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This article presents a case study on parental discipline to describe a novel methodology for conducting rapid reviews using article-level metrics. A team of 3 researchers searched for studies that met predetermined thresholds of influence based on article-level metrics. These metrics included number of citations within the scientific literature and Altmetric scores, which measures a study's level of dissemination on blogs, news sites, and social media. Articles were reviewed for inclusion using traditional systematic review methods, with 52 articles meeting the criteria for influence, quality, and relevance. The studies captured in this review received significant attention from research consumers and suggest that fair discipline, enforced consistently, with explanation and discussion, is associated with favorable outcomes among adolescents. Similarities and differences in popular and scientific narratives were identified, such as the greater popularity of research on provocative topics (e.g., corporal punishment) among the general public. This rapid review methodology produced similar findings to systematic reviews and may provide an improved way for character education researchers and policymakers to understand translation and dissemination of parenting and adolescent health research, allowing them to address gaps in public knowledge more quickly and efficiently.

Preconceived expectations for one's behavior drive how people interact with their communities. Messaging via pop culture is a common source for citizens to learn about one community engagement tool: compulsory volunteering. Compulsory volunteering, like court-ordered community service and school-based volunteering, provides an opportunity to learn and "give back" to one's community. The authors ask, what is the value of compulsory volunteering according to pop culture messaging? Textual analysis is used to identify common themes among 48 episodes of U.S. television about community service and service-learning. Findings indicate that popular culture teaches society that compulsory volunteering is more often a chore to avoid than a way to give back. Volunteers on television perceive power as placed in the wrong hands, and plots center on regaining agency. This power displacement becomes problematic if viewers perceive the volunteer supervisor as an antagonist to defeat. Nonprofits should anticipate misunderstandings when onboarding coerced volunteers.

Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and 'pushout' phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest that the hypercriminalization and subsequent punitive measures inflicted on these Black girls hindered their academic experiences and that despite the threat of exclusionary discipline sanctions, these young girls fought -- not because they were bad -- but out of necessity. Concluding, we discuss restorative approaches and explain how Circles can help support emotional healing and educational reintegration after moments of conflict.

Many middle school (MS) students have been exposed to inappropriate instructional practices in physical education (PE). Involvement in and exposure to these inappropriate instructional practices becomes a common occurrence, causing students to believe this is what should take place in their PE class. The purpose of this study was to better understand MS students' perceptions of and attitudes toward appropriate instructional practices (AIP) in their PE classes. This study generally found from interviews that students perceived dodgeball to be acceptable, that wearing prescribed clothing (school shirt) will earn an easy "A," and that having captains pick teams in front of the whole class is an appropriate practice for PE class.

Within higher education student evaluations of teaching (SET) are used to inform evaluations of performance of courses and teachers. An anonymous online survey was constructed and implemented using Qualtrics. This study was situated within a more extensive study investigating the impact of narrative SET comments on teaching quality and the health and wellbeing of academic staff. This paper reports specifically on two open questions that were designed to elicit examples of non-constructive and offensive anonymous narrative feedback. Five themes were identified: allegations; insults; comments about appearance, attire and accent; projections and blame; and threats and punishment. These are represented in non-redacted form. Personally destructive, defamatory, abusive and hurtful comments were commonly reported. These kinds of comments may have adverse consequences for the well-being of teaching staff, could contribute to occupational stress and in some cases could be considered libellous. The high prevalence of offensive comments accessible to and shared by teachers may be a reflection of the anonymity afforded to respondents using internet surveys, resulting in de-individuation and enabling some respondents to give voice to 'hate speech' which has no place in evaluations of teaching.

This research generated a theoretical model based on a combination of deterrence and reasoned action theories to explore the prosecution risk and the perceived proximity on e-book piracy. Four hypotheses were developed through the literature to analyse the undergraduate intention to plunder e-books. The self-reporting method via snowball sampling was employed to collect the data from 88 undergraduates who had previously committed e-book piracy. The results indicated that perceived proximity and prosecution risk have a significant relationship to piracy intention (F = 113.805, p < 0.001). Seventy-two per cent of the piracy intention variance was accounted for by the predictors, as reported by the adjusted R[superscript 2] (0.722). Although the severity of the punishment has been identified as an important factor in lowering piracy intentions, it has not been particularly seen among the female participants, i.e., the more female undergraduates knew about the severity of the punishment, the more they wanted to engage in piracy.

This paper aims to interpret the lived experience of Indonesian universities' leaders in order to offer a new way of understanding leadership and exercising leadership in higher education. Heidegger's Hermeneutic Phenomenological approach is used to capture the real experience of those leaders in demonstrating how they live and exercise a particular phenomenon of 'leadership' in Indonesian university contexts. Seven university leaders from two universities of private and public universities, in the western region of Indonesia, were interviewed. The results of this study describe that leaders define the nature of leadership within the domains of both positivists' and social constructivism's via the incorporation of individual characteristics and relational processes. They exercise leadership based on the premise of the exchange of rewards and punishment to meet triple objectives. Such an exchange is mediated with the relational approach reflected in terms such as recognition, soft-touch, affection, and care. These results offer a new way of blended conventional knowledge (positivism and social-constructivism) in defining the nature of leadership in higher education and promote a new model of the theory of what we call 'neo-transactional leadership'.

Whether spanking is detrimental for social-emotional (SE) development remains controversial, mostly due to disputes around the internal and external validity of existing evidence. This study examined the effect of spanking on the SE development of Bhutanese children, using a national, longitudinal sample (N = 1377; M[subscript age] = 50.5 months old; 50% girls). Following best-practice recommendations for mitigating issues of selection bias in observational developmental research, the study employed conservative methods (i.e., child fixed-effects and lagged-dependent variables) and robustness checks to assess the internal validity of estimates. Across approaches, spanking predicted reductions in SE skills of 0.09-0.17 SD, even after controlling for all time-invariant confounders and baseline levels of SE skills. These findings strengthen the argument that spanking might be harmful to young children's SE development.

Restorative Justice (RJ) is an educational "innovation" introduced into school communities as a counter approach to traditional punitive discipline practices. In this paper, we provide a critical examination of RJ in education by naming common pitfalls to RJ implementation in schools and providing four transformational cultural shifts schools might make to actualize an RJ model that challenges traditional notions of power, pays homage to culturally grounded traditions, and empowers youth to lead the way.

Academic integrity policies and processes vary from institution to institution and between countries. The last 30 years has seen increased attention on policies that provide a process focused on educating students and reintegrating those who cheat into their institutions rather than punitive and permanent sanctions, such as expulsion.

The quality of early parent-child relationship affects children's later emotional development, social competence and school performance (Caputi, Lecce, & Pagnin, 2017). Moreover, the perception of a warm relationship with parents supports the use of adaptive social skills and approach-oriented coping strategies (Chan, 2011). Children characterized by psychopathological symptoms are likely to experience difficulties in social adjustment over time (Burt, Obradovic, Long, & Masten, 2008) and typically present a dysfunctional coping style (Seiffge-Krenke, Weidemann, Fentner, Aegenheister, & Poeblau, 2001). In turn, children adopting maladaptive coping strategies usually have rejecting, ignoring, inconsistent, or punishing parents (Chan, 2011). This study investigates the effects of the interaction between psychopathological symptoms and parent-child relationship, controlling for their main effects, on social skills and coping strategies.

In the United States, not only are parents permitted to utilize corporal punishment in disciplining their children, but 19 states still permit the use of corporal punishment in schools. Teachers are legally bound to report suspected maltreatment, yet their school may engage in a discipline practice which they may consider abuse. This potential conflict depends on the teacher's definition of "acceptable" physical discipline and abuse. Thus, teachers' attitudes teachers towards corporal punishment and child maltreatment are critical. Preservice teachers were surveyed about their attitudes towards corporal punishment, knowledge of child maltreatment and mandated reporting, personal experiences with corporal punishment and asked to rate several hypothetical parent-child discipline scenarios. Preliminary analyses indicate that despite a higher endorsement of and more personal experience with corporal punishment, African American participants did not differ from their Anglo counterparts in their ratings of parental discipline scenarios. These and other findings will be discussed.

"An Unaccompanied Refugee children is a person under the age of 18, who is afraid of being persecuted, whose rights are threatened and is forced to leave his / her habitual residence and / or country of origin and is outside it, without the accompaniment of parents, relatives or other adult person, who, by law or custom, is responsible." (Angelidou & Aguaded, 2016). According to the Human Rights Watch researches (2016), serious crimes against refugees and immigrants children are being committed. The Government of Spain announced that they expect to relocate a total of 586 people before the end of 2017. At present, the number of refugees in Spain is more than 470. Specifically, Andalusia became, in September 2016, the first Spanish community that manages to relocate unaccompanied refugees children. The objective of this research is to analyze the socio-educational intervention, which is being carried out with these children. For this, the method used was in-depth interviews, y cuestionarios, which results offer very diverse information, from which we can conclude that there is a way forward, which is leading to improvements for children.

Purpose: The study explored how an underprivileged blind individual from an extremely poor family developed resilience and soft skills to thrive in life, despite challenges that could have easily hindered the development of his abilities. Methodology: This qualitative study employed the narrative inquiry method, involving responsive interviews. Experiences over a period of time were retrospectively documented via the collection of a life story from one participant who was very distinctive to the phenomenon being studied. Data analysis was carried out manually using open, thematic and longitudinal coding methods, after which interpretation was done to provide meaning to the results. Findings: Positive youth development in the participant's life may be the result of the ecological system he grew up in, supported by three synergistic protective factors: religiosity and spirituality, parental discipline, and care and support, in addition to the traumatic life-turning points he experienced. Significance: The findings provide directions for further research on the underprivileged in the Malaysian context. They would also be able to guide the government and other interested stakeholders on potential methods and initiatives to build resilience and motivation to learn soft skills so that underprivileged children will be able to thrive in life.

School discipline is a core indicator of school effectiveness. Learner management is crucial and educational researchers need to focus on factors leading to indiscipline in schools. Guided by Planned Behaviour Theory that explores on guidance, counseling and good classroom management the study used the survey research design to sample 91 teachers randomly selected from 13 schools. Purposive sampling was used to select 13 head teachers. The research instruments used was Head Teachers' and Teachers' Questionnaire with a reliability coefficient of 0.76. Data obtained was coded and analyzed quantitatively using Statistical Package for Social Sciences (SPSS ver. 19). Its presentation was done by use of charts, tables, percentages and frequencies. The study found out that 55% of the teachers used guidance and counseling in enforcing discipline in schools while 7.1%) still use corporal punishment. The study concludes that absenteeism, truancy and lying were found to be prevalent in many schools and those teachers and parents are to take a great role in discipline management of learners. We recommend re-training of teachers on alternative methods of discipline. It is expected that the findings of the study will benefit education policy makers to use acceptable disciplinary procedures in schools.

In South Africa, the common law principle of "in loco parentis" entitles teachers, as the guardians in the school environment, to discipline learners. However, in view of new legislation advancing children's rights, it is unclear as to the extent to which teachers can or do enact the "loco parentis" role. This study employed a qualitative research approach to explore public school teachers' views related to disciplining learners. A convenience sample of eight teachers (four females and four males) was interviewed using a focus group strategy. A thematic data analysis was applied to identify strands emerging from the discussions. Findings suggest diminished teachers' rights to discipline learners as characterised by learners' lack of respect, morals and values, teacher safety and personal protection, teacher sense of disempowerment, poor classroom management and teaching strategies, and ineffective parental involvement.

In 1973, British Columbia (B.C.) became the first province in Canada to forbid corporal punishment in public schools (B.C. School Act), followed by the majority of the other provinces. Alberta and Manitoba however, still have no provincially enacted legal prohibition, although many school boards have updated their policies to state that corporal punishment should be prohibited. The spotlight on efforts to repeal Section 43 of the Criminal Code may have dimmed over time on the national stage, but the recent Canadian Truth and Reconciliation report has ignited this issue once again. My article explores the existing laws with a comparative approach (Reimann & Zimmermann, 2008; Orucu & Nelken, 2007), in terms of where Canada stands in relation to other nations' legislative standards and practices. It also addresses the severe behavioural and psychological implications on impacted children. As a developed nation, Canada needs to reconsider its current state of "progress" by inspecting and reviewing existing discourses and legislatives to ensure successful prevention of corporal punishment in schools. This paper intends not only to contribute to the advancement of Canadian legislative standards, but also to practices in local and international education.

Socialization agents shape pupils' behaviour. Pupils' behaviour has deteriorated over time in primary schools in Kenya. The purpose of the study was to contextualise the influence of socialization agents in shaping primary school pupils in Thika Sub County. The objective of the study was to assess the role of school variables in shaping pupils' behaviour. Descriptive research design was applied with a target population comprising of 570 teachers, 3256 pupils and 69 head teachers. The sample size consisted of 57 teachers, 325 class seven pupils and 7 school heads. The research instruments used consisted of the teachers and pupils questionnaire and an interview guide for head teachers and sub county director of education. The research instruments were piloted and a correlation coefficient of < 0.7 was acceptable. Data was analyzed using both descriptive and inferential statistics with the aid of the Scientific Package for Social Sciences (SPSS). The study established that the school rules played a key role in management of children's behaviour in school since they maintained socially acceptable norms within the school. However the school rules did not dictated the form of punishment for non-compliance. The school should carry out background checks on learners in order to establish behavioural issues that are likely to face from a particular set of learners. This would assist in discipline management in schools. The teachers should also consider prior behavioural and discipline issues in order to determine how to address the current pupils' indiscipline. The school administrators should ensure that the school rules specify the punishment for various issues of nonadherence to the rules. This would assist in having uniform forms of punishment and thus learners would understand the punishments and the role of punishment in shaping their behaviour.

This study introduces the topics of reward addiction and sensitivity to punishment in academic contexts to the literature. This study was designed firstly to develop reliable and valid measurement tools that can measure high school students' reward addiction and sensitivity to punishment in academic contexts, and secondly to test the structural equation model formed to identify the relationships between reward addiction and sensitivity to punishment. The participants of the study were a total of 506 high school students. Exploratory and confirmatory factor analyses showed that the developed measurement tools were valid and reliable. According to the structural equation model formed between the variables of reward addiction and sensitivity to punishment, the reward addiction variable significantly and positively affected sensitivity to punishment. The findings of this study inform both parents and educators with a new perspective about the possible negative results of using punishment and rewards in academic context.

The following will discuss school violence and address the relationship among students with special needs. Further research is needed on the effects of violence among special needs student populations. Efforts require observation and concrete data in order to understand how to address the increase in violence if we are to create safer schools. School violence is increasing the responsibilities of administrators, teachers and school personnel. Student related deaths from school shootings and other acts of violence perpetrated by students diagnosed as having a mental disability, as defined by the American Psychological Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-5), were examined across all 50 states, including 19 states where the use of corporal punishment exists. In states where corporal punishment remains legal, students with special needs are frequently punished, while acts of school violence and school shooting related deaths are proportionately higher. Safety is an increasing concern for administration and faculty, as they are required to follow Federal, State, and Local mandated laws to protect students with and without special needs.

Purpose: One of the most consistent predictors of punitiveness is education, with more educated individuals expressing less punitive sentiments. While much of the earlier research focused on the level of education, some researchers have recently begun to look more closely at the nature of that education such as examining the effect of specific majors on punitiveness. This paper goes even further by also analyzing more broadly the effect of a social science education on punitive attitudes. Methods: This article presents results from an online survey of 4,000 undergraduate students attending a United States' university. Ordinary least squares analysis is used to examine the effect of majoring in the social sciences on support for punitive criminal justice policies, while controlling for a number of theoretically relevant variables. Findings: We find that more educated students and those majoring in social science disciplines are generally less punitive than their counterparts. If we are to unburden ourselves of the intricately intermingled economic and social costs of mass incarceration, it will require a re-visioning of how we do justice in America. Social scientists can play a crucial role in this regard through focused research and in educating young people to be critical thinkers and thoughtful citizens.

This study investigated whether sensitivity to punishment that students develop in the academic context is a predictor of school burnout syndrome, and whether students' sensitivity to punishment show a significant difference based on their feelings toward school and sense of belonging. The present study employed a correlational research model. The participants of the study were 243 5th, 6th, 7th and 8th graders studying at three state middle schools in the city of Eskisehir. For analysis, Multiple Regression Analysis and One-Way ANOVA for Unrelated Samples were employed. In the regression analysis, the factors of punishment sensitivity together were moderately and significantly related to the students' burnout scores, and these three variables together explained 40% of the variance in the students' school burnout. ANOVA and Shefee test results showed that the punishment sensitivity of the students who had positive feelings towards school and those who felt they belong in the school were higher than the students who had negative feelings and did not feel they belong in the school. This study also shows parents, teachers and school administrators that they should not be deceived by the short-term and temporary benefits of punishment. [Paper presented at the International Eurasian Educational Research Congress (2nd, Ankara, Turkey, June 8-10, 2015).]

Establishing causal links when experiments are not feasible is an important challenge for psychology researchers. The question of whether parents' spanking causes children's externalizing behavior problems poses such a challenge because randomized experiments of spanking are unethical, and correlational studies cannot rule out potential selection factors. This study used propensity score matching based on the lifetime prevalence and recent incidence of spanking in a large and nationally representative sample (N = 12,112) as well as lagged dependent variables to get as close to causal estimates outside an experiment as possible. Whether children were spanked at the age of 5 years predicted increases in externalizing behavior problems by ages 6 and 8, even after the groups based on spanking prevalence or incidence were matched on a range of sociodemographic, family, and cultural characteristics and children's initial behavior problems. These statistically rigorous methods yield the conclusion that spanking predicts a deterioration of children's externalizing behavior over time.

Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of schooling, involving 'zero-tolerance', 'no excuses' disciplinary approaches, that have undermined notions of the common school as a public good. Against this background, and drawing on philosophical literature and our own empirical research, this study interrogates the practice in schools in England of placing students in 'isolation'. In considering this practice as an instance of banal education policy, our study makes obvious reference to Hannah Arendt's characterization of evil in her account of Adolf Eichmann's trial. But it also draws on the work of moral philosophers, Elizabeth Minnich and Simona Forti, in relation to the distinction between intensive and extensive evil, in order to analyse the nature and effects of school discipline policies and practices such as isolation in the neoliberal era as a contemporary form of evil.

"Tuning in to Kids" (TIK) is a parenting program that focuses on emotion coaching and is evidenced to be effective in Western populations. This study used a randomized controlled trial to examine the intervention effects of TIK on Chinese parents of low to middle socioeconomic status in Hong Kong. One hundred four parents (99 mothers and five fathers; M[subscript age] in years = 37.92) of preschoolers aged 3-6 years were randomly assigned to the experimental (n = 54) or waitlist control group (n = 50). Parent and child outcomes were assessed at baseline (Time 1), immediately after the 6-week intervention (Time 2), and 6 weeks postintervention (Time 3), using the Alabama Parenting Questionnaire, Coping with Children's Negative Emotions Scale, Parenting Stress Index-Short Form, and Emotion Regulation Checklist. The experimental group reported significant reductions in punitive parenting and parenting stress at Time 2, and these effects were maintained at Time 3. Delayed improvements in parents' use of expressive encouragement and children's emotion lability/negativity were observed at Time 3 in the experimental group. The immediate intervention effects were replicated in the waitlist control group at Time 3 after they attended the training. This study represented one of the few randomized controlled trials of TIK conducted in a non-Western sample. Our results corroborated the findings of prior studies of TIK and provided preliminary support for its effectiveness across different cultural contexts.

The study presents data drawn from semi-structured interviews with five young people permanently excluded from schools in North East England. The research aimed to investigate the risk factors that lead to the children using illegal drugs, to determine the drivers and implications for drug misuse and the carrying of knives into school. The research also hoped to elicit from the young people, the solutions that could have prevented their exclusion from school. The interviews were analysed using interpretative phenomenological analysis to understand how a homogenous sample made sense of their lived experiences. The findings highlight the importance of prompt identification and support for children with learning and subsequent mental health needs as the evidence suggests they lead to perceived negative behaviours by teachers. The research provides further evidence that behaviour sanctions in mainstream schools such as detention and isolation booths do not improve behaviour but make it worse. Original to this research is the finding that children are consuming drugs before school to cope with their inability to access the learning, to aid their concentration and to medicate themselves to reduce the likelihood of being sanctioned by teachers.

Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. SWPBS seeks to provide a multi-tiered approach to strategically frame integrated actions responding to matters of wellbeing, discipline and punishment in schools using Evidence-Based Interventions (EBIs). In this respect, EBIs rely on what are presumed to be value-free, reliably generated data which direct the selection, implementation and monitoring of SWPBS in schools. The paper begins by exploring how SWPBS is understood via implementation science. Following an outline of standard SWPBS EBI practice, discussion turns to instead consider this work as Evidence-Making Interventions (EMIs). To do so, first we outline how our before-the-fact anticipations influence relationships and disciplinary actions as they are realised in schools through EBIs. Our focus then turns to explain how SWPBS interventions, using multi-tiered systems of support and technology as examples, might be understood and enacted differently if engaged as EMIs. In conclusion, school-based relationships are subsequently reconsidered as a confluence of human (teachers and students) and non-human (data and policy) liaisons always and already subject to each other's next move.

This article discusses the prevention interview, a one-to-one interview with a student, asking open-ended questions. Prevention interviews help educators learn about the whole young person to build trust that allows for new solutions for recurring problems. Prevention interviews also work well when done soon after a student has made poor behavior choices, to prevent further incidents and prevent a conflict-filled teacher-learner relationship from forming. The author provides answers to three questions teachers often ask about incorporating prevention interviews into their work: (1) When can I find time?; (2) What should I ask?; and (3) How should I respond?

The school-to-prison pipeline is a theoretical construct that explains how disproportionate discipline and exclusionary punishment of Black and Brown students ultimately pushes youth out of mainstream schools and into the criminal justice system (Basford and Lewis in From education to incarceration: dismantling the school to prison pipeline, Peter Lang Publishing, New York, 2018; Heitzeg in Forum Public Pol Online, 2009; Lewis and Basford in Six lenses for anti-oppressive education (counterpoints: studies in the postmodern theory of education), Peter Lang Publishing, New York, 2014; Morris and Perry in Soc Probl 63(1):68-86, 2016). While the research has documented the existence of the school-to-prison pipeline and its impact on families, less has been done to study schools that have worked to successfully interrupt the pipeline. The authors respond to this void in the literature by using Maslow's "hierarchy of needs" (Motivation and personality, Harper, New York, 1987) and Noddings' "ethic of care" (Caring: a feminine approach to ethics and moral education, University of California Press, Berkely, 2003) to interpret the successful efforts of one charter high school focused on dropout recovery, specifically targeting youth who have experienced or are at risk for the school-to-prison pipeline. Findings from this case study suggest that the school embodies what we call "institutional plasticity" through innovative programming, carefully selected and trained staff, a family-like atmosphere, wrap-around services, and flexible planning for intermittent attendance. Implications identify elements of institutional plasticity for consideration in other settings.

Background: Callous-unemotional (CU) traits are related to low achievement but not to deficits in verbal ability, commonly regarded as a major risk factor for poor academic outcomes in antisocial youth. This suggests that CU traits may have utility in explaining heterogeneous risk pathways for poor school performance in antisocial children. Reduced sensitivity to teacher discipline has been suggested as a potential explanation for the association between CU traits and low achievement, given its importance in facilitating engagement in learning. This study is the first to examine punishment insensitivity as a potential mechanism explaining the relationship between CU traits and poor achievement. Aim: The current study investigated the indirect pathway from CU traits via the predictor of punishment insensitivity to English, Maths, and Science grades. Sample: A total of 437 English secondary school students aged 11 to 14 years (49% girls). Methods: We conducted a mediation analysis within a structural equation modelling framework. CU traits and punishment insensitivity were assessed using child report questionnaires and academic grades were obtained from school records. Results: CU traits were indirectly associated with low academic grades in Maths and Science, but not English, via punishment insensitivity, controlling for child age, gender, single parent household status, free school meals eligibility, externalizing problems, and classroom effects. Conclusions: Findings indicated that reduced sensitivity to discipline forms a pathway linking CU traits to poor performance in Maths and Science. Teachers may therefore need additional support to implement discipline effectively with children high in CU traits in order to prevent poor academic outcomes.

Biopsychosocial models of children's socioemotional development highlight the joint influences of physiological regulation and parenting practices. Both high and low levels of children's baseline respiratory sinus arrhythmia (RSA) have been associated with children's maladjustment, indicative of nonlinear associations. Negative or unsupportive parental responses to children's emotions are consistently linked with internalizing (IP) and externalizing problems (EP), although few studies have examined how associations vary within families. This study examined within- and between-person associations of children's quadratic baseline RSA, negative maternal emotion socialization, and children's problems over 7 years. RSA was measured in 133 3.5-year-old children (72 female) in predominantly middle- to upper-middle socioeconomic status, Caucasian families. Mothers reported on their emotion socialization practices and their children's adjustment concurrently and 1, 5, and 7 years later. Multilevel structural equation models revealed quadratic associations between baseline RSA and both IP and EP at the between-person level, suggesting that children with moderate RSA had fewer adjustment problems, on average, than children with lower or higher RSA. Across time and between families, children displayed more problems if their mothers reported more negative responses to their children's emotions. Within families, IP were elevated on years when mothers reported higher than usual negative responses, and children with either high or low baseline RSA had more problems on years when mothers reported greater than usual negative responses to their children's emotions. Altogether, these findings suggest that high and low baseline RSA may increase the risk for maladjustment, particularly in the time-varying context of aversive emotion socialization practices.

The precision request (PR) is a semi-scripted request sequence incorporating antecedent and consequence procedures designed to improve compliance. In a previous study, we demonstrated that PR can increase the compliance of students receiving special education services under the category of emotional disturbance (ED). However, the PR includes a punishment procedure (i.e., response cost), which may be unwise for ethical, legal, and practical reasons. In this study, we evaluated secondary data from the previous study to examine the impact of PR on the teacher's use of praise, response cost, and reprimands. We found that the teacher's use of the PR was associated with an increase in teacher praise and decreases in both response cost and reprimands. We also discuss the possible active elements of the PR intervention for improving student compliance. Implications and limitations are discussed.

Punishment-based procedures are used to reduce challenging behavior in both special education and applied behavior analytic practices. Although commonly effective, these interventions are associated with an increased level of risk, making their use controversial. However, no research has specifically analyzed the extent to which researchers comply with the ethical standards of the professional organizations for special educators and behavior analysts (i.e., Council for Exceptional Children [CEC] and the Behavior Analyst Certification Board [BACB], respectively) when implementing punishment-based procedures. This might be especially important for young children with disabilities, who are a highly vulnerable population. We systematically analyzed the use of punishment-based procedures with this population to determine: (1) characteristics of included children and treatments; and (2) the degree to which researchers adhered to ethical standards during implementation. Results indicated a variety of punishment-based procedures have been used with this population and have generally resulted in decreased challenging behavior; these results were demonstrated across age, diagnosis, target behavior, and treatment type. However, researchers demonstrated minimal adherence to ethical standards, with no improvements over time. This indicates a need for improved ethical rigor of researchers implementing punishment-based interventions. Recommendations include: (1) the creation and validation of an ethics code to assess the degree to which researchers demonstrate ethical practices; and (2) the development of tools to help practitioners recognize the ethical implications of punishment-based interventions and choose/implement appropriate interventions for behavioral interventions.

This study analyzed data on the early developmental status of 7352 children, aged from 36 to 59 months, using the "Early Childhood Developmental Index" (ECDI) to assess literacy-numeracy, physical, social-emotional, and learning domains. The study explored correlates of developmental status with a range of socio-demographic and environmental factors that may impact children's development. The analyses use data from the "Bangladesh Multiple Indicator Cluster Survey, 2012-2013." Overall, about 65% of children had potential for healthy development, with highest rate of being "on track" being in the physical domain (~ 94%) and the lowest rate in the literacy domain (~ 23%). Older children, who had been breastfed, whose mothers had higher education, and who lived in urban areas were more likely to be developmentally "on track." Children, whose family members engaged with them in four or more stimulating activities and read books, were more likely to be on a consistent and positive developmental trajectory. Children who were male, malnourished and experienced physical punishment were less likely to be on a positive developmental track. Policymakers need to invest in early childhood development including the funding of interventions so that children in Bangladesh can achieve their developmental potential.

Although children enact third-party punishment, at least in response to harm and fairness violations, much remains unknown about this behavior. We investigated the tendency to make the punishment fit the crime in terms of moral domain; developmental patterns across moral domains; the effects of audience and descriptive norm violations; and enjoyment of inflicting punishment. We tested 5- to 11-year-olds in the United Kingdom (N = 152 across two experiments, 55 girls and 97 boys, predominantly White and middle-class). Children acted as referees in a computer game featuring teams of players: As these players violated fairness or loyalty norms, children were offered the opportunity to punish them. We measured the type (fining or banning) and severity of punishment children chose and their enjoyment in doing so. Children only partially made the punishment fit the crime: They showed no systematic punishment choice preference for disloyal players, but tended to fine rather than ban players allocating resources unfairly--a result best explained by equalization concerns. Children's punishment severity was not affected by audience presence or perpetrators' descriptive norm violations, but was negatively predicted by age (unless punishment could be used as an equalization tool). Most children did not enjoy punishing, and those who believed they allocated real punishment reported no enjoyment more often than children who believed they pretended to punish. Contrary to predictions, retribution was not a plausible motive for the observed punishment behavior. Children are likely to have punished for deterrence reasons or because they felt they ought to.