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Understanding beliefs about corporal punishment is crucial, as evidence suggests that positive beliefs in its effectiveness predict its use. High parental stress, especially in those valuing corporal punishment, increases the potential for child abuse. Factors such as having many children or low education and socioeconomic status contribute to parental tensions, leading to the use of corporal punishment for behavior correction. We posit that the accumulation of such variables results in heightened stress levels. Our focus aimed to determine the moderating role of stress levels among parental beliefs about corporal punishment and its reported use through quantitative research. In our study, 853 Colombian parents of low, middle, and high socioeconomic status, and from four different regions of Colombia, with children aged 0 to 17 participated. They provided information about their beliefs on corporal punishment, using the Beliefs and Punishment Scale. Correlations indicated that older parents with better socioeconomic status were less inclined to believe that strictness improves children. Regressions suggested that increased belief in corporal punishment modifying behavior, along with higher parental stress, increases corporal punishment use. Moderation models highlighted that when more stressors were present, corporal punishment was used due to stress rather than parental beliefs. Ultimately, stress emerged as a crucial factor influencing corporal punishment use among Colombian parents.
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Childrearing practices in the Caribbean and other postcolonial states have long been associated with corporal punishment and are influenced by expectations of children for respectfulness and obedience. Evidence across settings shows that physical punishment of young children is both ineffective and detrimental. Saving Brains Grenada (SBG) implemented a pilot study of an intervention based on the Conscious Discipline curriculum that aimed to build adult caregivers' skills around non-violent child discipline. We hypothesized that attitudes towards corporal punishment would shift to be negative as adults learned more positive discipline methods, and that child neurodevelopment would correspondingly improve. This report reviews the impact of monitoring and evaluation on the design and implementation of the intervention. Study 1 presents findings from the pilot study. Despite positive gains in neurodevelopmental outcomes among children in the intervention compared to controls, attitudes towards corporal punishment and reported use of it did not change. Additionally, several internal conflicts in the measures used to assess corporal punishment behaviors and attitudes were identified. Study 2 is a response to learning from Study 1 and highlights the importance for monitoring and evaluation to be data-informed, adaptive, and culturally appropriate. In Study 2, the SBG research team conducted cognitive interviews and group discussions with stakeholders to assess the content and comprehensibility of the Attitudes Towards Corporal Punishment Scale (ACP). This yielded insights into the measurement of attitudes towards corporal punishment and related parenting behavior, and prompted several revisions to the ACP. To accurately evaluate the intervention's theory of change and its goal to reduce violence against children, reliable and appropriate measures of attitudes towards corporal punishment and punishment behaviors are needed. Together, these two studies emphasize the value of continuous monitoring, evaluation, and learning in the implementation, adaptation, evaluation, and scaling of SBG and similar early childhood development interventions.
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Encéfalo , Punição , Adulto , Criança , Pré-Escolar , Humanos , Granada , Projetos Piloto , AtitudeRESUMO
BACKGROUND: Violence against children (VAC) is a global public health problem, and parenting programmes are a key strategy to reduce VAC at home. We developed and evaluated a preschool-based, early childhood, violence prevention, parenting programme (the Irie Homes Toolbox) in Jamaica and reported significant reductions in parents' use of VAC [Effect size (ES) = -0.29] and increases in parents' positive practices (ES = 0.30). This study presents qualitative findings on the mechanisms of action of the programme. METHODS: As part of a cluster randomized trial, 115 parents from nine preschools participated in the Irie Homes Toolbox parenting programme. The programme consisted of eight 90-min sessions with groups of six parents and focussed on strengthening parent-child relationships, understanding children's behaviour, using appropriate discipline strategies and understanding and managing emotions. We conducted in-depth, semi-structured interviews with a stratified random sample of 28 parents (two to four parents per school) and with nine preschool teachers (one teacher per preschool). Topic guides were developed to explore participants' perspectives of the mechanisms of action of the programme. All interviews were audio-recorded and transcribed, and data were analysed using the framework approach. RESULTS: The most salient direct pathways to reduced VAC by both parent and teacher reports were through parents' use of alternative strategies to manage child misbehaviour and through improved parent well-being, especially parents' self-management skills. Other factors leading to reduced VAC by parents, reported by both parents and teachers, included self-identification as an 'Irie parent', use of proactive parenting strategies and improved child behaviour. Parents reported that the main factors leading to continued use of VAC were their inconsistency in using positive discipline strategies and poor emotional self-regulation. CONCLUSION: Reports from participating parents and preschool teachers indicate that contents related to parental self-management and how to use positive discipline strategies to manage child misbehaviour were important factors on the pathway to reduced VAC.
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Poder Familiar , Professores Escolares , Pré-Escolar , Humanos , Poder Familiar/psicologia , Jamaica , Violência , Pais/psicologiaRESUMO
Many young children in low- and middle-income countries (LMICs) are at risk of developmental delays. Early child development (ECD) interventions have been shown to improve outcomes, but few interventions have targeted culturally normative violence such as corporal punishment (CP). We partnered with an existing community-based ECD organization in the LMIC of Grenada to implement a parallel controlled-trial single-blind responsive caregiving intervention that educates parents about the developing brain and teaches alternatives to corporal punishment while building parental self-regulation skills and strengthening social-emotional connections between parent and child. Parents and primary caregivers with children under age two were eligible. Allocation to the intervention and waitlist control arms was unblinded and determined by recruitment into the program. Neurodevelopment was assessed by blinded testers when each child turned age two. Primary comparison consisted of neurodevelopmental scores between the intervention and waitlist control groups (Clinicaltrials.gov registration # NCT04697134). Secondary comparison consisted of changes in maternal mental health, home environment, and attitudes towards CP. Children in the intervention group (n = 153) had significantly higher scores than children in the control group (n = 151) on measures of cognition (p = .022), fine motor (p < .0001), gross motor (p = .015), and language development (p = .013). No difference in secondary outcomes, including CP, was detected.
Muchos niños en países de renta media y baja corren el riesgo de sufrir retrasos en el desarrollo. Las intervenciones en periodos tempranos del desarrollo infantil pueden mejorar sus resultados, pero pocas de ellas abordan la violencia culturalmente normativa, como el castigo corporal. En asociación con una organización comunitaria que trabajaba en el ámbito del desarrollo infantil temprano en Granada se llevó a cabo una intervención paralela de parentalidad responsiva mediante un ensayo controlado de simple-ciego con el fin de educar a los padres sobre el cerebro en desarrollo y alternativas al castigo corporal, a la vez que les enseñaban destrezas de autorregulación y se fortalecían los vínculos socioemocionales entre padres e hijos. Para ello se eligieron padres y cuidadores primarios de niños menores de dos años. La asignación a los grupos de intervención y lista de espera de control no fue ciega, estando determinada por el reclutamiento al programa. El desarrollo neurológico fue evaluado a ciegas cuando el niño cumplía dos años. La comparación primaria constaba de puntuaciones en neurodesarrollo entre los grupos intervención y lista de espera de control (Clinicaltrials.gov registration # NCT04697134). La comparación secundaria constaba de cambios en la salud mental materna, entorno del hogar y actitudes hacia el castigo corporal. Los niños en el grupo de intervención (n = 153) tenían puntuaciones significativamente superiores a las de los niños del grupo control (n = 151) en las medidas de cognición (p = .022), motricidad fina (p < .0001), motricidad gruesa (p = .015) y desarrollo del lenguaje (p = .013). No se encontraron diferencias en los resultados secundarios, entre los que se incluía el castigo corporal.
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BACKGROUND: The COVID-19 pandemic could increase violence against children at home. However, collecting empirical data on violence is challenging due to ethical, safety, and data quality concerns. OBJECTIVE: This study estimated the anticipated effect of COVID-19 on violent discipline at home using multivariable predictive regression models. PARTICIPANTS: Children aged 1-14 years and household members from the Multiple Indicator Cluster Surveys (MICS) conducted in Nigeria, Mongolia, and Suriname before the COVID-19 pandemic were included. METHODS: A conceptual model of how the COVID-19 pandemic could affect risk factors for violent discipline was developed. Country specific multivariable linear models were used to estimate the association between selected variables from MICS and a violent discipline score which captured the average combination of violent disciplinary methods used in the home. A review of the literature informed the development of quantitative assumptions about how COVID-19 would impact the selected variables under a "high restrictions" pandemic scenario, approximating conditions expected during a period of intense response measures, and a "lower restrictions" scenario with easing of COVID-19 restrictions but with sustained economic impacts. These assumptions were used to estimate changes in violent discipline scores. RESULTS: Under a "high restrictions" scenario there would be a 35%-46% increase in violent discipline scores in Nigeria, Mongolia and Suriname, and under a "lower restrictions" scenario there would be between a 4%-6% increase in violent discipline scores in these countries. CONCLUSION: Policy makers need to plan for increases in violent discipline during successive waves of lockdowns.
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COVID-19 , Maus-Tratos Infantis , Adolescente , Adulto , Agressão , Criança , Maus-Tratos Infantis/estatística & dados numéricos , Pré-Escolar , Feminino , Humanos , Lactente , Masculino , Nigéria/epidemiologia , Pandemias , Prevalência , Punição , Fatores de Risco , SARS-CoV-2 , Suriname/epidemiologia , Inquéritos e QuestionáriosRESUMO
Existing research has suggested children of caregivers with histories of exposure to trauma are at heightened risk for victimization, but few studies have explored potential mechanisms that explain this intergenerational transmission of risk. With data from peri-urban households in Lima, Peru (N = 402), this study analyzes parenting behaviors in the relation between caregivers' trauma history and child victimization for children aged 4-17. Results indicated caregivers' trauma history and negative parenting behaviors related to child victimization, and negative parenting behaviors mediated this relation. Positive parenting behaviors did not have significant direct effects and were not mediators of risk transmission. Parenting behaviors did not moderate the relation between caregiver and child victimization, suggesting parenting behaviors may not buffer or exacerbate intergenerational transmission. Post-hoc analyses revealed family type (e.g., single, cohabitating/married) exerted significant direct and moderating effects on child risk, interacting with positive parenting. Families with married/cohabitating caregivers reported overall lower levels of child victimization; however, the relation between positive parenting and victimization was slightly stronger for children in single-parent families. Results highlight potential pathways of the intergenerational cycle of victimization and suggest high-risk families in Peru may benefit from parenting supports, especially pertaining to remediation of negative parenting behaviors.
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Bullying , Vítimas de Crime , Criança , Educação Infantil , Humanos , Poder Familiar , PeruRESUMO
We study the relationship between harsh parenting strategies, including psychological and physical aggressions that do not constitute abuse, on early childhood cognitive and socio-emotional development. We estimate a value-added model that controls for a rich set of child, mother, and family characteristics, from a nationally representative sample of Chilean children aged 52-83 months. We find harsh parenting is significantly associated with lower verbal skills (Peabody Picture Vocabulary Test) of a magnitude of 0.06 standard deviations, and with increased behavioral problems (Child Behavior Check List), by 0.11 standard deviations, including internalization, externalization, and sleep problems. We also find that the more systematic (persistent) harsh parenting is, the stronger the association; the association is similar for boys and girls; reaches its peak at about 5 years of age; and it is stronger for children with less educated mothers.
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Experiências Adversas da Infância/estatística & dados numéricos , Desenvolvimento Infantil , Poder Familiar/psicologia , Punição/psicologia , Criança , Transtornos do Comportamento Infantil/epidemiologia , Pré-Escolar , Chile/epidemiologia , Emoções , Relações Familiares , Feminino , Humanos , Masculino , Fatores Socioeconômicos , VocabulárioRESUMO
This study investigated the effect of a school-based violence prevention programme implemented in Grade 1 classrooms in Jamaican primary schools. Fourteen primary schools were randomly assigned to receive training in classroom behaviour management (n = 7 schools, 27 teachers/classrooms) or to a control group (n = 7 schools, 28 teachers/classrooms). Four children from each class were randomly selected to participate in the evaluation (n = 220 children). Teachers were trained through a combination of workshop and in-class support sessions, and received a mean of 11.5 h of training (range = 3-20) over 8 months. The primary outcomes were observations of (1) teachers' use of violence against children and (2) class-wide child aggression. Teachers in intervention schools used significantly less violence against children (effect size (ES) = -0.73); benefits to class-wide child aggression were not significant (ES = -0.20). Intervention teachers also provided a more emotionally supportive classroom environment (ES = 1.22). No benefits were found to class-wide prosocial behaviour, teacher wellbeing, or child mental health. The intervention benefited children's early learning skills, especially oral language and self-regulation skills (ES = 0.25), although no benefits were found to achievement in maths calculation, reading and spelling. A relatively brief teacher-training programme reduced violence against children by teachers and increased the quality of the classroom environment.
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Capacitação em Serviço/organização & administração , Professores Escolares , Instituições Acadêmicas/organização & administração , Violência/prevenção & controle , Logro , Agressão , Criança , Feminino , Humanos , Aprendizagem , Masculino , NaftalenosRESUMO
BACKGROUND: With lingering effects from more than 50 years of war, young children in Colombia are exposed to multiple risk factors such as poverty, civil conflict, and domestic violence. In addition to these environmental stressors, public and legal support for corporal punishment remains high, which is shown by the high prevalence of young children exposed to corporal punishment in Colombia. OBJECTIVE: The purpose of this study is to identify individual, family, and municipality-level predictors of corporal punishment (i.e., hitting with objects and spanking) in Colombia in order to inform prevention and intervention strategies. PARTICIPANTS AND SETTING: We use information gathered in 2015 from a representative sample of 11,759 mothers of children younger than five in Colombia. METHODS: We employed multi-level models to account for the clustering of families in 217 municipalities. RESULTS: Results show that mothers' prior exposure to corporal punishment by their own parents (ß=0.229;p<0.01), attitudes towards domestic violence ß=0.013;p<0.05, municipality homicide rates ß=0.028;p<0.05 and presence of armed groups ß=0.031;p<0.05, household poverty ß=0.030;p<0.01 and poverty of the municipality ß=0.022;p<0.05 predicted mothers' hitting their young children with an object. However, family ß=-0.028;p<0.05 and municipality poverty ß=-0.016;p<0.05 had a negative association with mothers' use of spanking. CONCLUSIONS: These findings suggest that both family and neighborhood level factors have simultaneous associations with parents' use of corporal punishment. Given the accumulating evidence concerning the adverse effects of corporal punishment on child well-being and development, legislative efforts aimed at reducing and ultimately banning corporal punishment are warranted.
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Distúrbios Civis/psicologia , Violência Doméstica/psicologia , Pobreza/estatística & dados numéricos , Punição , Atitude Frente a Saúde , Criança , Pré-Escolar , Distúrbios Civis/estatística & dados numéricos , Colômbia , Violência Doméstica/estatística & dados numéricos , Características da Família , Feminino , Humanos , Masculino , Mães/psicologia , Mães/estatística & dados numéricos , Pais/psicologia , Pobreza/psicologia , Características de Residência , Fatores de RiscoRESUMO
One of the primary means of communicating with a baby is through touch. Nurturing physical touch promotes healthy physiological development in social mammals, including humans. Physiology influences wellbeing and psychosocial functioning. The purpose of this paper is to explore the connections among early life positive and negative touch and wellbeing and sociomoral development. In study 1, mothers of preschoolers (n = 156) reported their attitudes toward positive/negative touch and on their children's wellbeing and sociomoral outcomes, illustrating moderate to strong positive correlations between positive touch attitudes and children's sociomoral capacities and orientations and negative correlations with psychopathology. In study 2, we used an existing longitudinal dataset, with at-risk mothers (n = 682) and their children to test touch effects on moral capacities and social behaviors in early life. Results demonstrated moderate to strong relationships between positive/negative touch and concurrent child behavioral regulation and positive correlations between low corporal punishment and child sociomoral outcomes. In a third study with adults (n = 607), we found significant mediation processes connecting retrospective reports of childhood touch to adult moral orientation through attachment security, mental health, and moral capacities. In general across studies, more affectionate touch and less punishing touch were positively associated with wellbeing and development of moral capacities and engaged moral orientation.
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One of the primary means of communicating with a baby is through touch. Nurturing physical touch promotes healthy physiological development in social mammals, including humans. Physiology influences wellbeing and psychosocial functioning. The purpose of this paper is to explore the connections among early life positive and negative touch and wellbeing and sociomoral development. In study 1, mothers of preschoolers (n = 156) reported their attitudes toward positive/negative touch and on their children's wellbeing and sociomoral outcomes, illustrating moderate to strong positive correlations between positive touch attitudes and children's sociomoral capacities and orientations and negative correlations with psychopathology. In study 2, we used an existing longitudinal dataset, with at-risk mothers (n = 682) and their children to test touch effects on moral capacities and social behaviors in early life. Results demonstrated moderate to strong relationships between positive/negative touch and concurrent child behavioral regulation and positive correlations between low corporal punishment and child sociomoral outcomes. In a third study with adults (n = 607), we found significant mediation processes connecting retrospective reports of childhood touch to adult moral orientation through attachment security, mental health, and moral capacities. In general across studies, more affectionate touch and less punishing touch were positively associated with wellbeing and development of moral capacities and engaged moral orientation. (AU)
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Humanos , Masculino , Feminino , Lactente , Pré-Escolar , Adolescente , Adulto , Pessoa de Meia-Idade , Punição/psicologia , Comportamento Social , Tato , Desenvolvimento Moral , Comportamento Materno/psicologia , Relações Pais-Filho , Desenvolvimento Infantil , Estudos Transversais , Estudos LongitudinaisRESUMO
While the protection of children from all forms of violence is a fundamental right guaranteed by the Convention on the Rights of the Child, violence remains a part of life for children around the globe. Corporal punishment is a form of violence and a dominant practice as a method of corrective parenting in the Caribbean. While researchers are starting to ask children directly about their experiences of violence, there is limited research on children's perspectives of the function, legality, and boundaries of corporal punishment, particularly in low-and middle-income countries. This study begins to address this gap by reporting on 12 focus groups that were conducted with adolescents (aged 12 to 18 years) and caregivers of Indo-Caribbean background in Suriname. The aim is to explore adolescents' and caregivers' shared perspectives about the prevalence of corporal punishment in Suriname, responses to and feelings about its use as a discipline strategy and perspectives of the rationales for and against corporal punishment, and their views on banning it. Analyses were done using ATLAS.ti version 1.0.50, a qualitative data package. Corporal punishment showed to be an everyday experience in children's lives in Suriname. There was no clear consensus regarding adolescents' and caregivers' perspectives on the parental use of corporal punishment. Many participants hesitated to support efforts to prohibit corporal punishment legally. Messages arising from this study could usefully inform the development of a public information campaign on safe and effective discipline of children in Suriname.
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Comportamento do Adolescente , Cuidadores , Maus-Tratos Infantis/prevenção & controle , Punição , Adolescente , Comportamento do Adolescente/etnologia , Adulto , Cuidadores/ética , Cuidadores/psicologia , Região do Caribe/etnologia , Criança , Maus-Tratos Infantis/ética , Maus-Tratos Infantis/psicologia , Pré-Escolar , Características Culturais , Pai/psicologia , Feminino , Grupos Focais , Humanos , Entrevistas como Assunto , Masculino , Pessoa de Meia-Idade , Mães/psicologia , Punição/psicologia , Suriname , Gravação em FitaRESUMO
OBJECTIVE: To test whether experiencing childhood corporal punishment is linked to later perpetration of dating violence. STUDY DESIGN: Young adults (n = 758; 61% female; mean age of 20 years), originally recruited for a longitudinal study as 9th- and 10th-grade Texas high school students, were asked about their childhood experiences with corporal punishment and physical abuse, as well as current experiences with dating violence. A path model was used to determine whether childhood corporal punishment was related to recent perpetration of physical dating violence, while controlling for childhood physical abuse, age, sex, ethnicity, and socioeconomic status. RESULTS: In all, 19% of participants (n = 134) reported physical dating violence perpetration and 68% reported experiencing corporal punishment as children (n = 498). Analysis showed a significant positive association between corporal punishment and physical perpetration of dating violence (OR 1.30, 95% CI 1.07-1.59). Even after controlling for sex, ethnicity, age, parental education, and child physical abuse, childhood corporal punishment was associated significantly with physical dating violence perpetration (aOR 1.29, 95% CI 1.02-1.62). CONCLUSIONS: The finding that childhood corporal punishment was associated with perpetration of young adult physical dating violence, even after controlling for several demographic variables and childhood physical abuse, adds to the growing literature demonstrating deleterious outcomes associated with corporal punishment.
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Maus-Tratos Infantis/estatística & dados numéricos , Violência por Parceiro Íntimo/estatística & dados numéricos , Abuso Físico/estatística & dados numéricos , Punição , Adolescente , Adulto , Criança , Feminino , Humanos , Estudos Longitudinais , Masculino , Fatores de Risco , Adulto JovemRESUMO
Coercive responses to children's behavior are well recognized to be problematic for children's adjustment. Less well understood is how parental social cognition is linked to discipline. In this study we sought to link metaparenting - parents' thoughts about their parenting - to the use of coercive discipline. We predicted that mothers who engaged in more metaparenting, thus reflecting more deliberate parenting, would use corporal punishment less frequently and instead engage in non-coercive discipline. We also expected that mothers who engaged in more metaparenting would report closer relationships with their children. In order to assess a diverse sample, data were collected from approximately equal numbers of African-American, European-American, and Mexican-American mothers. Participants included 113 mothers with target children in three age groups, ranging from 2 to 12 years. The results indicated reports of corporal punishment as well as non-coercive discipline did not significantly differ across child sex and child age groups, but did differ significantly across race/ethnicity. Reports of frequency of metaparenting also differed across racial/ethnic groups; African-American mothers reported more metaparenting than European-American mothers on three of four subscales. Metaparenting was significantly related to reports of the mother-child relationship but in the opposite direction than predicted. Based on these results, future research directions linking parental social cognition to discipline are proposed.
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Research that simultaneously examines the relationship of multiple types of family and community violence with youth outcomes is limited in the previous research literature, particularly in Latin America. This study examined the relationship of youth exposure to family and community violence-parental use of corporal punishment, violence in the community, intimate partner physical aggression-with eight subscales of the Youth Self Report among a Chilean sample of 593 youth-mother pairs. Results from multilevel models indicated a positive association between youth exposure to violence in the family and community, and a wide range of behavior problem outcomes, in particular, aggression. With growing evidence concerning the detrimental effect of violence on youth's well-being, these findings highlight the need for a more comprehensive understanding of the various kinds of violence youth are exposed to within the family and community and the concomitant need to reduce multiple forms of violence.
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Com a finalidade de buscar subsídios teóricos para a discussão sobre o uso do castigo físico em crianças e adolescentes no Brasil foram feitas leituras de algumas obras da Sociologia, Filosofia e Psicologia. Em Durkheim foi possível perceber que a violência não coaduna com os propósitos educativos. Já, Kant considera que o aprimoramento da criança é a finalidade das punições físicas. Arendt contribui com o conceito de crise da autoridade nas famílias e Vigotski posiciona-se contra a palmada porque a criança deixa de fazer algo errado porque foi amedrontada ou humilhada e não porque entendeu o erro cometido. O castigo físico teria lugar, segundo Adorno, quando aplicado de forma consciente e sem originar-se no principio da violência. Com base nessas leituras foi possível concluir que o uso do castigo físico é uma temática que pede uma complexa discussão, se uma mudança sociocultural no Brasil quiser ser implementada.
In order to search for theoretical support to discuss the use of physical punishment in children and adolescents in Brazil, readings of some works of sociology, philosophy and psychology were made. In Durkheim it was possible to perceive that violence is not consistent with educational purposes. Kant considers that the improvement of a child is the purpose of physical punishments. Arendt contributed to the concept of crisis in family authority and Vigotski is opposed to spanking because the child does not do something wrong due to being frightened or humiliated, and he or she does not understand the error. Physical punishment would take place, according to Adorno, when applied consciously and without having as its origin the principle of violence. Based on these readings it was concluded that the use of physical punishment is an issue that calls for a complex discussion if a socio-cultural change in Brazil is to be implemented.
Con el fin de buscar fuentes teóricas para analizar el uso del castigo físico en los niños y adolescentes en Brasil, se realizaron lecturas de algunas obras de la sociología, la filosofía y la psicología. En Durkheim fue posible percibir que la violencia no es consistente con fines educativos. Kant considera que el propósito de los castigos físicos es la mejora de un niño. Arendt contribuyó com el concepto de crisis de autoridad familiar y Vigotski se opone a nalgadas porque el niño deja de hacer algo mal debido a tener miedo o ser humillado y no porque entiende el error. El castigo físico seria adecuado, según Adorno, cuando se lo aplica de manera consciente y sin tener como origen el principio de la violencia. Sobre la base de estas lecturas se concluyó que el uso del castigo físico es una cuestión que exige una compleja discusión si un cambio socio-cultural en Brasil debe ejecutarse.
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Punição , Criança , Adolescente , EducaçãoRESUMO
BACKGROUND: Previous studies have shown that women's education is protective against corporal punishment (CP) of children. However, the effect that women's exposure to intimate partner violence (IPV) has on the association between women's education and children's CP has not been studied. OBJECTIVE: To understand how the interaction between women's exposure to IPV and their education level influences the occurrence of children's CP at the household level. METHODS: We selected 10,156 women who had at least one child less than 16 years old from cross-sectional data from the 2006-2007 Nicaraguan Demographic and Health Survey. Children's CP was defined as the punishment of children by slapping them, hitting them with a fist, or hitting them with a rope, belt, stick, or other object. IPV was measured by using a conflict tactic scale. The WHO Self-Reporting Questionnaire 20 (SRQ-20) was used to assess the women's mental health. We computed adjusted risk ratios (ARR) and 95% confidence intervals (CI) using Poisson regression with a robust variance estimator. RESULTS: Women's exposure to IPV was associated with a 10-17% increase in the risk of children's CP. IPV and children's CP were associated with impaired women's mental health. Women's lifetime exposure to emotional IPV and controlling behavior by a partner significantly decreased the protective effect from women's high education level on children's CP. When women were exposed to emotional IPV, the protective effect from having a college education decreased from ARR=0.61 (95% CI 0.47-0.80) to ARR=0.98 (95% CI 0.80-1.19). A similar pattern was found among women exposed to controlling behavior by a partner, the protective effect decreased from ARR=0.71 (95% CI 0.53-0.90) to ARR=0.86 (95% CI 0.70-1.06). CONCLUSION: This study shows how significant gains in one positive social determinant of children's well-being can be undermined when it interacts with men's violence toward women. Policies that aim to end children's CP must include actions to end women's exposure to IPV.
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Punição , Maus-Tratos Conjugais/psicologia , Maus-Tratos Conjugais/estatística & dados numéricos , Adolescente , Adulto , Criança , Pré-Escolar , Estudos Transversais , Escolaridade , Feminino , Humanos , Lactente , Recém-Nascido , Nicarágua , Prevalência , Características de Residência , Fatores de Risco , Fatores Socioeconômicos , Saúde da MulherRESUMO
Esse estudo identificou casos de alunos vítimas de agressões físicas por parte de funcionários de escolas brasileiras e verificou sua relação com características demográficas, depressão e engajamento escolar. Responderam ao Questionário de Investigação de Prevalência de Violência Escolar, ao Inventário de Depressão Infantil e à Escala de Engajamento Escolar 396 estudantes de duas escolas públicas. No total, 21 alunos foram agredidos fisicamente por funcionários (AFF). Houve diferenças significativas entre o grupo AFF e o dos que não foram agredidos fisicamente (NAFF). No primeiro houve maior proporção de alunos do sexo feminino, de alunos violentos com os pares e de alunos vítimas de colegas, e maior índice de depressão. Não houve diferenças significativas entre os grupos quanto aos aspectos idade, escolaridade, reprovação e engajamento escolar. Supõe-se que o aluno AFF apresente comportamentos de agressão aos colegas e funcionários da escola e que por isso seja agredido, o que o levaria a continuar sendo agressivo com os outros. Tal hipótese deve ser investigada em estudos futuros.
This study identified the prevalence of students who are victims of physical punishment by school staff in Brazil, and verified relations to demographic data, depression and school engagement. 396 students of two public schools answered the School Violence Prevalence Investigation Questionnaire, the Child Depression Inventory and the School Engagement Scale. Totally, 21 students were physically beaten by school staff. There were significant differences between the group of students victims of physical aggression (AFF) and the students that were not victims (NAFF): the former had a higher proportion of female students, students with violent peers, students victims of colleagues, and a higher rates of depression. There were not statistical differences between the groups in respect of gender, age, school background, school failure and school engagement. It is supposed that the student AFF has violent behaviors with peers and school staff and, therefore, which would lead him to continue being aggressive with others. This hypothesis should be investigated in future studies.
Este Este estudio identificó la prevalencia de estudiantes víctimas de castigo físico por los empleados de escuelas brasileñas y posibles relaciones con depresión, demografía y compromiso en la escuela. Respondieron a Cuestionario de Investigación de Prevalencia de Violencia Escolar, Inventario de Depresión para Niños y Escala de Participación Escolar, 396 estudiantes de dos escuelas públicas. En total, 21 estudiantes fueron golpeados físicamente por profesionales de la escuela. Hubo diferencias significativas entre el grupo de estudiantes golpeados para los que no fueron. En el primer grupo hubo una mayor proporción de estudiantes del género femenino, violentos con sus compañeros, víctimas de sus compañeros y mayor tasa de depresión. No hubo diferencias significativas entre los grupos de edad, escolaridad, participación y fracaso escolar. Se supone que el estudiante golpeado presente comportamientos agresivos a colegas y profesionales, por eso, sea atacado, lo que le llevaría a seguir siendo agresivos con los demás. Esta hipótesis se debe investigar en futuros estudios.
Assuntos
Humanos , Masculino , Feminino , ViolênciaRESUMO
Esse estudo identificou casos de alunos vítimas de agressões físicas por parte de funcionários de escolas brasileiras e verificou sua relação com características demográficas, depressão e engajamento escolar. Responderam ao Questionário de Investigação de Prevalência de Violência Escolar, ao Inventário de Depressão Infantil e à Escala de Engajamento Escolar 396 estudantes de duas escolas públicas. No total, 21 alunos foram agredidos fisicamente por funcionários (AFF). Houve diferenças significativas entre o grupo AFF e o dos que não foram agredidos fisicamente (NAFF). No primeiro houve maior proporção de alunos do sexo feminino, de alunos violentos com os pares e de alunos vítimas de colegas, e maior índice de depressão. Não houve diferenças significativas entre os grupos quanto aos aspectos idade, escolaridade, reprovação e engajamento escolar. Supõe-se que o aluno AFF apresente comportamentos de agressão aos colegas e funcionários da escola e que por isso seja agredido, o que o levaria a continuar sendo agressivo com os outros. Tal hipótese deve ser investigada em estudos futuros.(AU)
This study identified the prevalence of students who are victims of physical punishment by school staff in Brazil, and verified relations to demographic data, depression and school engagement. 396 students of two public schools answered the School Violence Prevalence Investigation Questionnaire, the Child Depression Inventory and the School Engagement Scale. Totally, 21 students were physically beaten by school staff. There were significant differences between the group of students victims of physical aggression (AFF) and the students that were not victims (NAFF): the former had a higher proportion of female students, students with violent peers, students victims of colleagues, and a higher rates of depression. There were not statistical differences between the groups in respect of gender, age, school background, school failure and school engagement. It is supposed that the student AFF has violent behaviors with peers and school staff and, therefore, which would lead him to continue being aggressive with others. This hypothesis should be investigated in future studies.(AU)
Este Este estudio identificó la prevalencia de estudiantes víctimas de castigo físico por los empleados de escuelas brasileñas y posibles relaciones con depresión, demografía y compromiso en la escuela. Respondieron a Cuestionario de Investigación de Prevalencia de Violencia Escolar, Inventario de Depresión para Niños y Escala de Participación Escolar, 396 estudiantes de dos escuelas públicas. En total, 21 estudiantes fueron golpeados físicamente por profesionales de la escuela. Hubo diferencias significativas entre el grupo de estudiantes golpeados para los que no fueron. En el primer grupo hubo una mayor proporción de estudiantes del género femenino, violentos con sus compañeros, víctimas de sus compañeros y mayor tasa de depresión. No hubo diferencias significativas entre los grupos de edad, escolaridad, participación y fracaso escolar. Se supone que el estudiante golpeado presente comportamientos agresivos a colegas y profesionales, por eso, sea atacado, lo que le llevaría a seguir siendo agresivos con los demás. Esta hipótesis se debe investigar en futuros estudios.(AU)