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