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DISCIPLINE IS EMPOWERMENT

This article explores the critical distinction between discipline and punishment in child development. While discipline employs proactive, natural consequences that build responsibility and reinforce inner values, punishment often relies on arbitrary, adult-imposed consequences that may instill obedience through fear. We will discuss methods such as Life Space Crisis Intervention (LSCI) and plans for progress designed to clarify distortions, promote awareness, and foster choice and consequence understanding. Empowering children through discipline equips them with essential life skills and enhances their social abilities.

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DISCIPLINE IS EMPOWERMENT

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  1. DISCIPLINE IS EMPOWERMENT

  2. Discipline VS. Punishment

  3. Proactive Reactive Discipline VS. Punishment

  4. Proactive Natural consequences Reactive Arbitrary. Adult-imposed consequences Discipline VS. Punishment

  5. Proactive Natural consequences Teach responsibility Reactive Arbitrary. Adult-imposed consequences Teach Obedience Discipline VS. Punishment

  6. Proactive Natural consequences Teach responsibility Uses inner values Reactive Arbitrary. Adult-imposed consequences Teach Obedience Uses threat and punishment Discipline VS. Punishment

  7. Proactive Natural consequences Teach responsibility Uses inner values Affirms positive responses Reactive Arbitrary. Adult-imposed consequences Teach Obedience Uses threat and punishment Seeks faults Discipline VS. Punishment

  8. Proactive Natural consequences Teach responsibility Uses inner values Affirms positive responses Builds on relationship Reactive Arbitrary. Adult-imposed consequences Teach Obedience Uses threat and punishment Seeks faults Withdrawal to control Discipline VS. Punishment

  9. LIFE SPACE CRISIS INTERVENTION (LSCI) To teach- Cause and effect Choice and consequence USE A TIME LINE!

  10. LSCI 1. Instigating situation

  11. LSCI • Instigating situation • Gain the child’s perception of the situation

  12. LSCI • Instigating situation • Gain the child’s perception of the situation • Clarify distortions about what really happened

  13. LSCI • Instigating situation • Gain the child’s perception of the situation • Clarify distortions about what really happened • Plan for progress

  14. LSCI • Instigating situation • Gain the child’s perception of the situation • Clarify distortions about what really happened • Plan for progress • If realistic, Implement, complete, evaluate

  15. LSCI • Instigating situation • Gain the child’s perception of the situation • Clarify distortions about what really happened • Plan for progress • If realistic, Implement, complete, evaluate • If unrealistic, clarify reality, motivation, options, and consequences.

  16. PLANS FOR PROGRESS

  17. PLANS FOR PROGRESS 1. Imported Problems-management.

  18. PLANS FOR PROGRESS • Imported Problems-management. • Perception Errors-clarify reality.

  19. PLANS FOR PROGRESS • Imported Problems-manage. • Perception Errors-clarify reality. • Delinquent Pride-guilt,empathy.

  20. PLANS FOR PROGRESS • Imported Problems-manage. • Perception Errors-clarify reality. • Delinquent Pride-guilt,empathy. • Impulsivity-inner control.

  21. PLANS FOR PROGRESS • Imported Problems-manage. • Perception Errors-clarify reality. • Delinquent Pride-guilt,empathy. • Impulsivity-inner control. • Poor Social Skills-enhance abilities.

  22. PLANS FOR PROGRESS • Imported Problems-manage. • Perception Errors-clarify reality. • Delinquent Pride-guilt,empathy. • Impulsivity-inner control. • Poor Social Skills-enhance abilities. • Peer Influenced-inner resistance.

  23. CONNECT CLARIFY RESTORE Response Ability Pathways

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