共查询到20条相似文献，搜索用时 31 毫秒
1.
OBJECTIVE: To examine the occurrence, type and associations of harsh corporal punishment in Yemen. METHODS: Caregiver and teacher reports were obtained on 1,196 Yemeni 7-10-year olds obtained by systematic random sampling of children in the 1st to 4th grades of urban and rural schools. Caregivers (86% mothers) reported on disciplinary practices, socio-familial background, and child psychopathology. Teachers reported on school performance and child psychopathology. RESULTS: More than half of the rural caregivers and about a quarter of the urban caregivers reported using harsh corporal punishment (hitting children with implements, tying them up, pinching them, or biting them). Harsh corporal punishment was significantly associated with poor school performance and both behavioral and emotional difficulties. The socio-familial factors that were independently associated with harsh corporal punishment were: rural area, male gender of the child, low maternal education, and large family size. CONCLUSION: Harsh corporal punishment is very common in Yemen. International findings suggest that the association with school failure and psychological maladjustment may well be causal. Promoting parental use of effective and non-violent disciplinary methods should be a public health priority. Practice implications: Yemen urgently needs to develop and evaluate programs that teach parents how to use culturally appropriate rewards and non-abusive sanctions to shape children's behavior without stunting their academic and emotional development. Persuading parents to adopt such approaches may need programs that focus not just on techniques but also on attitudes, e.g. challenging the commonly held belief that children will not develop properly unless they are beaten when they do wrong. 相似文献
2.
OBJECTIVE: The present study examined the extent to which parental belief in the value of corporal punishment moderates the association between level of parenting stress and physical child abuse potential. Based on existing theory, it was expected that levels of parenting stress would be positively associated with physical child abuse potential among parents who reported high levels of belief in the value of corporal punishment. METHOD: Forty-one parents (25 general population and 16 at-risk parents) were assessed for belief in the value of corporal punishment, level of parenting stress, and physical child abuse potential using self-report measures. After removal of respondents due to response distortion or missing data, the final sample consisted of 31 parents with valid and complete protocols. Based on their responses on the study measures, respondents were categorized as either high or low on belief in corporal punishment and parenting stress. RESULTS: Level of parenting stress was positively associated with physical child abuse potential. As expected, the interaction of parenting stress and belief in the value of corporal punishment was significant. Level of parenting stress was positively associated with physical child abuse potential among parents who reported high levels of belief in the value of corporal punishment. In contrast, level of parenting stress was not associated with physical child abuse potential among parents who reported low belief in the value of corporal punishment. CONCLUSIONS: The present findings are consistent social information processing and stress and coping models of the etiology of physical child abuse, and underscore the importance of considering both parental cognitions and levels of parenting stress in assessing potential for physical child abuse. 相似文献
3.
The adverse effect of harsh corporal punishment on mental health and psychosocial functioning in children has been repeatedly suggested by studies in industrialized countries. Nevertheless, corporal punishment has remained common practice not only in many homes, but is also regularly practiced in schools, particularly in low-income countries, as a measure to maintain discipline. Proponents of corporal punishment have argued that the differences in culture and industrial development might also be reflected in a positive relationship between the use of corporal punishment and improving behavioral problems in low-income nations. In the present study we assessed the occurrence of corporal punishment at home and in school in Tanzanian primary school students. We also examined the association between corporal punishment and externalizing problems. The 409 children (52% boys) from grade 2 to 7 had a mean age of 10.49 (SD = 1.89) years. Nearly all children had experienced corporal punishment at some point during their lifetime both in family and school contexts. Half of the respondents reported having experienced corporal punishment within the last year from a family member. A multiple sequential regression analysis revealed that corporal punishment by parents or by caregivers was positively related to children's externalizing problems. The present study provides evidence that Tanzanian children of primary school age are frequently exposed to extreme levels of corporal punishment, with detrimental consequences for externalizing behavior. Our findings emphasize the need to inform parents, teachers and governmental organizations, especially in low-income countries, about the adverse consequences of using corporal punishment be it at home or at school. 相似文献
4.
This study examined the relations between parental harsh discipline (psychological aggression and corporal punishment) and adolescents’ externalizing and internalizing problem behaviors and the moderating effects of adolescents’ perceived normativeness of harsh discipline in Chinese society. Using a sample of 1158 Chinese middle-school students, our findings revealed that parental harsh discipline was associated with high levels of adolescent externalizing and internalizing behaviors. Adolescents’ perceived normativeness of psychological aggression buffered the association between parental psychological aggression and adolescents’ internalizing problem behaviors, whereas their perceived normativeness of corporal punishment buffered the association between parental corporal punishment and adolescents’ externalizing problem behaviors. The findings from the current study highlight the importance of considering how adolescents’ perceptions may influence the effects of parental harsh discipline on adolescent adjustment. 相似文献
5.
ObjectiveThe purpose of the present study was to evaluate the relationship between various levels of parent-child physical violence and psychological symptoms reported by college students, while controlling for demographic variables, severity and frequency of violence, and co-occurrence of parental psychological aggression.MethodParticipants included 298 college students ranging in age from 18 to 27 years. Participants completed a demographic information form, the Brief Symptom Inventory (BSI), and the Parent-Child Conflict Tactics Scale (CTSPC).ResultsResults of analysis of variance and multivariate analysis of variance indicated that individuals in the child physical abuse group obtained higher BSI scores compared to individuals in the corporal punishment and no violence groups. Few differences were observed between mild and severe corporal punishment groups. Multiple regression analyses indicated that when frequency of corporal punishment, child physical abuse, and psychological aggression, along with demographic variables, were considered simultaneously, psychological aggression was the most unique predictor of BSI scores.ConclusionsThe findings suggest that severe forms of physical violence were associated with long-term psychological symptoms. When demographic variables and the frequency of several parent aggression variables were considered simultaneously, however, psychological aggression was most predictive of psychological outcome. These findings suggest that messages communicated to a child via psychological aggression may be more important in contributing to psychological outcome than the actual occurrence of physical violence toward the child.Practice implicationsThe current study supports the premise that severe physical aggression experienced in childhood is associated with serious psychological consequences in adulthood. In contrast, individuals who experienced less severe forms of parent-child violence, such as corporal aggression, exhibited similar symptom levels to those reporting no parent-child violence. When severe physical aggression, corporal aggression, and psychological aggression were considered simultaneously, however, psychological aggression emerged as the most unique predictor of psychological outcome. Researchers and clinicians who work with adults reporting childhood histories of severe parent-child violence should be aware of the importance of parent-child psychological aggression in contributing to psychological outcome. 相似文献
6.
Park MS 《Child abuse & neglect》2001,25(7):945-958
OBJECTIVE: This study explores Korean immigrant mothers' attitudes toward child physical abuse based on an ecological perspective. METHOD: One hundred and forty-four Korean immigrant mothers who came to the US after age 16 and have at least one child under 18 years old participated in this study. Data were collected using instruments translated in Korean that measure mothers' attitudes toward child physical abuse in four areas: degree of agreement with physical abuse, conflict tactics, belief in the use of physical punishment, and perceptions regarding physical abuse. RESULTS: This study found that the following variables affect Korean immigrant mothers' attitudes toward child physical abuse at ecological levels of the environment: amount of time spent with children, experience of corporal punishment as a child, children's gender and age, family acculturation conflicts, mothers' age, and length of time in US at the micro level; involvement in their children's school and involvement in social organizations at the meso level; level of education and reported stress of immigrant life at the exo level; value of children in Korean culture, familiarity with Child Protective Services (CPS), perceived discrimination, and value of corporal punishment at the macro level. CONCLUSIONS: This study suggests the importance of cultural sensitivity in social work practice when working with Korean immigrants. It also implies that intervention and prevention efforts of child abuse should be targeted at more than one level of the environment. 相似文献
7.
The study examined the prevalence, frequency, and coexistence of psychological aggression (PA), corporal punishment (CP), and severe physical abuse (SPA) in mainland China. Using a sample of 2,518 father–mother dyads of 3–15-year-old children, the findings revealed that parental harsh discipline was prevalent in mainland China. The rates of harsh discipline in the current study fell in the middle of the ranges of rates found in other studies. Harsh discipline was most likely directed at boys or children aged 7 years and committed by mothers, young fathers, or high and low socioeconomic status (SES) parents. The prevalence of maternal and paternal PA and CP declined with the children's age. Maternal and paternal SPA first increased and then decreased with child age. The frequency of the three types of maternal and paternal harsh discipline fluctuated depending on the age of the children. In addition, approximately 50% of the mothers and fathers who reported using severe forms of disciplinary practices also engaged in less severe forms of harsh disciplinary practices against their children. SPA generally coexisted with CP and PA, and CP was usually accompanied by PA; however, PA was more likely to occur independently compared with CP and SPA. Moreover, maternal harsh discipline coexisted with paternal harsh discipline to some extent. The coexistence decreased with increasing severity of parental harsh discipline and differed according to child gender. These findings highlight the importance of studying these three types of parental harsh discipline simultaneously and intervening in harsh discipline by mothers and fathers within the same family. 相似文献
8.
9.
In many countries, corporal punishment of school children continues to be an officially or unofficially sanctioned form of institutional child abuse. Continuing support for the use of corporal punishment is related to the following factors: (1) widely held beliefs regarding the effectiveness of corporal punishment, (2) an unawareness of problems resulting from the use of physical punishment, and (3) a lack of knowledge about effective disciplinary alternatives. The purpose of this paper is threefold: One is to show that many of the beliefs are myths, e.g., corporal punishment is not needed to build character. The second purpose is to show that physical punishment can lead to more problems than it appears to solve, e.g., the punitive teacher is avoided, and thus, is not a positive factor in the child's education and development. The third purpose is to discuss two types of alternatives to punishment, the social learning approach and communication skills training. These positive methods of discipline not only enhance classroom behavior, but also facilitate learning. In an atmosphere free of abusing and demeaning acts and in a classroom characterized by positive mutual regard, teachers can maximize their effectiveness as teachers and students can maximize their effectiveness as learners. 相似文献
10.
This article examines secondary school teachers’ perceptions of corporal punishment in India. Although it has been banned in Indian schools, various types of corporal punishment are still used by teachers. It has been mainly used as a mechanism for controlling disciplinary problems in schools. Based on a pilot study of 160 secondary teachers, the result of the research reveals that teachers still perceive corporal punishment as an effective method of controlling indiscipline in class. However, some teachers state that corporal punishment is ineffective in deterring students from misbehaving. Corporal punishment is not a good method to maintain discipline. Adopting harsh methods indicates a lack of proper training in managing students in a classroom situation and a poor understanding by the teachers of students’ mental states. An awareness program for secondary school teachers about the effects of corporal punishment on children is needed. The solution is proper training for teachers and student-teachers in the use of counseling to manage behavioral problem. Also full-time counselors can be appointed in schools. 相似文献
11.
OBJECTIVES: To assess physicians' attitudes towards corporal punishment in childhood and their subsequent actions regarding the reporting of child abuse. PARTICIPANTS: 107 physicians (95 pediatricians and 12 family practitioners) who work in hospitals and community clinics in northern Israel were interviewed. Of the participants, 16% were new immigrants. PROCEDURE: A structured interview was conducted by one of two pediatric residents. RESULTS: Attitudes towards corporal punishment were not influenced by the physicians' sex or specialty. Corporal punishment was approved by 58% of the physicians. A significant difference in attitudes towards corporal punishment between immigrants and Israeli born physicians was found (p=.004). Family practitioners and especially senior ones were found significantly less tolerant towards corporal punishment than pediatricians (p=.04). While reporting behavior was not found to be associated with parental status and the past experience of the physicians with child abuse, a significant effect of attitudes towards corporal punishment on reporting behavior was found (p=.01). CONCLUSIONS: (1) Corporal punishment is still perceived as an acceptable disciplinary act by a significant proportion of physicians responsible for the health care of children in our area. (2) Attitudes towards corporal punishment are different between immigrants and native born Israeli trained doctors and, unexpectedly, pediatricians were more tolerant of corporal punishment than family practitioners. 相似文献
12.
Straus MA 《Child abuse & neglect》2000,24(9):1109-1114
OBJECTIVE: To bring to the attention child maltreatment professionals the potential for primary prevention of physical abuse of ending or reducing corporal punishment by parents. METHOD: The October 1999 special issue of Child Abuse & Neglect on "A National Call to Action: Working Toward the Elimination of Child Maltreatment" was reviewed in relation to coverage of corporal punishment by parents. RESULTS: Corporal punishment was not mentioned in any of the nine articles. CONCLUSIONS: The combination of research showing that corporal punishment is a major risk factor for physical abuse and research showing the wide prevalence and chronicity of corporal punishment suggests that the "National Call For Action" should include steps to end use of corporal punishment as a mode of discipline. 相似文献
13.
This article examines a presumed historical association between corporal punishment and the British "ruling class," taking as data the elaborate forms of beating practiced at a well-known English fee-paying boarding school in the 1950s and here documented in detail. Analogies with other forms of ritual studied by anthropologists are considered, as well as the psychosexual dynamics of beating for both officiants and victims. The paper argues that ritual corporal punishment must be seen in retrospect as a clear case of child abuse that is both physical and sexual. Such rituals of authority, though virtually abolished in Britain, may well exist in a different form in present day residential institutions for children in some Third World countries that have borrowed from now outdated European practices. 相似文献
14.
J E Durrant 《Child abuse & neglect》1999,23(5):435-448
OBJECTIVE: In 1979, Sweden became the first nation to explicitly prohibit all forms of corporal punishment of children by all caretakers in an effort to: (1) alter public attitudes toward this practice; (2) increase early identification of children at risk for abuse; and (3) promote earlier and more supportive intervention to families. The aim of this study was to examine trends over recent decades in these areas to assess the degree to which these goals have been met. METHOD: Primary data were collected from official Swedish sources for the following variables: public support for corporal punishment, reporting of child physical assault, child abuse mortality, prosecution rates, and intervention by the social authorities. Lines of best fit were generated and Cox and Stuart tests for trend were conducted. RESULTS: Public support for corporal punishment has declined, identification of children at risk has increased, child abuse mortality is rare, prosecution rates have remained steady, and social service intervention has become increasingly supportive and preventive. CONCLUSIONS: The Swedish ban has been highly successful in accomplishing its goals. 相似文献
15.
Charlene Hendricks Jennifer E. Lansford Kirby Deater‐Deckard Marc H. Bornstein 《Child development》2014,85(2):513-531
Using nationally representative samples of 45,964 two‐ to nine‐year‐old children and their primary caregivers in 17 developing countries, this study examined the relations between children's cognitive, language, sensory, and motor disabilities and caregivers' use of discipline and violence. Primary caregivers reported on their child's disabilities and whether they or anyone in their household had used nonviolent discipline, psychological aggression, and physical violence toward the target child and believed that using corporal punishment is necessary. Logistic regression analyses supported the hypothesis that children with disabilities are treated more harshly than children without disabilities. The findings suggest that policies and interventions are needed to work toward the United Nations' goals of ensuring that children with disabilities are protected from abuse and violence. 相似文献
16.
Reciprocal Relations Between Harsh Discipline and Children's Externalizing Behavior in China: A 5‐Year Longitudinal Study 
下载免费PDF全文
下载免费PDF全文 This research examined the overtime reciprocal relations between maternal and paternal harsh discipline and children's externalizing behavior. Seven hundred two father–mother dyads of children (6–9 years of age at baseline) completed measures of parental harsh discipline and children's externalizing behavior at five time points, 1 year apart. Autoregressive latent trajectory models revealed that maternal and paternal corporal punishment predicted subsequent children's externalizing behavior (parent‐driven effects), whereas children's externalizing behavior predicted subsequent maternal and paternal psychological aggression (child‐driven effects). The parent‐driven effects became stronger, whereas the child‐driven effects were equally strong across time. Furthermore, the parent‐driven effects for corporal punishment were found for both boys and girls, whereas the child‐driven effects for psychological aggression were found only for boys. 相似文献
17.
While corporal punishment is widely understood to have undesirable associations with children's behavior problems, there remains controversy as to whether such effects are consistent across different racial or ethnic groups. We employed a Bayesian regression analysis, which allows for the estimation of both similarities and differences across groups, to study whether there are differences in the relationship of corporal punishment and children’s behavior problems using a diverse, urban sample of U.S. families (n = 2653). There is some moderation of the relationship between corporal punishment and child behavior by race or ethnicity. However, corporal punishment is associated with increases in behavior problems for all children. Thus, our findings add evidence from a new analytical lens that corporal punishment is consistently linked to increased externalizing behavior across African American, White, or Hispanic children, even after earlier externalizing behavior is controlled for. Our findings suggest that corporal punishment has detrimental consequences for all children and that all parents, regardless of their racial or ethnic background, should be advised to use alternatives to corporal punishment. 相似文献
18.
在美国,公立学校对学生实施体罚一直都是备受争议的话题。传统上,对学生的体罚被看作是合理合法的行为。1977年的英格拉罕案判决具有重大意义。美国联邦最高法院判决,公立学校体罚学生并未违反联邦宪法修正案第八条＂禁止残酷和异常惩戒＂的规定,公立学校中的体罚涉及修正案第十四条所规定的实体性正当程序权利。此案例可以看,美国法院相关判决对学生实体性正当程序权利的侵害标准规定得过于严苛和僵化,不利于学生权利的保护。因此,这一标准应该加以改变,以便为学生提供更高程度的保护。 相似文献
19.
A basic human right of all children is protection from physical punishment in all settings. Yet, corporal punishment remains common place within families, at home, at school, and elsewhere. In Thailand, cultural beliefs and values might preserve its use. This research sought to explore the use of corporal punishment in Thai homes. It also aimed to investigate young adult retrospective accounts of parent use of corporal punishment and their associations with psychological attributes and the acceptance of certain myths that might perpetuate its use. Two hundred and fifty young people (Mage = 20.26 years, SD = 1.19) recounted their parent’s disciplining strategies related to when they were 10 years old. They also completed the Personality Assessment Questionnaire (Rohner, 1999), the Corporal Punishment Myth Scale (Kish & Newcombe, 2015) and responded as parents to a number of child misbehavior scenarios. Overall, 80.4% reported some instance of corporal punishment as a 10-year-old with lifetime prevalence at 85.5%. Receiving corporal punishment was related to poorer psychological outcomes as a young adult. Myths about corporal punishment significantly predicted the use of that discipline strategy in the scenarios. The results are discussed in relation to Thai cultural values and beliefs and the need to gather further evidence to support further policy and legislative changes. 相似文献
20.
SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT 下载免费PDF全文
下载免费PDF全文 Charity Brown Griffin Shauna M. Cooper Isha W. Metzger Alexandrea R. Golden C. Nicole White 《Psychology in the schools》2017,54(7):673-688
This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed. 相似文献