Dr. Arthur Staat, during the 1950’s, took psychology into a new realm. His study on psychological behaviorism practiced reinforcement to adjust preferred behaviorisms. His “time-out” method incorporated previous theorists and his studies on “behavior modification, behavior therapy, behavioral analysis, and behavioral assessment.”1 Commonly practiced among classrooms and households during modern day, experts have modified the time-out method. Some theorists place objects in time-out, rather than the child; while others assign no time limit and no “time-out spot” for time out, labeling it “personal time” to reflect.
When I began teaching preschool two-year-olds, I fervently preached how the role of time-out is overrated and unnecessary. After witnessing serious behavioral issues in the classroom, I quickly learned that the time-out method can be a beneficial disciplinary tool when the use is limited and time-out is performed with efficient and effective methods. Time-out is a big deal and, if we overuse or abuse the time-out method to address every undesired behavior, the potential role time-out plays will be minimalized. I have found that reducing time-out to three main underlying causes will emphasize the unacceptability of one’s actions.
Reason One: Superiority Complex
The theory of “Individual Psychology,” coined by Alfred Adler, incorporated the following aspects: “the development of personality, striving towards superiority, psychological health, and the unity of personality.”2 Adler termed both inferior and superior complex, noting that it is our inferior complex that motivates us to reach our superior complex and vice versa. Since then, theorists have expanded on the complexes. Some negate the fact that the two do not need to be present or that the basis of the complex can stem from other sources, such as an inflated ego or narcissistic behavior.
It is important for adults to discover the reasoning behind a child’s superiority complex. Through treating the initial cause of the complex, one is able to prevent further continuation of the behavior. At the same time, the behavior needs to be addressed. Therefore, we use time-out as a supportive means to reflect on and tackle the attitude.
Reason Two: Harming Self
Similar to the superiority complex described in reason one, this plays a pivotal role in discipline. More than likely, reason one and two intertwine with each other when handling issues regarding the child harming him- or her- self. This instance involves the child knowing more than the adult and proceeding in an action that will result in self-injury.
Reason Three: Harming Others
Once a child is able to understand emotions, we are able to teach empathy. What many fellow co-workers of mine consider “the hippy approach,” it, in fact, teaches children how to love and be nice to one another, how to communicate emotions and how to understand that one’s actions causes a chain reaction and affects others.
When a child hurts another person, no matter what the age, it is important that the child understands the seriousness of the action. Therefore, time out is a rare occurrence, but signifies the importance of how not to treat others.
1) Emeritus. (2012). Biography. In Arthur W. Staats & Psychological Behaviorism. Retrieved from http://www2.hawaii.edu/~staats/bio.htm
2) Fisher, Molly. (2001). Theory. In Alfred Adler. Retrieved from http://www.muskingum.edu/~psych/psycweb/history/adler.htm#Theory
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