说说威压模型：《心理学与生活》第19版第6章之批评

原书作者在介绍所谓的威压模型（COERCION MODEL）时，写得很不好，包燕翻译得更糟（意思理解错了）。

参见中文版P175，倒数第一段。

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根据原作者的表达（第20版与第19版相比，此处文字应该未变，仅换了参考文献），找到参考文献“Toward a Comprehensive Model of Antisocial Development: A Dynamic Systems Approach”，这篇文献对威压模型说得很清楚：

Original conceptualization of coercive processes.

Before coercion theory was formalized, OSLC researchers began observing children in their nursery school settings. These early studies (e.g., Patterson, Littman, & Bricker, 1967) demonstrated that children are provided with repeated opportunities to reinforce their aggressive behavior. When victims of aggressive behavior cry, give up their toy, or leave the disputed territory, the aggressive child “wins,” and he or she is, therefore, more likely to use the same aversive strategies in the service of future goals. However, where did the inclination to act aggressively toward fellow students come from? To better understand the origins of early aggressive behaviors in school, OSLC researchers moved their studies to the home and examined family interactions with at-risk youth. They hypothesized that specific reinforcement contingencies were causally linked to the development of childhood aggression. Through the sequential analysis of real-time family interactions, Patterson et al. (e.g., Patterson, 1982; Patterson et al., 1992) showed how parents “train” children to become aggressive and antisocial.

The training process begins innocuously enough, with the parent repeatedly requesting compliance from the toddler. Patterson et al. (1992) found that, in clinically referred dyads, an aggressive child is likely to experience an aversive intrusion from a family member at least once every 3 min. Typically, these intrusions are minor, characterized by a vague command in an irritated tone of voice (e.g., mother asks child to “quit playing video games all the time!”). In response to this intrusion, the child responds coercively (e.g., whining, tantrums). The parent, in turn, becomes frustrated and, after a short while, yields to the child’s coercive behavior. Perceiving the parent’s acquiescence, the child stops his oppositional behavior, and the mother’s source of frustration is alleviated (Patterson, 1982; Snyder & Patterson, 1995). Thus, the child’s aversive behavior is terminated in the short run, but these oppositional behaviors are reinforced and are more likely to recur in the future. The parent’s withdrawing behavior likewise becomes reinforced because, as a result of letting the child win, the parent is rewarded with temporary peace (Patterson, 1982; Patterson et al., 1992). These reinforcement contingencies also apply to siblings who reward coercive behaviors through similar processes and who are, in turn, bidirectionally reinforced for their own aggressive behaviors (Patterson, 1984; Snyder & Stoolmiller, 2002). In a nutshell, this cyclical sequence of behaviors describes the coercion model. Three independent studies have demonstrated that coercive cycles in childhood predict long-term clinical problems (Forgatch & DeGarmo, 2002; Snyder & Patterson, 1995; Snyder, Schrepferman, & St. Peter, 1997).

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快速说一下意思：

研究者发现了（比如）校园欺凌现象，然后查找家庭原因，似乎找到了：

小孩说谎-----父母用含糊的语言威胁（“再撒谎我打死你“）-------小孩哭闹---------父母妥协。。。

在这个过程中，小孩逐渐学会了使用暴力。