating awareness of punishment. Conclusion: Punishment exerted greater control over the behavior of children with ADHD, regardless of their cultural background. This may be a common characteristic of the disorder. Avoidance of punishment led to poorer task performance. Caution is required in the use of punishment, especially with children with ADHD. The group difference in punishment sensitivity was more pronounced in the Japanese sample; this may create a negative halo effect for children with ADHD in this culture.
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Derryberry, Douglas, and Marjorie A. Reed. "Temperament and the self-organization of personality." Development and Psychopathology 6, no. 4 (1994): 653–76. http://dx.doi.org/10.1017/s0954579400004727.
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AbstractThis paper explores the development of cortical plasticity and cognitive representations in light of temperamental differences in basic motivational systems. Motivational systems related to reward/approach and punishment/avoidance begin to function early in life. By controlling the child's behavioral and emotional reactions, these systems provide exteroceptive and interoceptive information capable of stabilizing cortical synapses through use-dependent processes. By controlling attention, the motivational systems further contribute to synaptic stabilization through modulatory processes. As a result, children with strong reward/approach systems are likely to develop representations that emphasize potential rewards and frustrations and may become vulnerable to impulsive disorders. Children with strong punishment/avoidance systems may develop representations emphasizing punishment and relief, along with a vulnerability to anxiety disorders. These motivationally constructed representations differentiate in varied ways across domains involving the physical world, moral rules, and the self and, thus, contribute to the various forms of impulsive and anxious psychopathology.
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Shields, Carolyn, and Margaret Gredler. "A Problem-Solving Approach to Teaching Operant Conditioning." Teaching of Psychology 30, no. 2 (April 2003): 114–16. http://dx.doi.org/10.1207/s15328023top3002_06.
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Psychology students frequently have misconceptions of basic concepts in operant conditioning. Prior classroom observations revealed that most students defined positive reinforcement as reward and equated negative reinforcement and punishment. Students also labeled positive reinforcement as rewarding good behavior and negative reinforcement as punishing bad behavior. We developed 14 problem-solving situations that involve positive reinforcement, negative reinforcement, and punishment. Students analyzed these situations in regular classroom sessions and as homework. In these exercises, students specified the discriminative stimuli, the responses, and the nature of the consequences. Correlated t tests on the pre- and posttest means indicated a significant increase in students' understanding of these concepts.
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Raihan, Raihan. "Penerapan Reward dan Punishment dalam Peningkatan Prestasi Belajar Pendidikan Agama Islam Terhadap Siswa SMA di Kabupaten Pidie." DAYAH: Journal of Islamic Education 2, no. 1 (January 24, 2019): 115. http://dx.doi.org/10.22373/jie.v2i1.4180.
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The implementation of rewards and punishments within the Islamic religious education learning in SMA (public senior high school) in Pidie District has not been well conducted, leading to the learning achievement of the Islamic religious education has not yet shown optimum results. Therefore, this study examined the implementation of the reward and punishment system as an effort to improve the students’ achievement in SMA in Pidie District. The study focused on the forms of rewards and punishments, and their application and relation with the improvement of the students’ learning achievement in Islamic religious education. This study used a descriptive qualitative approach, taking place in SMA Negeri 2 Sigli, SMA Negeri 1 Keumala, and SMA Negeri 1 Kembang Tanjong. Data collection techniques included observation, interview, and documentation. Data analysis techniques were data reduction, data display, and data verification. The results of the study showed that the forms of rewards provided included giving awards to the students who excelled in both academic and nonacademic domains. The rewards were also given in the forms of praises, gifts, body movements (giving thumbs up), applause, daily scores, smiles, writing names on the blackboard, and mentioning names. On the other hand, the punishments included giving advice and guidance, showing sour faces, giving loud reprimands, cleaning the schoolrooms and classrooms, providing additional duties, and memorizing surah or short verses of the Quran or hadiths. The application of rewards and punishments has become the guideline for the teachers to monitor and control the students, to create an orderly school life so that the atmosphere is conducive to teaching and learning activities, to appreciate the students who are active or successful academically and non-academically, to foster the student awareness on how to be good and quality students, and to encourage the students to gain more achievements. The rewards and punishments have been carried out regularly and programmed in teaching and learning activities as well as in extracurricular activities. The rewards and punishments were applied by involving all parties such as the teachers, the students affairs/guidance and counseling department, and the homeroom teachers. The provision of rewards and punishments have made the students more motivated in following the learning process. Furthermore, the students’ learning achievement on Islamic religious education indicated that the students have paid more attention to the lesson, believed in the ability in doing the laerning tasks, become more satisfied in the learning process, and been able to determine what actions that should be done.
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He, Jie, Shuyi Zhai, Weiyang Wu, and Liyue Lou. "Outcomes of temperamental inhibition in young children are moderated by attentional biases." International Journal of Behavioral Development 41, no. 6 (August 19, 2016): 696–703. http://dx.doi.org/10.1177/0165025416664196.
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The current longitudinal study examined the association of temperamental inhibition (assessed by behavioral observation and parental reports) at three years old with reward and punishment bias (measured by a spatial cueing task) and mothers’ and teachers’ reports of internalizing behaviors and social competence at five years old in 153 Chinese children. As predicted, behavioral inhibition positively predicted later mother-rated internalizing behaviors. In addition, punishment bias moderated this relation such that children with higher punishment bias showed a positive inhibition–internalizing link. Furthermore, inhibition negatively predicted both mother-rated and teacher-rated social competence. However, novel findings were that reward bias moderated the relation between inhibition and teacher-rated social competence, such that inhibited children showed an increased risk of low competence when they had lower reward bias.
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Winter, Sam, Leung Yuk-Wah, and Ma Kwai-Heung. "Perceptions of Effectiveness of Rewards and Punishments: A Comparison of High- and Low-Achievers in Secondary School." Australasian Journal of Special Education 15, no. 1-2 (1992): 56–70. http://dx.doi.org/10.1017/s1030011200022557.
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Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.
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Sikorska, Daria. "Rewards and Punishments Applied in the Family Environment of Early Education Students." Pedagogika Rodziny 5, no. 1 (March 1, 2015): 121–36. http://dx.doi.org/10.1515/fampe-2015-0010.
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Abstract It may be presumed that in the upbringing process the most compromising attitude is that supported by the use of both positive and negative reinforcements. In the pedagogical aspect, rewards and punishments are measures consciously applied in educational work, their aim being to trigger change in the behaviour of a young person. Rewards and penalties applied in the upbringing process allow human behaviours to be enhanced positively or negatively. A reward informs about success: the person then does not have a reason for changing their behaviour. A punishment informs about failure, makes one revise one’s actions and change one’s behaviours, although it may also decrease the power to aim for achievement. The aim of this article is to present parents’ opinions on the application of rewards and punishments in the family environment of early education students.
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Evans, Ian M., Karma T. Galyer, and Kyle J. H. Smith. "Children's Perceptions of Unfair Reward and Punishment." Journal of Genetic Psychology 162, no. 2 (June 2001): 212–27. http://dx.doi.org/10.1080/00221320109597962.
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Slobodskaya, Helena R., and Valeriya B. Kuznetsova. "The role of reinforcement sensitivity in the development of childhood personality." International Journal of Behavioral Development 37, no. 3 (February 28, 2013): 248–56. http://dx.doi.org/10.1177/0165025413475895.
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The study examined the contribution of reinforcement sensitivity to childhood personality at three levels of the hierarchical structure, mid-level traits, the Big Five and two higher-order factors, and the moderating role of sex and age in a sample of 3–18-year-olds. The canonical correlation analyses indicated that reinforcement sensitivity and personality have more than 50% of common variance; reward and punishment sensitivities had opposing effects and were linked to both higher-order factors, Extraversion and Agreeableness, and lower-order traits Sociability and Shyness. There were no sex differences in the effects of reinforcement sensitivity, the negative effect of reward sensitivity on Alpha domain in school age was higher than in adolescence, whereas the negative effect of punishment sensitivity on Beta domain decreased from age 3–4 years to age 17–18 years.
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Atkins, Marc S., Mary L. Osborne, David S. Bennett, Laura E. Hess, and Jeffrey M. Halperin. "Children?s competitive peer aggression during reward and punishment." Aggressive Behavior 27, no. 1 (January 1, 2001): 1–13. http://dx.doi.org/10.1002/1098-2337(20010101/31)27:1<1::aid-ab1>3.0.co;2-j.
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Harrop, A., and T. Williams. "Rewards and Punishments in the Primary School: Pupils’ Perceptions and Teachers’ Usage." Educational Psychology in Practice 7, no. 4 (January 1992): 211–15. http://dx.doi.org/10.1080/0266736920070404.
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He, Jie, Xinyi Jin, Meng Zhang, Xiang Huang, Rende Shui, and Mowei Shen. "Anger and selective attention to reward and punishment in children." Journal of Experimental Child Psychology 115, no. 3 (July 2013): 389–404. http://dx.doi.org/10.1016/j.jecp.2013.03.004.
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Luman, Marjolein, Catharina S. van Meel, Jaap Oosterlaan, and Hilde M. Geurts. "Reward and Punishment Sensitivity in Children with ADHD: Validating the Sensitivity to Punishment and Sensitivity to Reward Questionnaire for Children (SPSRQ-C)." Journal of Abnormal Child Psychology 40, no. 1 (July 26, 2011): 145–57. http://dx.doi.org/10.1007/s10802-011-9547-x.
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Davis, Stephen F., Cathy A. Grover, Angela H. Becker, and Loretta N. McGregor. "Academic Dishonesty: Prevalence, Determinants, Techniques, and Punishments." Teaching of Psychology 19, no. 1 (February 1992): 16–20. http://dx.doi.org/10.1207/s15328023top1901_3.
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Data from more than 6,000 students regarding the prevalence, causes, techniques, faculty and institutional responsibility, deterrent measures, and punishment dimensions of academic dishonesty are presented.
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Wortham, Leah, Catherine Klein, and Beryl Blaustone. "Autonomy-Mastery-Purpose: Structuring Clinical Courses To Enhance These Critical Educational Goals." International Journal of Clinical Legal Education 18 (July 8, 2014): 105. http://dx.doi.org/10.19164/ijcle.v18i0.2.
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<p>“There is a science to what we do”</p><p>This article takes its name from the keynote plenary that the authors presented at the 8th International Journal of Clinical Legal Education conference held at Northumbria University in July 2010 The presentation and this article link research on human motivation and well-being to the structure and methods of clinical legal education. The quote above is from a conference participant in response to a question that we posed to small groups at our plenary regarding how the concepts of autonomy support and mastery resonate with their experience in clinical education and legal education more generally.</p><p>Autonomy, mastery, and purpose are the “tripod of Type I behavior” formulated by Daniel H. Pink in his 2009 book, DRIVE: THE SURPRISING TRUTH ABOUT WHAT MOTIVATES US. Pink postulates “Type I” behavior as that driven by intrinsic, self-generated motivations as opposed to “Type X” behavior directed toward extrinsic factors outside the self such as imposed production quotas, bonuses, competitions to “best” others, or avoiding punishments.</p><p>Pink develops a computer-operating-system metaphor to advocate “Motivation 3.0” as an optimal organizing principle for 21st century business built on providing employees opportunities for autonomy, mastery, and purpose as opposed to an outmoded “Motivation 2.0,” which assumes a controlling work environment based on the premise that people respond best to carrots and sticks. Pink’s book cites examples of businesses structured to support autonomy, mastery, and purpose and describes their successes in enhanced creativity, innovation, retaining valued employees, and productivity. He contrasts such businesses with work places organized around specifically dictated job conditions and traditional structures where workers are subject to externally controlled rewards and punishments.</p><p>Pink provides an engaging, easily accessible entry to a body of social science literature on motivation, achievement, and feelings of well-being that also has been applied to legal education. This article seeks to provide user-friendly access to theory regarding the basic human needs for autonomy, mastery, and purpose as well as regarding intrinsic versus extrinsic motivation. The article provides examples of choices clinical teachers can make to promote student learning and feelings of well-being through methods supporting satisfaction of those basic human needs and encouraging students to find their self-driven motivations.</p><p>Part I describes the difference in extrinsic and intrinsic motivation and reviews the negative effects of business and educational models assuming extrinsic motivation to be most effective rather than seeking to stimulate intrinsic motivation. Part II describes the Carnegie Foundation’s Preparation for the Professions project’s call for law schools to focus on law students’ sense of identity and purpose as part of their professional education, as well as noting the similar goal that students learn “how to be” as articulated by the Tuning Project of the Bologna process regarding higher education in Europe. Part III provides basics on the theory of human needs for a sense of autonomy, mastery, and purpose on which the rest of the article is based. Part IV applies work contrasting autonomy-supportive teacher behaviors with controlling instructional behaviors to the clinical context. Part V of the article draws on cognitive psychology, neuroscience, and learning theory to suggest four methods useful for assisting novice law students on the steep road to mastery of lawyering competence within the time constraints of clinical programs and the professional demands of client service. Methods identified also contribute to satisfaction of students’ need for relatedness, which too often is undermined in other parts of law school. Part VI extends the discussion of clinics’ potential contribution to the need for relatedness and focuses on clinical education’s capacity to support development of students’ sense of how a career in law can contribute to their sense of life purpose in being part of something larger than themselves.</p><p>Many of this article’s applications of theory to clinical teaching are from the clinics in which students provide client representation or are engaged in transactional legal problem solving under faculty supervision, the type of clinics in which Professors Klein and Blaustone teach. We think, however, that clinical teachers will be able to see applications of the theory presented to the various types of clinical programs that exist around the world, e.g, street law programs in which students teach community members and externship programs in which students work under the supervision of a lawyer in an organization external to the law school. We hope, like Pink’s book, to offer an accessible gateway to a body of theoretical and empirical work that can help clinical teachers think critically and creatively about both their clinical program’s structure and their teaching and supervision. We hope to inspire teachers to think about ways they might apply this theory toward nurturing the type of life-long self-direction that motivates people to continually seek greater mastery and provides a sense of well-being both now and in the students’ future careers.</p>
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Roache, Joel, and Ramon (Rom) Lewis. "Teachers' Views on the Impact of Classroom Management on Student Responsibility." Australian Journal of Education 55, no. 2 (November 2011): 132–46. http://dx.doi.org/10.1177/000494411105500204.
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This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.
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Geraci, Alessandra, and Luca Surian. "Toddlers' expectations of third‐party punishments and rewards following an act of aggression." Aggressive Behavior 47, no. 5 (June 8, 2021): 521–29. http://dx.doi.org/10.1002/ab.21979.
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Ivanov, I., J. H. Newcorn, B. Krone, X. Li, S. Duhoux, S. F. White, K. P. Schulz, et al. "Neurobiological Basis of Reinforcement-Based Decision-Making in Adults With ADHD Treated With Lisdexamfetamine Dimesylate." Journal of Attention Disorders 25, no. 11 (August 6, 2021): 1632–33. http://dx.doi.org/10.1177/1087054720923061.
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Background: The objective of this study was to examine changes in the activation of the brain reward system following treatment with lisdexamfetamine (LDX) vs. placebo (PL) as a function of clinical improvement in attention deficit/hyperactivity disorder (ADHD) symptoms. Methods: Twenty adults with ADHD were included in a randomized cross-over study. Participants underwent two functional magnetic resonance imaging (fMRI) scans, after receiving 3 to 5 weeks of treatment with both LDX and PL. During scanning, participants performed the passive-avoidance learning task to assess reward-related learning using computational variables (e.g., estimated value and prediction error). Pre-treatment to post-treatment symptom change was assessed via the ADHD Rating Scale (ADHD-RS). The imaging contrasts were Object Choose or Object Refuse during the object choice component of the task, modulated by expected value (reward vs. nonreward cue), and Reward vs. Punishment during feedback, modulated by prediction error (expected vs. actual outcome). To address the primary objective, we performed group-level mass univariate analyses between pre-treatment to post-treatment percent change of the ADHD-RS total scores and the four contrast images under the choice and feedback conditions, with significance set at a whole-brain voxel-wise threshold of p < .05 with family-wise error (FWE) correction and an extent (cluster) threshold of 50 contiguous voxels. Results: Improvement in ADHD symptoms was accompanied by significant increases of brain activation during the Object Refuse, Reward and Punishment contrasts in a widespread network including left caudate and putamen, and right orbitofrontal cortex (i.e., reward-related signaling) and left middle frontal, superior frontal, and precentral gyri (i.e., executive control). Conclusions: These findings are the first to show that the increase in responsiveness of systems engaged in reward processing with LDX treatment is positively related to symptom improvement. Results support the hypothesis that LDX treatment may restore balance to dysfunction (e.g., hypoactivation) within the brain reward circuitry in adults with ADHD.
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Rizkita, Karine, and Bagus Rachmad Saputra. "Bentuk Penguatan Pendidikan Karakter pada Peserta Didik dengan Penerapan Reward dan Punishment." Pedagogi: Jurnal Ilmu Pendidikan 20, no. 2 (November 24, 2020): 69–73. http://dx.doi.org/10.24036/pedagogi.v20i2.663.
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The writing of this article aimed to (1) support the giving and punishment of students' learning motivation, (2) discuss indicators of students who get prizes and penalties. This research was conducted using a qualitative descriptive method to obtain facts in the field about the form of increasing character education in students with the application of gifts and penalties. Researchers conducted field studies and conducted interviews with and conducted documentation studies at SMP Negeri 1 Bojonegoro as a research location. The results of the research found by researchers at SMP Negeri 1 Bojonegoro are as follows: (1) the application of rewards and punishments to the learning motivation of students at SMP Negeri 1 Bojonegoro, (2) any indicators giving of gift and punishment
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Byrd, Amy L., Rolf Loeber, and Dustin A. Pardini. "Antisocial Behavior, Psychopathic Features and Abnormalities in Reward and Punishment Processing in Youth." Clinical Child and Family Psychology Review 17, no. 2 (December 20, 2013): 125–56. http://dx.doi.org/10.1007/s10567-013-0159-6.
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Vidya S. Athota, Peter J. O'Connor, and Richard D. Roberts. "To Punish First and Reward Second: Values Determine How Reward and Punishment Affect Risk-Taking Behavior." American Journal of Psychology 130, no. 3 (2017): 303. http://dx.doi.org/10.5406/amerjpsyc.130.3.0303.
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van der Oord, Saskia, and Gail Tripp. "How to Improve Behavioral Parent and Teacher Training for Children with ADHD: Integrating Empirical Research on Learning and Motivation into Treatment." Clinical Child and Family Psychology Review 23, no. 4 (September 24, 2020): 577–604. http://dx.doi.org/10.1007/s10567-020-00327-z.
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Abstract Attention deficit hyperactivity disorder [ADHD] is one of the most common psychiatric disorders of childhood with poor prognosis if not treated effectively. Recommended psychosocial evidence-based treatment for preschool and school-aged children is behavioral parent and teacher training [BPT]. The core elements of BPT are instrumental learning principles, i.e., reinforcement of adaptive and the ignoring or punishment of non-adaptive behaviors together with stimulus control techniques. BPT is moderately effective in reducing oppositional behavior and improving parenting practices; however, it does not reduce blinded ratings of ADHD symptoms. Also after training effects dissipate. This practitioner review proposes steps that can be taken to improve BPT outcomes for ADHD, based on purported causal processes underlying ADHD. The focus is on altered motivational processes (reward and punishment sensitivity), as they closely link to the instrumental processes used in BPT. Following a critical analysis of current behavioral treatments for ADHD, we selectively review motivational reinforcement-based theories of ADHD, including the empirical evidence for the behavioral predictions arising from these theories. This includes consideration of children’s emotional reactions to expected and unexpected outcomes. Next we translate this evidence into potential ADHD-specific adjustments designed to enhance the immediate and long-term effectiveness of BPT programs in addressing the needs of children with ADHD. This includes the use of remediation strategies for proposed deficits in learning not commonly used in BPT programs and cautions regarding the use of punishment. Finally, we address how these recommendations can be effectively transferred to clinical practice.
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Mardaga, Solange, and Michel Hansenne. "Personality and Skin Conductance Responses to Reward and Punishment." Journal of Individual Differences 33, no. 1 (January 2012): 17–23. http://dx.doi.org/10.1027/1614-0001/a000057.
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For several years now, the somatic aspect of emotions has been regarded as a major factor in the decision-making process. A large body of literature has investigated this issue, within the somatic marker hypothesis perspective, using the classical Iowa Gambling Task (IGT). Many studies reported an influence of clinical and differential factors, including personality, on IGT performance. On the other hand, personality appears to modulate the emotional responses as a function of valence (i.e., responses to rewards vs. punishments). The present study investigated whether the influence of personality on the decision-making process might be mediated by differential emotional responsiveness. Skin conductance levels were recorded in 32 subjects while performing the IGT. The results showed that novelty seeking (NS) modulated the skin conductance responses to feedback, and both NS and harm avoidance (HA) influenced anticipative response development. We also found that NS tended to modulate the final score, beyond the influence of beneficial anticipative autonomic responses. The present data partially support the hypothesis that personality-related differential emotional responsiveness may modulate somatic marker development in a decision-making situation. On the other hand, personality influence on the performance was not entirely explained by these emotional differences.
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Barchard, Kathryn, and Cammie Atkins. "Children's Decisions About Naughtiness and Punishment: Dominance of Expiatory Punishments." Journal of Research in Childhood Education 5, no. 2 (June 1991): 109–15. http://dx.doi.org/10.1080/02568549109594808.
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Suor, Jennifer H., Melissa L. Sturge-Apple, and Hannah R. Jones-Gordils. "Parsing profiles of temperamental reactivity and differential routes to delay of gratification: A person-based approach." Development and Psychopathology 31, no. 1 (March 1, 2018): 341–60. http://dx.doi.org/10.1017/s0954579417001894.
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AbstractInformed by a developmental psychopathology perspective, the present study applied a person-based approach to examine whether associations between early sociocontextual experiences (e.g., socioeconomic factors and maternal discipline practices) and preschool-age children's delay of gratification vary across profiles of children's temperamental reactivity. In addition, the study examined the direct and mediating role of children's set shifting in associations with delay of gratification within each profile. The sample consisted of 160 socioeconomically and ethnically diverse mothers and their 5-year-old children drawn from a longitudinal study of mother–child relationships. Latent profile analyses identified three profiles of temperamental reactivity distinguished by sensitivity to reward and punishment and negative affectivity. Multigroup analysis revealed maternal sensitive discipline (observed during a parent–child compliance task) at age 3.5 predicted longer delay of gratification at age 5 in the punishment reactivity/negative affectivity group. Maternal inductive reasoning discipline at age 3.5 predicted longer delay in the low temperamental reactivity group. For children with the reward reactivity/negative affectivity profile, higher family income at age 3.5 predicted longer delay of gratification at age 5, which was mediated by children's set shifting. Findings underscore the utility of person-based approaches for delineating differential developmental routes toward children's delay of gratification.
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Warthen, Katherine G., Alita Boyse-Peacor, Keith G. Jones, Benjamin Sanford, Tiffany M. Love, and Brian J. Mickey. "Sex differences in the human reward system: convergent behavioral, autonomic and neural evidence." Social Cognitive and Affective Neuroscience 15, no. 7 (July 2020): 789–801. http://dx.doi.org/10.1093/scan/nsaa104.
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Abstract Several studies have suggested that females and males differ in reward behaviors and their underlying neural circuitry. Whether human sex differences extend across neural and behavioral levels for both rewards and punishments remains unclear. We studied a community sample of 221 young women and men who performed a monetary incentive task known to engage the mesoaccumbal pathway and salience network. Both stimulus salience (behavioral relevance) and valence (win vs loss) varied during the task. In response to high- vs low-salience stimuli presented during the monetary incentive task, men showed greater subjective arousal ratings, behavioral accuracy and skin conductance responses (P < 0.006, Hedges’ effect size g = 0.38 to 0.46). In a subsample studied with functional magnetic resonance imaging (n = 44), men exhibited greater responsiveness to stimulus salience in the nucleus accumbens, midbrain, anterior insula and dorsal anterior cingulate cortex (P < 0.02, g = 0.86 to 1.7). Behavioral, autonomic and neural sensitivity to the valence of stimuli did not differ by sex, indicating that responses to rewards vs punishments were similar in women and men. These results reveal novel and robust sex differences in reward- and punishment-related traits, behavior, autonomic activity and neural responses. These convergent results suggest a neurobehavioral basis for sexual dimorphism observed in the reward system, including reward-related disorders.
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Confer, Joshua A., and William J. Chopik. "Behavioral explanations reduce retributive punishment but not reward: The mediating role of conscious will." Consciousness and Cognition 75 (October 2019): 102808. http://dx.doi.org/10.1016/j.concog.2019.102808.
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Wang, Cynthia S., Adam D. Galinsky, and J. Keith Murnighan. "Bad Drives Psychological Reactions, but Good Propels Behavior." Psychological Science 20, no. 5 (May 2009): 634–44. http://dx.doi.org/10.1111/j.1467-9280.2009.02344.x.
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Research across disciplines suggests that bad is stronger than good and that individuals punish deception more than they reward honesty. However, methodological issues in previous research limit the latter conclusion. Three experiments resolved these issues and consistently found the opposite pattern: Individuals rewarded honesty more frequently and intensely than they punished deception. Experiment 2 extended these counterintuitive findings by revealing a divergence between evaluation and behavior: Evaluative reactions to deception were stronger than those to honesty, but behavioral intentions in response to honesty were stronger than those in response to deception. In addition, individuals wanted to avoid deceivers more than they wanted to approach honest actors. Experiment 3 found that punishment, but not reward, frequencies were sensitive to costs. Moderated-mediation tests revealed the role of different psychological mechanisms: Negative affect drove punishments, whereas perceived trustworthiness drove rewards. Overall, bad appears to be stronger than good in influencing psychological reactions, but good seems to be stronger than bad in influencing behavior.
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Eka, Eka Pratiwi, Nurbiana Dhieni, and Asep Supena. "Early Discipline Behavior: Read aloud Story with Big Book Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 321–31. http://dx.doi.org/10.21009/jpud.142.10.
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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment.
Keywords: Early Discipline Behavior, Read aloud, Big Book Media
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Curren, Randall. "Punishment and motivation in a just school community." Theory and Research in Education 18, no. 1 (March 2020): 117–33. http://dx.doi.org/10.1177/1477878520916089.
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This article addresses the ethical and motivational dimensions of punishment in schools, focusing on the idea of a just school community. Lawrence Kohlberg’s account of a just school community is examined and systematically revised to reflect advances in psychology and a more adequate conceptualization of justice. A eudaimonic conception of justice is articulated with respect to five distinct dimensions of a just school community. This is informed by Self-determination Theory (SDT) and an account of the basis of educational authority over minor children. The resulting account of a eudaimonically just school community clarifies the limited value of punishments as motivators and the importance of needs-support to enlisting students’ cooperation. It resists the growing reliance on criminal justice responses to student misconduct and holds that discipline and punishment in schools should be diagnostic, educative, restorative, and community building.
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Jepri Husin. "The Strategy of School Heads in Improving the Discipline of Education Manpower in Madrasah." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 3 (October 16, 2020): 643–48. http://dx.doi.org/10.33258/biohs.v2i3.314.
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The purpose of this study was to determine the strategies of principals in Madrasahs, to determine the level of work discipline of teaching personnel in Madrasahs, to determine the strategies of principals in increasing the discipline of teaching personnel in Madrasahs, to describe improvement steps in improving the discipline of teaching personnel in Madrasahs. The literature review used to analyze the results of this study, namely the strategy and principal and discipline of the workforce of education and the strategy of the Principal in improving the discipline of teaching workforce. The method used in this research is descriptive-analysis using a qualitative approach, data collection techniques with the stages of observation, interviews and documentation. Data analysis procedures, namely data reduction, data presentation, drawing conclusions. The results of the study, the principal's strategy in improving the work discipline of education personnel in Madrasahs by giving examples of good character traits, providing motivation, giving reward and punishment, making rules of order, developing performance. Steps to improve the principal in improving discipline in the workforce of education in Madrasahs by means of motivating members, members of study permits, providing basic disciplinary training, member reward and punishment, the use of information technology. In conclusion, the strategy to improve the work discipline of education personnel at MTs Negeri 2 Medan is by giving examples of good character traits, providing motivation, giving rewards and punishments, making rules of order, developing performance.
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van Meel, Catharina S., Dirk J. Heslenfeld, Jaap Oosterlaan, Marjolein Luman, and Joseph A. Sergeant. "ERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD." Journal of Child Psychology and Psychiatry 52, no. 9 (January 10, 2011): 942–53. http://dx.doi.org/10.1111/j.1469-7610.2010.02352.x.
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Schroeder, K. B., D. Nettle, and R. McElreath. "Interactions between personality and institutions in cooperative behaviour in humans." Philosophical Transactions of the Royal Society B: Biological Sciences 370, no. 1683 (December 5, 2015): 20150011. http://dx.doi.org/10.1098/rstb.2015.0011.
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Laboratory attempts to identify relationships between personality and cooperative behaviour in humans have generated inconsistent results. This may partially stem from different practices in psychology and economics laboratories, with both hypothetical players and incentives typical only in the former. Another possible cause is insufficient consideration of the contexts within which social dilemmas occur. Real social dilemmas are often governed by institutions that change the payoff structure via rewards and punishments. However, such ‘strong situations’ will not necessarily suppress the effects of personality. On the contrary, they may affect some personalities differentially. Extraversion and neuroticism, reflecting variation in reward and punishment sensitivity, should predict modification of cooperative behaviour following changes to the payoff structure. We investigate interactions between personality and a punishment situation via two versions of a public goods game. We find that, even in a strong situation, personality matters and, moreover, it is related to strategic shifts in cooperation. Extraversion is associated with a shift from free-riding to cooperation in the presence of punishment, agreeableness is associated with initially higher contributions regardless of game, and, contrary to our predictions, neuroticism is associated with lower contributions regardless of game. Results should lead to new hypotheses that relate variation in biological functioning to individual differences in cooperative behaviour and that consider three-way interactions among personality, institutional context and sociocultural background.
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Li, James J. "Children’s Reward and Punishment Sensitivity Moderates the Association of Negative and Positive Parenting Behaviors in Child ADHD Symptoms." Journal of Abnormal Child Psychology 46, no. 8 (March 20, 2018): 1585–98. http://dx.doi.org/10.1007/s10802-018-0421-y.
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Suryana, Dadan, Fitriana Sari Khairma, Novi Engla Sari, Lina, Farida Mayar, and Sri Satria. "Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 288–302. http://dx.doi.org/10.21009/jpud.142.07.
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The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships.
Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional
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Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Preschoolers. SAGE Open, 9(2), 2–4. https://doi.org/10.1177/2158244019846688
Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2020). Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems. Child Development, 91(2), e365–e382. https://doi.org/10.1111/cdev.13219
Wilson, L. M., & Corpus, D. A. (2001). The Effects of Reward Systems on Academic Performance. Middle School Journal, 33(1), 56–60. https://doi.org/10.1080/00940771.2001.11495578
Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects. Early Education and Development,30(1), 36–59. https://doi.org/10.1080/10409289.2018.1539557
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Turabaeva, Ziyoda Yakubovna. "Prevention and Prophylaxis of Youth Delinquency and Peculiarities of Appointing Punishment to Minors during a Pandemic." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1043–49. http://dx.doi.org/10.17762/pae.v58i1.853.
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Significant work is currently being done around the world to protect the rights of the child, pay special attention to the upbringing of minors, create the necessary conditions for them to organize their time properly, take measures to prevent them from interfering in crime and to impose penalties and impunity on juvenile offenders. In this article analyzed features of inflicting of penalties to a juvenile, peculiarities of criminal prosecution of minors, improving institutions which discharge from liability and penalty based on international experience, in particular, convicting other noncustodial penalties and other legal measures at the period of COVID-19 and further development, introducing special principles for juvenile in criminal law, the impact of punishments imposed on juvenile offenders, As well as, issues of prevention and prophylaxis of youth delinquency, measures should be taken to prevent youth delinquency, problems and solutions on this field, reforms, the forms and methods of work of government agencies involved in the prevention of delinquency among young people, causes and conditions of juvenile systemic crime, domestic legislation on prevention and prophylaxis of youth delinquency and peculiarities of appointing punishment to minors are studied. The following article expresses a number of suggestions for improving the legislation system of juvenile delinquency, features of imposing them punishment and release of them from punishment.
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Sequeira, Stefanie L., Jennifer S. Silk, Emily Hutchinson, Neil P. Jones, and Cecile D. Ladouceur. "Neural Responses to Social Reward Predict Depressive Symptoms in Adolescent Girls During the COVID-19 Pandemic." Journal of Pediatric Psychology 46, no. 8 (July 16, 2021): 915–26. http://dx.doi.org/10.1093/jpepsy/jsab037.
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Abstract Objective Adolescent depression is increasing during the COVID-19 pandemic, possibly related to dramatic social changes. Individual-level factors that contribute to social functioning, such as temperament and neural reactivity to social feedback, may confer risk for or resilience against depressive symptoms during the pandemic. Methods Ninety-three girls (12–17 years) oversampled for high shy/fearful temperament were recruited from a longitudinal study for a follow-up COVID-19 study. During the parent study (2016–2018), participants completed a functional magnetic resonance imaging task eliciting neural activity to performance-related social feedback. Depressive symptoms were assessed during the parent study and COVID-19 follow-up (April–May 2020). In 65 participants with complete data, we examined how interactions between temperament and neural activation to social reward or punishment in a socio-affective brain network predict depressive symptoms during COVID-19. Results Depressive symptoms increased during COVID-19. Significant interactions between temperament and caudate, putamen, and insula activation to social reward were found. Girls high in shy/fearful temperament showed negative associations between neural activation to social reward and COVID-19 depressive symptoms, whereas girls lower in shy/fearful temperament showed positive associations. Conclusions Girls high in shy/fearful temperament with reduced neural activation to social reward may be less likely to engage socially, which could be detrimental during the pandemic when social interactions are limited. In contrast, girls lower in shy/fearful temperament with heightened neural reactivity to social reward may be highly motivated to engage socially, which could also be detrimental with limited social opportunities. In both cases, improving social connection during the pandemic may attenuate or prevent depressive symptoms.
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Kreuze, L. J., N. C. Jonker, C. A. Hartman, M. H. Nauta, and P. J. de Jong. "Attentional Bias for Cues Signaling Punishment and Reward in Adolescents: Cross-Sectional and Prognostic Associations with Symptoms of Anxiety and Behavioral Disorders." Journal of Abnormal Child Psychology 48, no. 8 (May 22, 2020): 1007–21. http://dx.doi.org/10.1007/s10802-020-00654-3.
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Deryuga, A. N., and S. N. Shaklein. "About the Purpose of Administrative Punishment and the Method of its Practical Implementation." Rossijskoe pravosudie 3 (February 26, 2021): 24–34. http://dx.doi.org/10.37399/issn2072-909x.2021.1.24-34.
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The relevance of the study of the effectiveness of administrative punishment is associated with an increase in administrative tort and their relapse. Formulation of the problem. To provide a combination of a commensurate and appropriate administrative punishment, to find approaches in the ways of making an appropriate decision and its application, focused on achieving social and legal changes in the personality of the administrative delinquent. The goals and objectives of the study. Improving the effectiveness of the designation, application and execution of administrative punishments by selecting a specific type and amount of administrative punishment that is consistent with the purpose of the punishment. The development of visual-verbal contact between the law enforcer and the offender in the process of imposing an administrative penalty in response to the simplified procedure expanding in the legislation, which minimizes or eliminates the live contact of the law enforcer and the offender. The methodological basis was the universal dialectic-legal, social, psychological and pedagogical methods, involving the study of phenomena and processes in their development and interdependence. Result, brief conclusions. The purpose of administrative punishment, according to the authors, is not only the general and private prevention of administrative offenses, but also the formation of administrative habits of persistent habit of lawful behavior. A comprehensive study of the effectiveness of administrative punishment at the junction of administrativetort law, sociology and psychology will allow us to develop an effective educational impact on administrative delinquents, which will help achieve the goal of administrative punishment. The authors assigns a primary role in punishment to the upbringing of administrative delinquent, its correction and re-education.
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Wijayanto, Andi. "Pelayanan Fiskus, Pelayanan Perpajakan dan Kepatuhan Wajib Pajak Orang Pribadi di Kabupaten Semarang." Jurnal Administrasi Bisnis 7, no. 2 (September 22, 2018): 118. http://dx.doi.org/10.14710/jab.v7i2.22697.
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This study was conducted to analyze the performance of the service of tax authorities, Taxation Services and Tax Compliance of taxpayers and the influence tax authorities Services and Taxation Services to the personal taxpayer compliance in Semarang District. The study using a survey research approach. The population in this study were all individual taxpayers in the district of Semarang. Sampling method using judgment sampling with a sample of 100 taxpayers. Methods of data collection using questionnaires, interviews, and documentation. Data analysis using multiple linear regression analysis. The study concluded that: (a) variable of tax authorities service had no significant effect on the variable Taxpayer Compliance; (b) Taxation Services has positive and significant effect on Taxpayer Compliance; (c) variable service of tax authorities and Taxation Services simultaneously have significant effect on Taxpayer Compliance. The research suggestions: (a) taxation socialization should be increased so that all taxpayers know that they have choices and ease to report SPT; (b) Tax Officer must more Proactive and communicative to the taxpayers; (c) rewards and punishments apply to the taxpayer in accordance with the legislation in force; (d) variable service of tax authorities and Taxation Service has simultaneously contributed influences on taxpayer compliance is relatively small at only 16.7 percent. It is therefore recommended for future studies to examine several other factors, such as the understanding of the self-assessment system, education level, income level, tax penalties, or because of attitudes, subjective norms, and perceived behavioral control.Penelitian ini dilakukan dengan tujuan untuk menganalisis kinerja Pelayanan Fiskus, Pelayanan Perpajakan dan Kepatuhan Wajib Pajak serta pengaruh Pelayanan Fiskus dan Pelayanan Perpajakan Wajib Pajak terhadap kepatuhan Wajib Pajak Orang Pribadi di Kabupaten Semarang. Penelitian menggunakan pendekatan survey. Populasi dalam penelitian ini adalah seluruh WP Orang Pribadi (OP) di Kabupaten Semarang. Metode penarikan sampel dilakukan dengan teknik judgement Sampling dengan jumlah sampel 100 WP. Metode pengumpulan data menggunakan Kuesioner, Wawancara, dan Dokumentasi. Analisis menggunakan analisis regresi linier berganda. Penelitian menyimpulkan bahwa: (a) Pelayanan Fiskus tidak berpengaruh signifikan terhadap variabel Kepatuhan WP; (b) Pelayanan Perpajakan berpengaruh positif dan signifikan terhadap variabel Kepatuhan WP; (c) Variabel Pelayanan Fiskus dan Pelayanan Perpajakan secara simultan berpengaruh signifikan terhadap Kepatuhan WP. Saran-saran penelitian: (a) Sosialisasi media penyampaian SPT dan penyuluhan perpajakan harus ditingkatkan agar semua WP mengetahui bahwa mereka memiliki pilihan-pilihan dan kemudahan dalam menyampaikan SPT; (b) Petugas Pajak harus Lebih Proaktif dan Komunikatif kepada para WP; (c) menerapkan reward dan punishment kepada WP sesuai dengan peraturan perundang-undangan yang berlaku; (d) Variabel Pelayanan Fiskus dan Pelayanan Perpajakan secara simultan memiliki kontribusi pengaruh terhadap kepatuhan WP yang terbilang kecil yaitu hanya 16,7 persen. Oleh karena itu bagi penelitian selanjutnya disarankan untuk meneliti beberapa faktor lain, misalnya adalah pemahaman terhadap sistem self assessment, tingkat pendidikan, tingkat penghasilan, sanksi perpajakan, atau karena faktor sikap, norma subyektif, dan kontrol perilaku yang dipersepsikan.
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Telzer, Eva H., Nathan A. Jorgensen, Mitchell J. Prinstein, and Kristen A. Lindquist. "Neurobiological Sensitivity to Social Rewards and Punishments Moderates Link Between Peer Norms and Adolescent Risk Taking." Child Development, October 8, 2020. http://dx.doi.org/10.1111/cdev.13466.
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Roberts, James, and Loreen Wolfer. "Female Drug Offenders Reflect on their Experiences with a County Drug Court Program." Qualitative Report, October 16, 2014. http://dx.doi.org/10.46743/2160-3715/2011.1040.
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This paper examines the experiences of a group of female drug offenders who successfully completed a county drug court program in northeast Pennsylvania. Using the constant comparative method, we analyzed interviews with these women for thematic patterns in order to provide an evaluation of this program based on participants' subjective perceptions of its strengths and weaknesses. While other drug court evaluations identify rewards for good behavior and compassionate program staff as important contributing factors to participants' success, women in this study credited their recovery and successful completion of the program primarily to fear of punishment and program structure. Our analysis also revealed patterns of improved self-images, improved physical and mental health, improved coping mechanisms, and improved interpersonal relationships. We end the paper with a discussion of implications for future research.
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Brick, Kara, Janice L. Cooper, Leona Mason, Sangay Faeflen, Josiah Monmia, and Janet M. Dubinsky. "Training-of-Trainers Neuroscience and Mental Health Teacher Education in Liberia Improves Self-Reported Support for Students." Frontiers in Human Neuroscience 15 (June 18, 2021). http://dx.doi.org/10.3389/fnhum.2021.653069.
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Education programs have been central to reestablishing social norms, rebuilding public educational institutions, and addressing public attitudes toward mental illness in Liberia following a protracted civil war and the Ebola epidemic. The aim of this study was to determine if a program combining an understanding of neuroscience with mental health literacy content could increase teachers’ awareness of students’ mental health issues and produce changes in teacher attitudes and classroom practices. A tiered Training-of-Trainers approach was employed. The first workshop trained 24 Liberian secondary science teachers in the neurobiology of learning, memory, emotions, stress and adolescent brain development. A Leadership Team formed from eight of the Tier I participants then adapted the curriculum, added in more mental health literacy content and led four Tier II workshops and four follow-up Refresher sessions. Participants completed a neuroscience knowledge test and surveys assessing stigma, general perceptions of people with mental illness, and burnout. A subset of Tier II teachers participated in a structured interview at the Refresher time point. Teachers in both tiers acquired basic neuroscience knowledge. Tier I, but not Tier II teachers significantly improved their surveyed attitudes toward people with mental illness. No changes were found in overall teacher burnout. Despite these survey results, the interviewed Tier II teachers self-reported behavioral changes in how they approached their teaching and students in their classrooms. Interviewees described how they now understood social and emotional challenges students might be experiencing and recognized abnormal behaviors as having a biopsychosocial basis. Teachers reported reduced use of verbal and corporal punishment and increased positive rewards systems, such as social and emotional support for students through building relationships. Refresher discussions concurred with the interviewees. In contrast to previous teacher mental health literacy programs which did not bring about a change in helping behaviors, this pilot program may have been successful in changing teacher knowledge and self-reported behaviors, improving teacher–student relationships and decreasing harsh discipline. The combination of basic neuroscience concepts with training on how to recognize mental health issues and refer students should be investigated further as a strategy to promote teacher mental health literacy.
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Kreuze, L. J., P. J. de Jong, E. C. Bennik, and M. H. Nauta. "Anger Responses in Adolescents: Relationship with Punishment and Reward Sensitivity." Child Psychiatry & Human Development, June 7, 2021. http://dx.doi.org/10.1007/s10578-021-01191-w.
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AbstractA substantial proportion of youth with anxiety disorders shows comorbid behavioral (anger) problems. Such comorbid profile is associated with low treatment effectiveness and negative (longterm) outcomes. This study was therefore designed to examine trait factors that may promote anger responding in adolescents. By presenting participants (N = 158, mean age = 15.7, 56% female) with a series of common anger-eliciting situations, we tested whether high reward sensitivity would be associated with anger via perceived non-reward, and high punishment sensitivity via perceived threat. In line with the hypotheses, an indirect effect of reward sensitivity on anger was found via perceived non-reward, and an indirect effect of punishment sensitivity on anger via perceived threat. The latter association also had an indirect effect via perceived non-reward. High punishment and reward sensitivity may thus set adolescents at risk for developing (comorbid) anger problems via heightened threat and non-reward perceptions.
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Wickrama Kankanamge Don Keerthirathne. "A Comparative Study of Punishment in Buddhist and Western Educational Psychology." International Journal of Indian Psychology 3, no. 4 (June 25, 2016). http://dx.doi.org/10.25215/0304.023.
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This paper aims to offer a comparative examination of punishment methods in Buddhist and western education psychology. The Buddhist concept of punishment is more humanistic than punishment in criminology and in western educational psychology. Although the concept ‘punishment’ in western education psychology is somewhat similar to its Buddhist counterpart, I argue there are some lessons that can be taken from Buddhist psychology to direct punishment theories in western psychology towards a more humanistic approach. Most of mental punishments used in western psychology can identify in Buddhist psychology too. Therefore, it can be argued that some punitive methods in western psychology were not newly introduced by western psychologists. When conducting this research, it is expected to do it from critical and analytical perspectives in combination with descriptive and explanatory methods from the study of teachings in Sutta Pitaka and Vinaya pitaka. Furthermore, research works of previous scholars are examined as secondary sources to direct the research paper towards a more critical approach. This research would contribute to the enhancement of the knowledge of teachers, principals, curriculum developers, theory makers and psychologists, at both practical and theoretical level, to use punishment in a proper way and improve the quality of education while children receive and prevent them from dropping out of school.