Objective: Words shape our perceptions of behavior, and we applied this maxim to evaluating how different verbs can alter the perception of corporal acts used to discipline children. Specifically, we compared spank, swat, slap, hit, and beat. We hypothesized that (a) parents and nonparents would rate these terms differently, (b) corporal terms would be differentiated in a consistent manner across 3 behavior rating scales (common, acceptable, effective), and (c) acceptable and effective ratings would align more closely to each other than either would to common ratings. Method: In an online survey, participants read 8 vignettes with words used to label parental reactions to child misbehaviors and rated each vignette on how common, acceptable, and effective the response was. Results: Parents rated corporal actions as more common than did nonparents, but the samples were comparable on acceptable and effective ratings. Rank order of corporal term ratings was consistent across rating scales, with spank rated as the most common, acceptable, and effective response, followed (in order) by swat, hit, slap, and beat. Finally, evaluations of corporal terms on the acceptability and effectiveness of parental responses were more closely aligned with each other than either was to evaluations of how common the responses are. Conclusion: The specific verbs used to describe acts of physical discipline can alter interpretations of the associated behavior, and potentially serve to normalize, conceal, or justify violent actions.

Coercive responses to children’s behavior are well recognized to be problematic for children’s adjustment. Less well understood is how parental social cognition is linked to discipline. In this study we sought to link metaparenting — parents’ thoughts about their parenting — to the use of coercive discipline. We predicted that mothers who engaged in more metaparenting, thus reflecting more deliberate parenting, would use corporal punishment less frequently and instead engage in non-coercive discipline. We also expected that mothers who engaged in more metaparenting would report closer relationships with their children. In order to assess a diverse sample, data were collected from approximately equal numbers of African-American, European-American, and Mexican-American mothers. Participants included 113 mothers with target children in three age groups, ranging from 2 to 12 years. The results indicated reports of corporal punishment as well as non-coercive discipline did not significantly differ across child sex and child age groups, but did differ significantly across race/ethnicity. Reports of frequency of metaparenting also differed across racial/ethnic groups; African-American mothers reported more metaparenting than European-American mothers on three of four subscales. Metaparenting was significantly related to reports of the mother-child relationship but in the opposite direction than predicted. Based on these results, future research directions linking parental social cognition to discipline are proposed.

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Time-out, a mainstay of non-punitive discipline for over 60 years, has been criticized for isolating and distancing children from others. An alternative technique, one promoted by advocates of positive parenting practices, is labeled “time-in”. This procedure is intended to help the child connect to the parent, communicate their feelings, and learn how to self-regulate. Although the technique has been advocated in the positive parenting literature since at least the 1990s, there are few empirical studies evaluating it. This pilot mixed-models study was designed as an initial test to determine whether mothers, following a brief training, would use the procedure over a two-week period, and how they would view it. Based on the daily reports as well as post-intervention interview of a small sample of mothers, the technique was evaluated as easy to use and effective. This study provides initial information about mothers’ use of the technique and sets the stage for a comprehensive set of studies to rigorously test and evaluate the technique.