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Reinforce desirable behaviour. Praise positive behaviour and “catch children being good”.
Avoid nagging and making threats without consequences. The latter may even encourage
the undesired behaviour.
Apply rules consistently.
Ignore unimportant and irrelevant behaviour, eg, swinging legs while sitting.
Set reasonable and consistent limits. Consequences need to be realistic. For example,
grounding for a month may not be feasible.
State acceptable and appropriate behaviour that is attainable.
Prioritize rules. Give top priority to safety, then to correcting behaviour that harms people
and property, and then to behaviour such as whining, temper tantrums and interrupting.
Concentrate on two or three rules at first.
Know and accept age-appropriate behaviour. Accidentally spilling a glass of water is normal
behaviour for a toddler. It is not willful defiance. On the other hand, a child who refuses to
wear a bicycle helmet after repeated warnings is being willfully defiant.
Allow for the child’s temperament and individuality (goodness of fit). A strong-willed child
needs to be raised differently from the so-called ‘compliant child’.
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FORMS OF DISCIPLINE
Three forms of discipline, in particular, are discussed in the current scientific literature:
time-out;
reasoning, or away-from-the-moment discussions; and
disciplinary spanking.
1.7. Time-out
Time-out is one of the most effective disciplinary techniques available to parents of young children,
aged two years through primary school years (5). The time-out strategy is effective because it keeps
the child from receiving attention that may inadvertently reinforce inappropriate behaviour. Like any
other procedure, time-out must be used correctly to be effective. It must be used unemotionally and
consistently every time the child misbehaves. Research on why time-out works effectively has been
published in detail (2–5). How time-out is initiated is important, as is what the child does during this
time, how time-out is terminated, and what the parent does when it is over.
Some suggestions for parents on effective time-out include the following:
As with other disciplinary techniques, parents should refrain from hurting the child’s self-esteem by
instilling shame, guilt, loss of trust or a sense of abandonment.
If used properly, time-out will work over time. It may not necessarily eliminate the unwanted
behaviour, but it will decrease the frequency. If time-out does not work after repeated tries, a consult
is recommended.
Parents should be advised that these general guidelines may need to be adjusted to suit the particular
temperament of the child. Parents may have to experiment with the length of time-out, because 1 min
per year of age may be too long for some children.
Physicians may want to have a handout available that teaches parents how to use time-out procedures
correctly according to the child’s age, personality, level of development, and so on.
Summary
Discipline is about changing behaviour, not about punishing children. Discipline allows children to
develop self-discipline, and helps them become emotionally and socially mature adults. There are
many effective techniques that can help parents teach and guide their children, and some forms of
discipline will always remain controversial.
The physician’s role is to take an anticipatory approach to discipline, which involves asking
questions about techniques used in the home. Physicians should actively counsel parents about
discipline and specifically discourage all forms of physical punishment, including the use of
spanking.
The physician, while taking a complete psychosocial history, should include a discussion on effective
means of discipline. A balanced view should be offered to families. The physician should be an
advocate for the child as well as a resource for the parent in offering counselling and anticipatory
guidance. Inappropriate forms of discipline should be identified and corrected. Special attention
should be given to the child’s age, level of development and temperament when giving advice on
effective means of discipline.
Consideration should be given to cultural differences, and adjustments should be made for a
developmentally challenged child. It is essential to emphasize to parents the importance of being
consistent, being a good role model and avoiding empty threats, ie, not following through with
consequences.
Effective discipline should be based on academic facts rather than subjective opinion. The
conclusions and recommendations in this statement should, therefore, be viewed as subject to
revision and clarification as data continue to accumulate.
ing 153 out of 169 countries on the Human Development Index (2010)1, which is below the regional
average, and its GDP per capita was $902 in 2008 (US$ purchasing power parity) compared to an
average of $3,845 for sub-Saharan Africa (UNDP 2010). Poverty in Malawi continues to be above
50%, with a quarter of the population still ultra-poor (2010/11 Integrated Household Survey). Life
expectancy at birth is 53 years. Malawi is facing a serious human capacity problem with its labor
market that is characterized by large number of unskilled workers with low productivity. The
percentage of each birth cohort that advances to the last grade of primary school is only 35% for girls
and 37% for boys (World Bank, 2006). Agriculture is the single most important sector of the
economy as it employs about 80 per cent of the workforce. However, agriculture in Malawi is
characterized by low productivity due to great dependence on rain-fed and traditional farming.
Malawi also has experienced several catastrophic droughts in recent decades and continues to suffer
from chronic food insecurity with many of the problems being structural and economic in nature
(IDA-IMF; 2006). Africa is known for high rates of female labor force participation. Within sub-
Saharan Africa, Burundi, Madagascar, Malawi, Mozambique and Tanzania have particularly high
rates (over 80%) of women's labor force participation (Heintz and Valodia 2008). Also in Africa, as
well as in South and West Asia, many countries have more than 75% of women employed engaged
in agriculture. In Africa, these countries include Burkina Faso, Cote d’Ivoire, Kenya, Malawi, Sudan,
and Zimbabwe (UNRISD 2005: Figure 4.1). Over the past decade in particular, much has been
written on the increasing feminization of labor forces all around the world (Roberts, 2003 for
US; Sasaki, 2002 for Japan; Lee, Jang & Sarkar, 2008 for Korea; Contreras & Plaza, 2010 for
Chile, Maglad, 1998 for Sudan and Hyder and Behrman 2012 for Pakistan).
The aim of this paper is to examine the age-specific participation of women in economic activities in
three different regions of rural Malawi i.e., Rumphi (south), Mchinji (central) and Balaka (south).
The study contributes to earlier literature in several ways; firstly, the study presents basic yet
detailed statistics for women participation in different economic activities in rural areas of Malawi,
which is one of the poorest societies not only in the world but also within Sub-Saharan
Africa. Secondly, we estimate determinants of women economic participation for five categories of
work i.e., agriculture (Agricultural worker (incl. animal care), own field, agricultural wage-labor, for
cash or in kind and Fishing), market (salaried employment, marketing work / sales), cottage (Zaluso
(handicraft production e.g basket/ mat weaving), Alcohol production and Carpentry)) and other
activities including domestic work for profit purposes. Thirdly, the study also incorporates some
independent variables in the study, which are particularly important in Malawian culture e.g.,
ethnicity, religions and marital status (includes both polygamous and monogamous marriages).
2. Data
Data used in this analysis are from the Malawi Longitudinal Study of Families and Health (MLSFH;
formerly, Malawi Diffusion and Ideational Change Project, MDICP), a longitudinal panel survey
with survey waves in 1998, 2001, 2004, 2006, 2008 and 2010 that is currently focused on studying
the mechanisms that individuals, families, households, and communities develop and use in a poor
rural setting to cope with the impacts of high morbidity and mortality in their immediate living
environment. The data has been jointly collected by the University of Pennsylvania, University of
Malawi, College of Medicine and Chancellor College (Chin, 2010). MLSFH has been conducted in
three districts of rural Malawi with one district each in the three regions of the country: Rumphi
located in the northern region, Mchinji located in the central region and Balaka in the southern region
of the country (Obare, 2005). The Malawi Poverty and Vulnerability Report (2007) shows that
poverty is highest in the southern region and Malawi is largely rural, despite rapid urbanization,
nearly 85 percent of the total population of Malawi lives in rural areas (FAO, 2011).
Female labor participation has been studied in many developed and developing countries of the
world from the perspective of human capital theory (for a review of international literature on female
labor force participation, see Mark R. Killingsworth and James J. Heckman [1986]). In the present
study we use some other variables that may play important roles in labor market participation
decisions i.e., ethnicity, religion and polygamy particularly in the context of rural Malawi. We use
panel data of women aged 20-60 years for the years 2006, 2008 and 2010. Beside age and region of
residence we also control for school attainment, marital status and number of living children who are
less than 10 years of age. Definitions and summary statistics of all variables are given in tables 1 and
and22 respectively. The key question regarding participation rates that is asked in the survey is,
‘What is (NAME) main occupation?’
3. Table 1