Parenting Education

Based on social learning theory, these approaches use behavior modification, including reinforcement, punishment, and modeling. Reinforcers may be material or social rewards. Reinforcers are provided contingent upon appropriate behavior. Punishment, in the form of withheld social attention (e.g., ignoring the child) or other penalties, is provided in response to inappropriate behavior.

Modeling involves showing the child the desired behavior. Modeling is based on the idea that children observe and imitate the interactions of others they view as successful. Children are more likely to imitate models whom they observe to be powerful, competent, and prestigious.

Gerald R. Patterson (1982), a leader in social learning approaches, asserts that children naturally produce certain undesirable behaviors, which are reinforced when they attract parental attention. Nagging by parents may teach children that they only get attention when they misbehave. It is easy for parents and children to get caught in a destructive cycle: The parents try to control the child; the child resists; the parents become more aversive; the child becomes more resistant or rebellious; the parents relent; the child continues the destructive behavior. Behavior-management approaches attempt to break this cycle with sensible behavior-management tools.

In behavior-management programs, parents commonly focus on two or three problem behaviors in their children and are taught to reinforce appropriate behavior and to ignore or punish inappropriate behavior. Parents learn, usually through play sessions, to recognize, acknowledge, and reward appropriate child behavior. Parents receive immediate feedback from trainers. They also learn to communicate clear instructions and to reward the child or give a time-out, depending on child compliance. Evaluation of effectiveness, usually based on parent report or observation of child behavior, generally supports a decrease in problem behaviors.

Behavior modification is accepted as an effective method for controlling specific problem behaviors. Some form of behavior modification is present in most parenting education programs. Due in part to its relatively quick results, its systematic focus on changing behavior, and the relative ease with which researchers can evaluate its effects, behavior modification has been a credible model in parenting education since the early 1970s.

However, the behavioral approaches have also drawn substantial criticism. Some people fault such approaches for making the parent the source of authority: Parents define desirable behavior and manipulate children's experience to assure certain outcomes. Such approaches may not encourage mature autonomy and decision making in children. Reliance on behavioral approaches does not lead to mature, internalized moral behavior. A child may become focused on the rewards rather than internalized standards or sensitivity to others.

Because of their ability to manage specific behaviors, behavior-management approaches are likely to have some role in effective parenting. Yet they may be most effective when combined with relationship-enhancement approaches.