| When it comes to child discipline parenting books have | | | | Once you know what each consequence or reward |
| many different views on how this needs to be done. | | | | is, schedule a time to talk to your child. Make sure that |
| One of the easiest and most used methods (even if | | | | there are no distractions (such as the TV or cell |
| you don't realize it) is to use "if/then" consequences. | | | | phones) on either side. Schedule a time when you are |
| (Everyone has heard, and many parents have even | | | | relaxed and calm, and so is your child. Tell your child |
| used, this: "IF you do not finish your peas, THEN you | | | | what you expect, and why you want to make the |
| get no dessert."). If you are having a difficult time | | | | changes. Keep the discussion brief, and make it |
| teaching your child how to make good decisions, "if | | | | appropriate to her age level. Let your child know that |
| then" statements have been proven to be a wonderful | | | | you love him, and because you love him, that the two |
| way to bring about quick changes, as long parents are | | | | of you are going to work on changing some |
| consistent with follow-through. | | | | unacceptable behaviors. |
| "If/Then" consequences are simple to come up with. | | | | Consistency is the key to the "if/then" discipline |
| To start, make a list of the behaviors or decisions you | | | | method. As your child learns that you are not going to |
| want your child to show (getting acceptable grades), | | | | back down, she will begin to understand the |
| as well as a list of unacceptable behaviors (failing | | | | consequences (good and bad) of her choices. |
| classes). Make sure these behaviors are known to | | | | The "if/then" discipline method, if used consistently, |
| your child, and that your child knows that your list is far | | | | should help your child every time. However, if you |
| from complete, and can be added to at any time. | | | | continue to have problems with your child, you may |
| Create a consequence for each unacceptable | | | | want to look into professional help as there may be |
| behavior (no TV, phone, computer, video games, etc.). | | | | emotional issues or learning disabilities that may be an |
| Make sure that the consequences are appropriate and | | | | underlying factor. |
| takes away something of value to the child. In addition | | | | The most important thing parents can do is to instill |
| to consequences, make a list of privileges your child | | | | good values into a child. One of the easiest ways to |
| can earn (extra dessert, more time on the computer, | | | | do this is to teach children that there are |
| etc.). | | | | consequences to her actions. |