The Discipline Experience: Parents’ and Children’s Perspectives

Abstract

This study considered the interpretation within parent–child dyads regarding a discipline event. Research relating to the parent’s interpretation of a discipline event is limited and tends to accept their meanings as given, rather than interrogating how they arrived at those interpretations. This study involved a near real-time reflection of a discipline event from the perspective of both the parent and the child. It specifically focused on the extent to which parents’ and children’s understanding of the circumstances leading to the discipline event were attuned. This study adopted a qualitative, interpretative strategy using semi-structured interviews and child diary entries and these were supplemented with a Parenting Relationship Questionnaire. Thirteen dyads participated in the study, with children aged between 10 and 11 years old. The participant parents and children generally experienced misattunement in their interpretation of the discipline event. At the foundation of that misattunement was the parent’s assumption that their children were negatively motivated. For the most part, parents tended to respond to their children based on their negative core beliefs. These beliefs are themselves influenced by wider discourses regarding children’s social position. Children’s voices in the process tended to be marginalised and ineffectual. This thesis is located within a children’s rights perspective and proposes a new discipline model within that paradigm. Within this discipline model, parents are asked to reflect on their beliefs and provide children with an environment in which their voices can be privileged. In doing so, parents and children establish better attunement, productive discipline outcomes and strengthened relationships.