Describe Two Potential Risks Of Juan And Elena’s Disciplinar

Describe two potential risks of Juan and Elena’s disciplinary style on their children’s psychological development

Juan and Elena Hernandez's disciplinary approach poses significant risks to the emotional and developmental well-being of their children, Juan Jr. and Alberto. Their use of physical punishment, such as making the children kneel for hours holding heavy books, and reprimanding them for behaviors like talking back or excessive noise, can lead to long-term psychological consequences. These disciplinary methods can threaten the children's sense of safety, stability, and attachment, which are fundamental for healthy development (Centers for Disease Control and Prevention [CDC], 2020).

One potential risk of such harsh discipline is the development of low self-esteem. Children who are frequently punished or criticized may internalize negative feedback, perceiving themselves as inherently bad or unworthy. This negative self-view stems from the children adopting their caregiver’s values and judgments, which may diminish their sense of self-worth, especially when they are reprimanded for age-appropriate behaviors (Zastrow, Kirst-Ashman, & Hessenauer, 2019). For example, Juan Jr., who might feel rejected and unloved when subjected to punishment for speaking back, could develop feelings of inadequacy that diminish his confidence and hinder his social interactions.

Another critical risk associated with the disciplinary style is impaired attachment security. Attachment theory emphasizes the importance of consistent and sensitive caregiving in fostering secure bonds (Ainsworth, 1989). Inconsistent or punitive responses from caregivers, like subjecting children to physical discomfort or public reprimands, can foster feelings of rejection and mistrust. Juan Jr. and Alberto may develop negative perceptions of their caregivers, leading to emotional distance, anxiety, and difficulty seeking comfort or affection in future relationships. This disruption of attachment can have lasting effects, including difficulties in trusting others and forming healthy relationships later in life (Bowlby, 1988).

Application of Developmental Theory to the Hernandez Children

Piaget's theory of cognitive development provides a useful lens for understanding the potential impacts of the Hernandez parents' disciplinary practices on their children. According to Piaget (1952), children aged approximately 7 to 11 years old, like Juan Jr., are in the concrete operations stage, characterized by developing logical thinking, organization of thoughts, and understanding others’ perspectives. This cognitive stage allows children to examine their actions and understand the consequences, but harsh punishments disrupt this learning process by instilling fear and shame rather than constructive understanding.

Disciplinary methods that rely on physical punishment and public humiliation can hinder the child's ability to develop internal motivation and moral reasoning, as they focus more on avoiding punishment than understanding right from wrong (Kohlberg, 1984). When children like Juan Jr. and Alberto experience negative reactions to their curiosity or independence, they may start to view themselves as inherently problematic or bad, which stunts their moral and emotional development. This perspective contradicts Piaget’s view that children learn best through active experimentation and guided discovery, not through punitive measures.

Impact of Disciplinary Style on Child Development

The disciplinary practices used by Juan Sr. and Elena can produce adverse outcomes, including increased aggression, social withdrawal, and emotional dysregulation. Children subjected to frequent physical or verbal punishment often develop maladaptive coping strategies, such as acting out or withdrawing from social interactions (Gershoff & Grogan-Kaylor, 2016). Over time, these children may struggle with emotional regulation, leading to difficulties managing conflict and expressing feelings healthily.

Furthermore, these disciplinary methods can affect the children’s academic and social functioning. When children feel unsafe or unloved, their capacity for attention, decision-making, and learning diminishes, which can impede their academic success and peer relationships (CDC, 2020). In addition, early exposure to harsh discipline is linked to an increased likelihood of developing anxiety, depression, and poor self-esteem, which can persist into adolescence and adulthood (Finkelhor, 2020).

Conclusion

In conclusion, the disciplinary approach practiced by Juan and Elena Hernandez risks fostering low self-esteem and insecure attachments in Juan Jr. and Alberto. These outcomes can have profound and lasting effects on their psychological development, influencing their social competence, emotional health, and ability to trust others. Recognizing the importance of nurturing, consistent, and developmentally appropriate discipline strategies is vital to fostering resilient and emotionally healthy children. Cognitive developmental theories, especially Piaget’s stages, highlight the importance of age-appropriate understanding and interactions, reinforcing the need for positive parenting practices that support healthy growth and development.

References

• Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44(4), 709–716.
• Bowlby, J. (1988). A secure base: Parent-child attachment and healthy development. Basic Books.
• Centers for Disease Control and Prevention (CDC). (2020). Adverse childhood experiences (ACEs). https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/aboutace.html
• Finkelhor, D. (2020). Trends in adverse childhood experiences (ACEs) in the United States. Child Abuse & Neglect, 108, 104680.
• Gershoff, E. T., & Grogan-Kaylor, A. (2016). Spanking and child development: We know enough now to stop hitting our children. Child Development Perspectives, 10(3), 181–187.
• Kohlberg, L. (1984). The psychology of moral development: Moral stages and the idea of justice. Harper & Row.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.