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Clinical Pediatrics
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Determinants of Parental Discipline Practices: A National Sample From Primary Care Practices

Shari Barkin, MD, MSHS

Division of General Pediatrics & Adolescent Medicine, Department of Pediatrics, Wake Forest University School of Medicine, Winston-Salem, North Carolina, sbarkin{at}wfubmc.edu

Benjamin Scheindlin, MD

Burlington Pediatrics, Burlington, Massachusetts

Edward H. Ip, PhD

Division of Biostatistics, Department of Public Health Science, Wake Forest University School of Medicine, Winston-Salem, North Carolina

Irma Richardson, MHA

Division of General Pediatrics & Adolescent Medicine, Department of Pediatrics, Wake Forest University School of Medicine, Winston-Salem, North Carolina

Stacia Finch, MA

Pediatric Research in Office Settings (PROS), Department of Research, American Academy of Pediatrics, Elk Grove Village, Illinois (SF)

National guidelines urge pediatricians to address discipline as part of anticipatory guidance, yet pediatricians know little about what leads parents to use different discipline approaches. Parents seen in Pediatric Research in Office Settings practices participated in an office-based survey before the well-child visit for children 2 to 11 years old (N = 2134). Parents reported using the following discipline approaches frequently: time-outs (42%), removal of privileges (41%), sent to bedroom (27%), yelling (13%), and spanking (9%). A third of parents believe their discipline approach to be ineffective. This directs the pediatric provider to help families develop effective discipline practices tailored to their context.

Key Words: discipline • parenting • child behavior

Clinical Pediatrics, Vol. 46, No. 1, 64-69 (2007)
DOI: 10.1177/0009922806292644
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