This depends on an authority figure with some control over the young person to administer either reward or punishment, therefore the young person learns little or nothing about self discipline.
 
Avoidance of punishment comes from a place of fear. Using the concept of reward, when it is not easily attainable and obviously related to behavior sets up a pattern of self defeat and self criticism in the young person. The young person does not have a self initiated choice in this system, and therefore it is easy to rebel against it. This system does not empower the individual or set up self responsibility.
 
This system requires the constant monitoring of behavior on the part of the parent, which may not be realistically possible and therefore the young person soon learns that the system isn't effective and the parent's attempts to "tighten up" are met with an attitude of indifference on the part of the young person. This often sets up angry interchanges between parent and young person as the parent also feels ineffective.

Logical Consequences

The purpose of logical consequences is learning. In general there are two types of logical consequences that are enforceable by a parent. Other logical consequences are enforced by school, friends, and society at large. A parent may withdraw a privilege if the privilege is misused or directly related to some other negative behavior. A parent, school or society in general may ask for retribution if damage is done, either physical or emotional.
 
For the young person, using logical consequences relies on the young person having some choice or power over their own behavior. With the power of choice comes self-esteem and self discipline as well as a sense of fairness. This system lessens the attitudes of victim identification for the young person, but it requires more patience and "letting go" on the part of the parent. Often, especially with teens, consequences can not be set up by the parent as effectively as they are set up by society itself, school and the legal system.
 
In order to set up a logical consequence for a behavior the following questions must be asked and criteria must be met.


  Is the consequence directly related to the behavior in both context and time? It must be as immediate as possible and a logical outcome of the behavior in question (for example — clothes not put into the hamper do not get washed, therefore the young person may have to go to school in dirty clothes one day).
 
  Is the consequence reasonable? It would be unreasonable to set up a consequence of grounding the young person for a week for not unloading the dishwasher. It would be more reasonable to set the consequence that the young person does not get to do something she wants until the dishwasher is unloaded.


  Is the consequence enforceable? It is ineffective to say that the T.V. must go off at a certain time or there will be no T.V. tomorrow if you are not willing to get up at that time to check.
 
  Is the consequence consistent with nurturing care? Does it add to the emotional and physical well being of the young person, or is it punitive in nature? Withholding of affection, food, medicine, exercise, social contact, cleanliness and the like is not consistent with nurturing care. The individual needs of the young person must be considered.
 
  Is there anger, resentment or retaliation associated with the consequence? If so, it comes under the heading of punishment and only serves to distance the young person from the parent. It is also ineffective.