anyone who is not familiar with this, the naughty chair/step/spot/corner is a designated area where the child is made to sit alone for a set period of time (usually one minute for each year of the child’s age), until he or she is ready to rejoin the family or group and behave. Many parents, carers, childminders and nursery schools use the naughty chair, and find it works very well. It allows the child to take time out to calm down and reflect on his or her bad behaviour. It also reinforces in the child’s mind that he or she has been naughty and their behaviour was unacceptable.
If you are already using the naughty chair method for disciplining your child and it is working, that is fine; continue modifying your child’s unacceptable behaviour in this way. As with all child-rearing advice, do what you feel comfortable with and what works for you and your child. But don’t feel the method is an essential tool for managing your child’s behaviour.
If you are not already using the naughty spot, or feel uncomfortable about using it, then please consider my reasons for not using it:
* Repeatedly having to return a child to the naughty spot if he or she gets off it can turn into confrontation and an issue in itself.
* It has the uncomfortable ring of the Victorian classroom, where a child was singled out and humiliated by being made to stand in a corner or on a chair in front of their class as a punishment.
* It is demeaning for the child to be singled out in a negative way, particularly in front of his or her siblings or peers.
* It draws attention to negative behaviour, and can also easily be viewed by the child as a game, where the child jumps off the spot when mum’s back is turned.
* Having to return the child repeatedly to the naughty spot is another stress for a parent who is already overwrought from having to deal with their child’s bad behaviour. If the child is in the frame of mind to complete the Request to go to the naughty spot first time, and stay there until the time is up, then he or she is unlikely to need this form of discipline in the first place, as the child is already obeying his parent.
Instead of the naughty spot, I use the 3Rs technique, rewarding all good behaviour and applying a sanction if the child persists in the bad behaviour. More on sanctions and rewards follows later.
Don’t use the third person
I have never understood why many parents, teachers, nursery staff and adults tend to refer to themselves in the third person when talking to a child – ‘You know Mummy loves you’, ‘Daddy told you not to go in the shed’, ‘Mrs Smith asked you to clear up after art.’ I can’t think of any other situation where we do this except when an adult talks to a child, and I find it most odd.
You wouldn’t go into a hairdresser’s and say about yourself, ‘Mary would like a haircut, please.’ Or go to the bank and say, ‘Dave would like to talk to the manager about a loan.’ Of course you wouldn’t. It would sound ludicrous, and you would never address another adult in this way. Yet many of us do it with our children.
How or why this habit has developed, I’ve no idea and I haven’t been able to find out. But it is a very unhelpful way for an adult, particularly a parent, to talk to a child, for one very good reason: it has the effect of distancing the Request or statement from the adult, which means the child is less likely to respond to it. The nature of the third person is distance: it is not about me (I) but that person over there. The very nature of the third person makes it one step removed and therefore weaker in its effect.
Instead, always use the first person, ‘I’, when talking to a child, whether expressing emotion or managing a child’s behaviour through a Request or direction. ‘I love you’ has a far greater and more immediate and heartfelt ring than ‘Mummy loves you.’ ‘Tom, I have told you not to pull your sister’s hair’ is far more immediate and authoritative than ‘Tom, Mummy has told you not to pull your sister’s hair.’ ‘Tom, I have asked you to put down that axe’ is far more effective than ‘Tom, Mummy has asked you to put down that axe.’
If as a parent, care worker or teacher you have slipped into the habit of using the third person when addressing a child, I urge you to stop.
Sanctions and rewards
Rewards are given for good behaviour and sanctions imposed for bad. Both should come as soon after the behaviour that has merited the reward or sanction as possible so that the child can understand the link between cause and effect.
Rewards can be verbal – praise for good behaviour – or a small treat, such as extra television or computer time, or a favourite activity. Star charts, also known as reward charts, are sometimes used to reward good behaviour and have enjoyed a recent revival in popularity. A reward chart is a large brightly coloured chart, either homemade or bought, which is displayed on a wall where the child can see it. The child is rewarded for his or her good behaviour by being allowed to add a sticker to the chart, to the praise and admiration of his parent/carer/childminder/nursery teacher. I have not used reward charts for many years and probably won’t again, because I never found them very effective in the long term. Once the novelty had worn off (which took only a week at the most) something else had to be found to regain the child’s interest and therefore his or her cooperation. However, as with the naughty chair, if you are using a reward chart and it is working, continue, until the behaviour you are trying to change has been modified. Note that the success of the reward chart relies on you remembering to add the sticker each time, and on you making it a revered achievement, i.e. something the child aspires to – ‘Well done, Claire/Tom! You have earned another sticker. Let’s go and put it on now,’ said by you ceremoniously and with much praise.
Sanctions are the loss of something a child likes or wants as a result of persistent unacceptable behaviour. Sanctions are used in the 3Rs strategy when cooperation hasn’t been achieved after you have Requested, Repeated and Reaffirmed. In the case of Claire staying in her pushchair in the supermarket, she was rewarded with your praise – ‘Good girl’ – and allowed to walk once she had left the supermarket. In the case of Tom who did not respond to your Request for him to stop running his toy lorry over the coffee table, the sanction was the loss of his lorry for a set period of time.
Sanctions need to be age and incident appropriate, and should come as soon as possible after the negative behaviour. Because the 3Rs strategy teaches cooperation, with the child doing as he or she has been asked, as you implement it the number of instances where sanctions need to be imposed will be reduced.
Foster carers are very limited in the sanctions they can apply; we can’t, for example, stop pocket money. I have found that stopping television or computer or PlayStation time is very effective, for all ages. If the child persists in his or her challenging behaviour and, after warning the child what will happen if he or she doesn’t stop the negative behaviour, I stop viewing time in ten-minute slots. This accumulates, so that ten minutes is added each time the child persistently challenges or disobeys. Ten minutes becomes twenty, then thirty, and so on, resulting in the loss of all viewing time for that evening if necessary. It is highly effective. One ten-year-old boy I fostered whose very challenging behaviour had seen off three foster carers in three weeks and who had been excluded from two schools, stopped 90 per cent of his bad behaviour in a week, simply by my using the 3Rs and the loss of television time as a sanction.
The closed choice
I like this technique immensely, as it’s easy and instant. I use it all the time to ensure cooperation as part of the 3Rs, and with all ages of children. It works with adults too! A closed choice is a clever little ploy that allows the child to believe he or she is making his or her own decision, while in effect the child is complying with what you have asked him or her to do. It is highly successful and greatly reduces confrontation,
