Nonviolent parenting options meta-study A systematic overview of evidence on non-violent discipline options conducted by Karen Quail and Catherine Ward was published in 2020.This overview reviewed 223 systematic reviews covering data from 3 , 921 primary studies, and available research evidence was summarized for over 50 discipline tools. Positive discipline tools were defined as any non-violent skills "which can be used to address a child 's resistance, lack of cooperation, problem behavior or dysregulation, or to teach and support appropriate behavior". This is distinguished from a coercive approach, "in which the adult tries to force a certain reaction from the child using threats, intimidation and punishment" and which has been found to increase child aggression and conduct problems.%DIFDELCMD < %DIFDELCMD < %%% Quail and Ward observed that information on discipline skills on the internet and in parenting books is limited and in fact often inaccurate and misleading. "There is advice against time-outs or praise and rewards, when in fact these are evidence-supported skills which, used appropriately, have positive effects on behavior.". They highlight the need for an evidence-based toolkit of individual skills from which parents and teachers can choose techniques that best suit the situation and fit with their cultural norms. The meta-study found that there are a wide range of evidence-supported non-violent discipline tools which could be made available to parents, and that many of these have been found effective with severe problem behavior. A few of the specific tools showing positive effects include the following. Good, warm, open communication between parent and child, especially the kind that encourages child disclosure. This could imply the use of skills such as active listening and open-ended questions, and the absence of judgment, criticism or other reactions on the part of the parent that would shut child disclosure down. Time-in. Time with parents during which there is physical touch and ample expressions of care, compassion and praise. Parental monitoring. It has been shown that aside from supervision or surveillance, child disclosure is an important part of monitoring. This underlines the importance of a good parent-child relationship, with warm, open communication and good listening skills. Setting expectations (rules). Distraction. Modelling. Prompting or reminding a child to do something. Feedback on behavior. Praise. Rewards. Goal-setting with the child. Promoting self-management. Promoting problem-solving skills. This can be done by collaborating with children to find solutions for discipline problems e.g. having a meeting with children to discuss the problem of them getting to school late every morning, brainstorming possible solutions with them, and together choosing the solution that would work best Giving appropriate choices. Time-out. There are two kinds, exclusionary (e.g. the child must stay in their room for a few minutes if they lash out and hurt someone) and non-exclusionary (e.g. a time-out from a toy or cell phone if they are fighting over the toy or abusing phone privileges). Time-outs are most often used for aggression or non-compliance. Exclusionary timeouts may be necessary in the case of aggression, but in other situations either kind has been shown to work. The wide variation in timeouts that work suggests that parents can tailor timeouts according to what feels right for them and what best suits their child's needs. Some examples: time-out in a room, timeout from a toy, from screen time, from attention, from playing in a game they are disrupting etc). Timeouts in the studies reviewed were implemented calmly, not in a harsh or rejecting manner, and work better in a context where interaction between parent and child is usually of good quality (see time-in). Emotion Coaching or teaching children emotional communication skills. This involves the parents developing an emotional vocabulary for themselves and their children, and learning to become comfortable using emotional experiences as teaching and connection opportunities. Other, more technical tools include behaviorcontracts, utilizing cost, group contingencies, and restorative justice interventions. Quail and Ward suggest that there is a need for attunement in the use of discipline tools, i.e. matching the choice of tools to the needs and signals of the child. They use this example as an illustration: "rewards undermined intrinsic motivation for children who were already motivated, but had positive effects where motivation was low, and were found to be particularly important for children with ADHD." From this perspective, reward should not be considered a good or bad tool in itself, but rather evaluated according to its fit with the needs and signals of the child.%DIFDELCMD < %DIFDELCMD < %%% Beyond their effectiveness and usefulness as alternatives to corporal punishment, reviewed skills also showed important and often long-term positive effects. Examples included " improved school engagement , academic achievement, participation, communication and social relationships , better self-regulation, higher self-esteem and independence, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression  and crime. ". Quail and Ward concluded that the "important positive outcomes shown suggest that use of these tools should be promoted not only for prevention of violence, but for optimum child development."
Quail and Ward conducted a systematic overview of research which supports non-violent child discipline options. They found many techniques are supported by research findings. Techniques include time-in, appropriately used time-out, modeling, monitoring, feedback, appropriate praise , %DIFDELCMD < %DIFDELCMD < %%% goal setting, promoting self-management, and promoting problem-solving skills. When combined with warm and open communication, non-violent discipline tools are effective to address a child's %DIFDELCMD < %DIFDELCMD < %%% resistance, lack of cooperation, problem behavior, emotional dysregulation, and to teach appropriate behavior. Additional benefits include improved school engagement and academic achievement, and improved self-esteem and independence , better self-regulation, and lower rates of depression, suicide, substance abuse, sexual risk behavior, conduct disorders, aggression , and crime. 
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Nonviolent parenting options meta-study A systematic overview of evidence on non-violent discipline options conducted by Karen Quail and Catherine Ward was published in 2020.This overview reviewed 223 systematic reviews covering data from 3
Quail and Ward conducted a systematic overview of research which supports non-violent child discipline options. They found many techniques are supported by research findings. Techniques include time-in, appropriately used time-out, modeling, monitoring, feedback, appropriate praise
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921 primary studies, and available research evidence was summarized for over 50 discipline tools.
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Positive discipline tools were defined as any non-violent skills "which can be used to address a child 's resistance, lack of cooperation, problem behavior or dysregulation, or to teach and support appropriate behavior". This is distinguished from a coercive approach, "in which the adult tries to force a certain reaction from the child using threats, intimidation and punishment" and which has been found to increase child aggression and conduct problems.
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Quail and Ward observed that information on discipline skills on the internet and in parenting books is limited and in fact often inaccurate and misleading. "There is advice against time-outs or praise and rewards, when in fact these are evidence-supported skills which, used appropriately, have positive effects on behavior.". They highlight the need for an evidence-based toolkit of individual skills from which parents and teachers can choose techniques that best suit the situation and fit with their cultural norms. The meta-study found that there are a wide range of evidence-supported non-violent discipline tools which could be made available to parents, and that many of these have been found effective with severe problem behavior.
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A few of the specific tools showing positive effects include the following. Good, warm, open communication between parent and child, especially the kind that encourages child disclosure. This could imply the use of skills such as active listening and open-ended questions, and the absence of judgment, criticism or other reactions on the part of the parent that would shut child disclosure down. Time-in. Time with parents during which there is physical touch and ample expressions of care, compassion and praise. Parental monitoring. It has been shown that aside from supervision or surveillance, child disclosure is an important part of monitoring. This underlines the importance of a good parent-child relationship, with warm, open communication and good listening skills. Setting expectations (rules). Distraction. Modelling. Prompting or reminding a child to do something. Feedback on behavior. Praise. Rewards. Goal-setting with the child. Promoting self-management. Promoting
goal setting, promoting self-management, and promoting
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This can be done by collaborating with children to find solutions for discipline problems e.g. having a meeting with children to discuss the problem of them getting to school late every morning, brainstorming possible solutions with them, and together choosing the solution that would work best Giving appropriate choices. Time-out. There are two kinds, exclusionary (e.g. the child must stay in their room for a few minutes if they lash out and hurt someone) and non-exclusionary (e.g. a time-out from a toy or cell phone if they are fighting over the toy or abusing phone privileges). Time-outs are most often used for aggression or non-compliance. Exclusionary timeouts may be necessary in the case of aggression, but in other situations either kind has been shown to work. The wide variation in timeouts that work suggests that parents can tailor timeouts according to what feels right for them and what best suits their
When combined with warm and open communication, non-violent discipline tools are effective to address a
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needs. Some examples: time-out in a room, timeout from a toy, from screen time, from attention, from playing in a game they are disrupting etc). Timeouts in the studies reviewed were implemented calmly, not in a harsh or rejecting manner, and work better in a context where interaction between parent and child is usually of good quality (see time-in). Emotion Coaching or teaching children emotional communication skills. This involves the parents developing an emotional vocabulary for themselves and their children, and learning to become comfortable using emotional experiences as teaching and connection opportunities. Other, more technical tools include behaviorcontracts, utilizing cost, group contingencies, and restorative justice interventions.
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Quail and Ward suggest that there is a need for attunement in the use of discipline tools, i.e. matching the choice of tools to the needs and signals of the child. They use this example as an illustration: "rewards undermined intrinsic motivation for children who were already motivated, but had positive effects where motivation was low, and were found to be particularly important for children with ADHD." From this perspective, reward should not be considered a good or bad tool in itself, but rather evaluated according to its fit with the needs and signals of the child.
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Beyond their effectiveness and usefulness as alternatives to corporal punishment, reviewed skills also showed important and often long-term positive effects. Examples included "
resistance, lack of cooperation, problem behavior, emotional dysregulation, and to teach appropriate behavior. Additional benefits include
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participation, communication and social relationships
and improved self-esteem and independence
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higher self-esteem and independence, and
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". Quail and Ward concluded that the "important positive outcomes shown suggest that use of these tools should be promoted not only for prevention of violence, but for optimum child development."