This is a polished English translation of an Icelandic opinion piece originally published in Visir.
By Helgi S. Karlsson, Clinical Behavior Analyst, Clinical Psychologist, and Teacher
Icelandic society now stands at an important turning point. Public discussion about behavioral difficulties among children and young people grows louder by the day, and increasingly serious reports of violence and lack of discipline raise urgent questions. Most people agree that more discipline is needed, but the question is not whether. The question is how we reach that goal constructively.
Historically, we used methods that are now considered outdated and even harmful: physical punishment, scolding, shame, and fear as tools for controlling children's behavior. These methods may certainly have produced quick results from the adult's point of view, but research now shows us that the long-term consequences can be serious. Children who grow up with such punishment may face increased stress, anxiety, depression, and lower self-esteem.
Such methods can also harm social relationships and problem-solving ability.
Over time we have learned that traditional punishment does not work well over the long term, and that a lack of clear, scientifically supported methods has created a kind of vacuum that has contributed to weaker discipline. Fortunately, there is a scientifically supported approach that can produce better results and lasting positive change: the concepts and methods of behavior analysis.
Behavior analysis is grounded in behavioral science. It is about identifying, strengthening, and teaching desirable behavior in children in a systematic way, with respect, support, and clear boundaries. Its methods emphasize teaching behavior by defining and reinforcing desirable actions, analyzing the connection between behavior and its consequences, and strengthening social and communication skills.
Behavior analysis emphasizes that children learn to follow rules by experiencing positive consequences for doing so. Those consequences strengthen their behavior and support better adjustment to society and greater well-being.
In behavioral teaching, reward systems play a central role. For such systems to support a child or young person without causing harm, it is necessary to distinguish between basic needs and privileges. Basic needs, such as healthy nutrition, shelter, and appropriate clothing, should never depend on the child's behavior. They must always be secured in order to protect safety and welfare.
Privileges, however, such as smartphones, game consoles, or brand-name goods, are not necessary for survival and can therefore serve as effective rewards for good behavior. When children understand the connection between behavior and access to privileges, their interest in maintaining desirable behavior and reaching set goals increases.
Reward systems based on short-term incentives are especially useful because children often struggle to understand or value long-term goals. Short-term incentives such as praise, recognition, token systems, or direct rewards give children clear and rapid feedback that immediately strengthens desirable behavior. Such systems have been shown to be highly effective in school and home settings, supporting better academic outcomes, greater self-control, and more positive interactions.
Well-designed reward systems can also make the role of parents and other caregivers easier by reducing the need for constant reminders. When children learn to take responsibility for their behavior in order to reach a positive outcome, their motivation becomes more self-directed. Parents can then focus more on support, guidance, and positive feedback.
For behavior analysis to become a realistic and natural part of Icelandic society, both parents and professionals need to adopt these scientifically recognized methods and implement them deliberately in everyday life at home and in school. In doing so, we create a society where children and young people are better able to take responsibility for their own behavior.
The author is a clinical behavior analyst, clinical psychologist, and teacher. He is also CEO of Beanfee ehf. and BF Atferlisradgjof.
I thank A. for deep conversation, critical review, and an important contribution to the structure of the frame.