Tag Archives: discipline

Please Yell at Me

Posted by: Asa Don Brown on January 24, 2014 4:16 pm

“There should be no yelling in the home unless there is a fire.”
~ David O. McKay

Have you ever experienced yelling?  Have you ever had anyone request to yell at you?   Have you ever requested to yell at someone else?  Why is it acceptable or permissible to yell at someone?  Why is it acceptable for  parents, children, teachers, coaches, conductors or instructors to engage in such a hostile act?  Why do we consider yelling to be less demeaning or violating, than other forms of corporal punishment (e.g. spanking, switching, flogging, or caning)?  Do we consider the perceivable and tangible act of spanking, switching, flogging or caning to be of greater violation?  Or do we consider yelling to have less damming effect?

Many parents and professionals agree that corporal punishment has an egregious effect on those who endure it’s wrath.  Moreover, yelling is a more acceptable form of punishment.  No one comes into this world having a full repertoire, or perfect set, of parenting skills.  A person’s range of skills and abilities will increase with time and lessons on parenting.  As parents, we all have an ability to grow and spread our wings.  Every parent is capable of learning new and improved ways of parenting.  There are no absolutes when parenting a child, but there are absolutes when considering the various methods of discipline.


Yelling has an ability of conditioning those who are receiving or engaging in the act.  It is the nature of yelling that makes it reflective of other forms of corporal punishment.  The intent of corporal punishment is to deliberately and severely correct, chastise, rebuke or reprimand another.  The complexity of yelling is its dichotomy of objectives.  Yelling can be used as a source of rebuke and  chastisement; it can be used as a source of expressing excitement, eagerness, and exuberance; and/or  it can be used to draw attention to a threat, risk, and/or communicate an emergency.   Let’s clarify, the yelling being addressed in this article has to do with the corrective form of discipline, punishment, or retribution.

While yelling has a positive element, yelling for the intention of discipline, chastising or mere punishment is a completely unacceptable act.

Have you ever been rebuked or punished for something you have done wrong?  Did the person use yelling as a source for correcting your behavior?  If so, how did you feel?  Did the yelling uplift your spirit, or cause you to feel dejected, humiliated and broken?  Yelling is the belittling of the soul and the very essence of the person.  Yelling is seldom a singular event.  People who choose to yell, frequently and repetitively use yelling as a form of conditioning another person.  The conditioning is being used in order to develop obedience or compliance of another.  Yelling in the corrective form is always unnecessary, excessive, and tiresome.

As a clinician, I have no reservations in saying, that yelling decays the human spirit.  It breaks the essence of the person receiving the vice, and it is unbecoming of the person enacting or engaging in the tantrum.  Yes, in most cases, yelling is a tantrum being propelled from one person and being received by another.   Yelling is one of the most reprehensible act of abuse.

Have you ever heard the following nursery rhyme?  “Sticks and stones may break my bones, but words will never hurt me.”

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Preventing and Managing School Violence

Posted by: Asa Don Brown on June 6, 2012 10:49 am

Children are barometers of the chaos that exists within their lives.  If a child’s internal and external lives are proving emotionally gregarious, then life can prove personally limitless.  However, if life is proving egregious in nature, then all forms of life may feel personally bleak and without personal merit. 


Children who act out violently are frequently displaying signs of desperation. Desperation may be fueled by a child feeling excluded, judged, disrespected, disapproved, disavowed, or unloved.

Acts of school violence have left many with feelings of frustration, indifference, and a feeling that schools utterly are incompetent.  The reality is, school administrators, teachers, parents, and students themselves are feeling hopeless and desperate to bring normalcy to the academic process.   


Anger is most commonly the root cause of school violence.   What is anger?  Anger is a strong emotional response to a situation, event, circumstance, or person.  It is this displeasure with life at school, in their home, or globally.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Managing Disruptive Behaviors in the Classroom

Posted by: Asa Don Brown on March 13, 2012 9:49 am

The classroom is a rapidly shifting and volatile environment.   “It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor (teacher), and the general goals of academic freedom are maintained.  Occasionally, faculty members find that they can not provide effective classroom instruction because of disruptions.” (Butler University, 2012, Online)

When a child is disruptive in the classroom, this can cause other children to perform poorly, as well as, igniting other children to become agitated, emotionally distraught, and insecure in the safety of their classroom.  Unfortunately, disruptive behaviors act as a bong vibrating throughout the learning environment. 

Disruptive children may or may not recognize the repercussions of their behaviors, attitudes and perceptions. “Children who have habits of behaving in hostile and aggressive ways are almost universally disliked.  They are disliked by their peers, siblings, neighbors, teachers and not infrequently by their parents.” (Braman, p. 149, 1997)  Regrettably, disruptive children are often lost to their own negative behaviors, attitudes, and perceptions.  Leaving an impression upon the child that they are worthless, underserving, and alone.    “The habitually hostile child learns early that his (her) behaviors is not going to earn him (her) the love and affection he (she) so desperately wants.” (Braman, p.149, 1997)  Continue reading

*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA