The Effect of Praise, Positive Nonverbal Response, Reprimand, and Negative Nonverbal Response on Child Compliance: A Systematic Review

Autor/inn/en	Owen, Daniela J.; Slep, Amy M. S.; Heyman, Richard E.
Titel	The Effect of Praise, Positive Nonverbal Response, Reprimand, and Negative Nonverbal Response on Child Compliance: A Systematic Review
Quelle	In: Clinical Child and Family Psychology Review, 15 (2012) 4, S.364-385 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-4037
DOI	10.1007/s10567-012-0120-0
Schlagwörter	Health Services; Mental Health Programs; Positive Reinforcement; Compliance (Psychology); Socialization; Correlation; Parenting Styles; Discipline; Parent Child Relationship; Nonverbal Communication; Child Behavior; Behavior Modification + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Socialisation; Sozialisation; Korrelation; Disziplin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Behaviour modification; Verhaltensänderung
Abstract	Lack of compliance has both short- and long-term costs and is a leading reason why parents seek mental health services for children. What parents do to help children comply with directives or rules is an important part of child socialization. The current review examines the relationship between a variety of parenting discipline behaviors (i.e., praise, positive nonverbal response, reprimand, negative nonverbal response) and child compliance. Forty-one studies of children ranging in age from 1 1/2 to 11 years were reviewed. Reprimand and negative nonverbal responses consistently resulted in greater compliance. Praise and positive nonverbal responses resulted in mixed child outcomes. The findings are discussed based on theory and populations studied. The authors propose a mechanism that may increase children's sensitivity to both positive and negative behavioral contingencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10