Family Perceptions of Child Discipline: A Qatar Study

Background and Purpose

In many cultures and societies, disciplining children is considered a ‘necessary’ tool in children’s upbringing. However, there is considerable ambiguity around the concept of disciplining. A critical look at current literature on child discipling in Qatar reveals a gap. There is hardly any study that incorporates parents and children’s view on what constitutes child discipline and what its foundational principles should look like? This knowledge gap often creates confusion among parents on how to deal with children. To address the knowledge gap, the exploratory study reported asks the following questions: a) What are the perceptions of parents and children on child disciplining among Qatari families and b) what are the disciplining tools they perceive to be appropriate?

Methods

The study used qualitative methods approach which suits the exploration of a complex a phenomenon such as perception of child discipling. Study was IRB approved in both Qatar and USA. The research team comprised of both Qatar and USA researchers who received approval from the Qatari Ministry of Education to contact high schools to recruit participating families. A total of fifty parents, 50 male and 50 female students, and 8 social workers participated. An open-ended questionnaire was used for each group. Interviews took place in either school or participants’ suggested place, usually homes. Interviews were recorded and transcribed in Arabic first and translated into English by a bi-lingual faculty member of a different university. Data from each group was organized separately, then, thematic analyzed to find broader themes across the datasets.

Findings

Parents asserted a ‘generational gap’ in the emergence of the “right” approaches to child disciplining. Parents compared their own upbringing, noting harsh discipline in their childhood however, reporting difficulties applying harsh disciplining methods (i.e., physical punishment) against their children. Currently, societal expectations, legal measures as well as children’s growing awareness of their own rights pose significant challenges for both parents and children navigating the terrain of parenting. From both parents and children’s accounts three major themes emerged on child disciplining: a) religious value-based disciplining; b) democratic value-based discipling; and c) traditional value-based discipling. The religious value-based disciplining emphasizes the teaching of religious principles on expected behavior which is reemphasized by the customs and traditions. The democratic value-based discipling emphasizes that disciplining must be grounded within a learning environment founded on positive guidance, empathy, understanding, reasoning, positive reinforcement, setting clear expectations, and communication. Children and parents both have responsibility in setting up such a disciplinary frame. The traditional value-based disciplining emphasizes that children must obey their parents and abide by the boundaries set for their children. This form of disciplining approves harsh discipling including deprivation (i.e., seizing electronic devices), verbal abuse (yelling, scolding) and in some instances physical punishment.

Conclusion and Implications

Parents and children’s diverse views on what constitutes the ‘right’ disciplining tool pose a challenge for prescriptions of parenting. However, understanding both children and parents’ perspectives about parenting may open positive parenting strategies drawing from emergent ideas, thereby reducing harsh discipline like corporal punishment.