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 Coercion theory (Patterson, 1982) describes a process of mutual reinforcement during which caregivers inadvertently reinforce children's difficult behaviors, which in turn elicits caregiver negativity, and so on, until the interaction is discontinued when one of the participants “wins.” These cycles may begin when the child reacts with anger or resistance to a caregiver's directive or request, evoking anger and hostility from the caregiver, which is often intensified as the coercive cycle escalates (Snyder, Edwards, McGraw, Kilgore, & Holten, 1993). Thus, children learn a pattern of re...

 Coercion theory (Patterson, 1982) describes a process of mutual reinforcement during which caregivers inadvertently reinforce children's difficult behaviors, which in turn elicits caregiver negativity, and so on, until the interaction is discontinued when one of the participants “wins.” These cycles may begin when the child reacts with anger or resistance to a caregiver's directive or request, evoking anger and hostility from the caregiver, which is often intensified as the coercive cycle escalates (Snyder, Edwards, McGraw, Kilgore, & Holten, 1993). Thus, children learn a pattern of relating within the family that then carries over into interactions with others outside the family, such as peers and teachers in the school setting. When coercive interactions dominate within the family, child CPs emerge and then stabilize throughout development (Granic & Patterson, 2006).

Google翻譯如下(僅供參考)

脅迫理論 ( Patterson, 1982 ) 描述了一個相互強化的過程，在這個過程中，看護者不經意間強化了兒童的困難行為，這反過來又引發了看護者的消極情緒，依此類推，直到當其中一個參與者“獲勝”時互動中斷。當孩子對照料者的指令或要求做出憤怒或抗拒時，這些循環就可能開始，從而引起照料者的憤怒和敵意，隨著強制循環的升級，這種情況通常會加劇（Snyder、Edwards、McGraw、Kilgore 和 Holten，1993 年））。因此，孩子們學習了一種家庭內部的關係模式，然後會延續到與家庭以外的其他人的互動中，例如學校環境中的同齡人和老師。當強制互動在家庭中占主導地位時，兒童 CP 就會出現並在整個發展過程中穩定下來（Granic & Patterson，2006 年）。

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4183745/