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Government:
1. Parental Incentives
2. Collaborative Approach
3. Children Held Accountable
4. Parental Responsibility
Parental Incentives
POINT
Addressing the behavioural problems of children requires active parental
participation. However, in many cases, parents are either not fully aware of
their childrens problems, or more importantly, delay the active disciplining
of their children.
This is critical, as for the cycle of negative and positive reinforcement to be
effective in behaviour modification, there must be a temporal link between
misbehaviour and any potential punishment. In a desire to avoid future
fines, or whatever the penalty the parents face, there is an active incentive
to not only intervene in the childs misbehaviour, but also to do so in a timely
way, which is the most proven way to change childrens behaviour.
Moreover, if there is any tendency for parents to overlook or avoid the
problems of chronically unruly children, this serves as an impetus for keeping
up with discipline notices and paying attention to the childs infractions.
COUNTERPOINT
The danger for abuse argument from the opposition side is a good
counterargument. Moreover, one might analyse the probabilities that this
particular incentive will be a tipping point in the case of marginal parents
(the ones that are not already fully involved in their childrens discipline for
whom this might be the tipping point). Most caring parents will already be
quite invested and do the best they can because they care for their child.
Those who do lapse likely have some sort of structural familial problems,
whether they hold many jobs and work very hard to keep the family going, or
are simply bad parents. In these cases, is this likely to be the factor that
changes these parents behaviours? Unlikely.
Collaborative Approach
POINT
Parental Responsibility
POINT
In most cases, in which the child is not subject to some sort of constitutional
problem (genetic condition or otherwise), the disruptive behaviour of a child
is a reflection of in adequate parental intervention over time. A normal child
under normal circumstances should be expected to conform to behavioural
expectations, and the failure to do so represents a partial inadequate job by
the parents.
The result is a cost that is transmitted to society. Children that are disruptive
in school or in society via the criminal justice system cost the system extra
money either in school resources and time or judicial-police resources as well
as in the more obvious costs such as fixing vandalism and graffiti.[1] Even
worse; if a student drops out as a result of his discipline problems the cost to
society has been estimated as $232,000-388,000.[2] Given that the parent is
in part to blame for failing to control the childs behaviour, in the time during
which the parent is the primary custodian of the child, it is fair to pass on a
measure of this cost to the parent.
COUNTERPOINT
The unjust argument is a good counter. One could cite some neurobiology
evidence that lack of discipline is due to complex cognitive deficits that
manifest through delayed brain development even in otherwise normal
seeming children, which belies the parental responsibility/failure view. To
start with, cognitive deficits can be caused by genetic factors or other things
which started before birth, and can stop children being able to function
normally.[1]
Opposition:
1.
2.
3.
4.
Individual Responsibility
Unjust
Danger for Abuse
Authority Aversion
Individual Responsibility
POINT
The philosophy underling the proposition is one in which the child is not
solely responsible for his or her own behaviour. Even if the threats of
parental punishment and involvement are successful in the short term in
modifying a childs behaviour, the long term sequlae is that the childs good
behaviour is predicated not on an understanding of the consequence of their
behaviour and a consideration of their own long term interests, but merely
out of fear and external consequences.
In the long run, instilling this message is likely to lead to future misbehaviour
as the external punishments, in this case imposed on the parents, fall away.
Once the child reaches an age at which the parents cannot be punished or
the child does not care about parental punishment, building an ethic around
such external consequences will fail to deter the child from misbehaviour.
(See argument 4)
COUNTERPOINT
Unjust
POINT
There is an argument to be made that this form of punishment of parents is
simply unjust. The legal basis of punishment is based on the principle that a
sane individual is fully responsible for his or her actions. One can always
point to dysfunctional families or other influences that may have had an
effect on an individuals actions, but the level of influence is impossible to
quantify. Therefore, any level of punishment that is meted out to external
sources cannot be matched proportionally to actions taken by these outside
parties, thereby abrogating the principle of proportional punishment. As a
result, any just system of punishment is bound by this constraint, and
shifting responsibility to external sources is not consistent with our
principles.
This argument functions best in the criminal justice context, but applies in
the school context as well. Schools that adopt this policy must examine the
ethical underpinnings of the policy, and if the policy itself is immoral, then
regardless of its efficacy (which is disputed in the first argument and later
on) the policy should not be adopted.
COUNTERPOINT
The parental responsibility argument is a good counter here. An appeal to
the fact that some lax parents clearly raise spoiled children can also be
effective in building intuition about the notion that parents are imposing a
cost through their actions.
Authority Aversion
POINT
A short argument, but a potentially powerful one. The assumption that
children will not act out even more under such a regime in a bid to lash out
at parents is untenable. Misbehaviour at school is often a rebellion against
authority anyway, and the ultimate authority in most childrens lives is the
parents. Therefore, as acting out against both of these institutions is
consistent with the misbehaving mind set, it follows that tying school
misbehaviour to parental detriments is unlikely to affect the child and may
even serve to encourage their bad deeds.
COUNTERPOINT
One way to deal with this argument is by noting that this would be one tool
in a schools arsenal. If it proves to be obviously counterproductive, then it
will not be employed, in the same way that other disciplinary tactics
schools/society can impose will not be used if they are seen to be adverse or
ineffective.