Consequences are simply the variety of results or outcomes that naturally occur in the wake of a behavior.
For example, you step out onto thin ice and fall through. The consequences of which could be that you get wet, get cold, drown, swim, laugh and have fun, etc. You may be rescued by a stranger -- fall in love, get married, have children, and so on.
The variety of natural outcomes can be all negative, all positive, or a mixture.
For example, you step out onto thin ice and fall through. The consequences of which could be that you get wet, get cold, drown, swim, laugh and have fun, etc. You may be rescued by a stranger -- fall in love, get married, have children, and so on.
The variety of natural outcomes can be all negative, all positive, or a mixture.
Consequences can be experienced immediately following the behavior (fall through ice - get wet) or be experienced many years later (rescued by stranger - have children). Smoking cigarettes can have immediate positive consequences (calming) and negative long-term consequences (cancer).
As the responsible adults working to manage behavioral situations, we typically have little or no control over the consequences that occur and no control over how they are perceived by the child.
Punishment is typically what we mean when we say consequences. (see staff training, Counter-Transference)
As the responsible adults working to manage behavioral situations, we typically have little or no control over the consequences that occur and no control over how they are perceived by the child.
Punishment is typically what we mean when we say consequences. (see staff training, Counter-Transference)
Punishment is something intentionally constructed and imposed by an authority figure - parent, teacher, referee, coach, principal, judge, etc. - after a negative behavior or infraction that we wish to discourage or suppress – make less frequent or less intense.
A punishment can be either the imposition of something aversive (not-recommended examples of aversive punishments include: hitting, yelling, soap in the mouth, electric shock, pepper spray, etc.) or the removal of something positive, beneficial, pleasurable, or rewarding (examples include no dessert after dinner, no TV, no cell phone).
(Book mark for later: rewards and punishments can be logical or arbitrary. Logical is preferred. Arbitrary is typically counter-productive -- makes the situation worse.)
For example, in hockey, infractions can result in game stoppage, time in the penalty box or possible expulsion from the game, possible loss of control of the puck, and the requirement that the team play short-handed,
None of these are naturally occurring consequences -- they are authority-figure-constructed results that follow an infraction.
The penalty box is a punishment, but it's not an aversive punishment. The time spent in the box is the removal of something pleasurable, enjoyable, positive, beneficial -- playing hockey.
It also requires the team to play short-handed -- a punishment imposed on the team for an individual player infraction. This too is not an aversive punishment. Playing short-handed is the removal of something positive or beneficial -- a full line of players.
Note: a reward is the removal of a punishment or the delivery of a privilege, benefit, positive, etc. I'll discuss this in more detail elsewhere.
Please keep in mind, regardless of whatever an authority figure thinks a constructed punishment might mean, how the child / student / athlete perceives this can be very different: mixed and / or the exact opposite.
For example, for a student who experiences school as unpleasant, out-of-school suspension can be experienced by the student as wholly rewarding. In which case, the infraction is encouraged, not suppressed.
(More to follow)
Kenneth H. Little, MA / 135 Lee Brook Road / Thornton, NH 03285 / 603-726-1006 / Achieve-ES.com
A punishment can be either the imposition of something aversive (not-recommended examples of aversive punishments include: hitting, yelling, soap in the mouth, electric shock, pepper spray, etc.) or the removal of something positive, beneficial, pleasurable, or rewarding (examples include no dessert after dinner, no TV, no cell phone).
(Book mark for later: rewards and punishments can be logical or arbitrary. Logical is preferred. Arbitrary is typically counter-productive -- makes the situation worse.)
For example, in hockey, infractions can result in game stoppage, time in the penalty box or possible expulsion from the game, possible loss of control of the puck, and the requirement that the team play short-handed,
None of these are naturally occurring consequences -- they are authority-figure-constructed results that follow an infraction.
The penalty box is a punishment, but it's not an aversive punishment. The time spent in the box is the removal of something pleasurable, enjoyable, positive, beneficial -- playing hockey.
It also requires the team to play short-handed -- a punishment imposed on the team for an individual player infraction. This too is not an aversive punishment. Playing short-handed is the removal of something positive or beneficial -- a full line of players.
Note: a reward is the removal of a punishment or the delivery of a privilege, benefit, positive, etc. I'll discuss this in more detail elsewhere.
Please keep in mind, regardless of whatever an authority figure thinks a constructed punishment might mean, how the child / student / athlete perceives this can be very different: mixed and / or the exact opposite.
For example, for a student who experiences school as unpleasant, out-of-school suspension can be experienced by the student as wholly rewarding. In which case, the infraction is encouraged, not suppressed.
(More to follow)
