Emotional Punishment Research Articles

Comparing the Understanding of "Punishment" in Teacher- Student Relationships Based on Majors in Bukitinggi City: An Indigenous Psychology Study

Education gives students access to knowledge and information that has been collected and organized. Punishment is very important to change student behavior in a safe and orderly school environment. This study reveals the types of punishment and the impact of punishment on high school students using an indigenous psychology approach. This research was conducted on 430 high school students in Bukittinggi City. The method used is descriptive qualitative with an indigenous psychology approach, using an open-ended questionnaire with the stages of open coding, axial coding, and selective coding analysis. The results of this study found that the types of punishment that are preferred and make students not burdened are physical punishment, emotional punishment, and procedural punishment. The impact of punishment that is favored and makes students unburdened consists of academic risk, physical impact, and impact on relationships. The types of punishment that students dislike are physical punishment, emotional punishment, administrative punishment, and punishment that has a long-term impact. The impact of students disliking punishment in the form of threats to academics, threats to the self, risk of new negative behaviors, and social risks. The ways students avoid punishments they don't like include compliance, unexpected behavior, and camouflage/fiking.

INDIGENOUS STUDY: THE CONCEPT OF PUNISHMENT IN THE RELATIONSHIP OF TEACHERS AND HIGH SCHOOL STUDENTS

Education and humans cannot be separated in life because education can create a skilled, intelligent and qualified young generation. Education has a role in improving human resources and is one of the efforts to realize a cultural heritage from one generation to another through learning. The quality of education in Indonesia is still experiencing problems and is often discussed by experts. In one of the provinces in Indonesia, namely West Sumatra, it can be found that the conditions for high school learning activities are not yet optimal. This is because the quality of learning outcomes in class is still above average and has not yet reached maximum results. In the learning process, there are learning methods that can make students interact with each other, one of which is the punishment method, where this learning method will make teachers and students interact with each other. Punishment is an effort made by teachers to improve and direct students in a better direction with the hope of changing and motivating students so that they avoid existing punishments. This research aims to examine the dynamics of the concept of punishment in the relationship between teachers and students. The use of qualitative methods in this research is used because this research applies an indigenous study of the dynamics of the concept of punishment in the relationship between teachers and students. The research was conducted using observation, interviews and documentation on 430 class XI high school students in Bukittinggi City. The results of this research show that the punishment given to high school students in teacher-student relationships can take the form of physical punishment, verbal punishment, punishment involving activities, academic punishment, group punishment, and emotional punishment. The psychological impacts experienced by high school students after receiving punishment from their teachers include hating their teachers, feeling embarrassed, lacking self-confidence, hurting or affecting students' mental health, feeling tired, and feeling burdened.

Comparing the Understanding of "Punishment" in Teacher- Student Relationships Based on Majors in Bukitinggi City: An Indigenous Psychology Study

Education gives students access to knowledge and information that has been collected and organized. Punishment is very important to change student behavior in a safe and orderly school environment. This study reveals the types of punishment and the impact of punishment on high school students using an indigenous psychology approach. This research was conducted on 430 high school students in Bukittinggi City. The method used is descriptive qualitative with an indigenous psychology approach, using an open-ended questionnaire with the stages of open coding, axial coding, and selective coding analysis. The results of this study found that the types of punishment that are preferred and make students not burdened are physical punishment, emotional punishment, and procedural punishment. The impact of punishment that is favored and makes students unburdened consists of academic risk, physical impact, and impact on relationships. The types of punishment that students dislike are physical punishment, emotional punishment, administrative punishment, and punishment that has a long-term impact. The impact of students disliking punishment in the form of threats to academics, threats to the self, risk of new negative behaviors, and social risks. The ways students avoid punishments they don't like include compliance, unexpected behavior, and camouflage/fiking.

INDIGENOUS STUDY: THE CONCEPT OF PUNISHMENT IN THE RELATIONSHIP OF TEACHERS AND HIGH SCHOOL STUDENTS

Education and humans cannot be separated in life because education can create a skilled, intelligent and qualified young generation. Education has a role in improving human resources and is one of the efforts to realize a cultural heritage from one generation to another through learning. The quality of education in Indonesia is still experiencing problems and is often discussed by experts. In one of the provinces in Indonesia, namely West Sumatra, it can be found that the conditions for high school learning activities are not yet optimal. This is because the quality of learning outcomes in class is still above average and has not yet reached maximum results. In the learning process, there are learning methods that can make students interact with each other, one of which is the punishment method, where this learning method will make teachers and students interact with each other. Punishment is an effort made by teachers to improve and direct students in a better direction with the hope of changing and motivating students so that they avoid existing punishments. This research aims to examine the dynamics of the concept of punishment in the relationship between teachers and students. The use of qualitative methods in this research is used because this research applies an indigenous study of the dynamics of the concept of punishment in the relationship between teachers and students. The research was conducted using observation, interviews and documentation on 430 class XI high school students in Bukittinggi City. The results of this research show that the punishment given to high school students in teacher-student relationships can take the form of physical punishment, verbal punishment, punishment involving activities, academic punishment, group punishment, and emotional punishment. The psychological impacts experienced by high school students after receiving punishment from their teachers include hating their teachers, feeling embarrassed, lacking self-confidence, hurting or affecting students' mental health, feeling tired, and feeling burdened.

The Profiles of Teacher’s Classroom Management Styles in Terms of Reward and Praise: A Latent Profile Analysis

Classroom management is one of the key elements that influence the quality of education in the classroom. However, most teachers view classroom management as an important challenge. To address that challenge, teachers use different classroom management tools, two of which are reward and praise. However, there are different views about the effectiveness of reward and praise. While the behavioral school views them as positive classroom management tools, Self-Determination Theory argues that reward and praise are the tools of a controlling teaching style. It suggests that an autonomy-enhancing teaching style, such as establishing warm relationship with students, is a better classroom management tool. The aim of this study is to explore different profiles of teachers in terms of their classroom management styles, especially in terms of how teachers use reward and praise as well as punishment and warm relationship by using Latent Profile Analysis (LPA). The data were collected a sample of 579 teachers. Teachers completed four scales (The Reward Scale, The Praise Scale, The Emotional Punishment Scale and The Warmth Scale). Teachers were profiled, based on their use of these four classroom management tools. As a result of the LPA, five profiles of teachers in terms of classroom management styles emerged. They were named as “Disengaged Teachers”, “Cold Punishers”, “Cold Extrinsic Motivators”, “Warm Extrinsic Motivators”, and “Warm Intrinsic Motivators.” As predicted, Warm Intrinsic Motivators who do not use reward, praise or emotional punishment but warm relationships are the best in classroom management. Unlike our prediction, Warm Extrinsic Motivators, who use reward and praise, were also good at classroom management since they were warm towards their students. However, they were using emotional punishment. These findings suggest that teachers who use reward also use emotional punishment. Teachers do not have to use reward, praise or punishment to manage their classes. Teachers could manage their classroom perfectly well by forming warm relationships with their students. It is essential for school leaders to incorporate relationship-building as an important classroom management tool into their professional development activities for teachers.

The Families First Program to Prevent Child Abuse: Results of a Cluster Randomized Controlled Trial in West Java, Indonesia

The Families First parenting program is a 10-week paraprofessional-administered adaptation of the Positive Discipline in Everyday Parenting program for West Java, Indonesia. It has not been tested in a randomized controlled trial. The objective was to evaluate the effects of Families First on physical and emotional punishment. We conducted a cluster randomized controlled trial and randomly assigned 20 rural and urban villages in West Java, Indonesia, to intervention or waitlist. Caregivers of children aged 0–7 years in intervention villages received Families First. Between 2017 and 2018, measurements were taken before randomization, immediately post-intervention, and 6 months post-intervention. Primary outcome was presence versus absence of caregiver-reported physical or emotional punishment immediately post-intervention. Intention-to-treat regression models accounted for clustering within villages and were run to compare between groups. Participants and study personnel could not be blinded. There were 374 caregivers in the 10 intervention villages and 362 in the 10 waitlist villages included in the trial and in outcome analyses. The intervention did not result in a lower proportion of intervention families using punishment immediately post-intervention (odds ratio [OR] for physical or emotional punishment immediately post intervention = 1.20 (95% CI 0.79–1.82). There were no significant differences for positive and involved parenting, setting limits, and opinion on discipline, but caregivers in the intervention group had significantly lower odds of using positive discipline (OR = 0.65 (95% CI 0.53–0.80). Families First did not prevent punishment in a setting with low levels of reported punishment but should be tested in a setting with higher levels or among people selected for risk or presence.

Observing others give & take: A computational account of bystanders' feelings and actions.

Social interactions influence people’s feelings and behavior. Here, we propose that a person’s well-being is influenced not only by interactions they experience themselves, but also by those they observe. In particular, we test and quantify the influence of observed selfishness and observed inequality on a bystanders’ feelings and non-costly punishment decisions. We developed computational models that relate others’ (un)selfish acts to observers’ emotional reactions and punishment decisions. These characterize the rules by which others’ interactions are transformed into bystanders’ reactions, and successfully predict those reactions in out-of-sample participants. The models highlight the impact of two social values—‘selfishness aversion’ and ‘inequality aversion’. As for the latter we find that even small violations from perfect equality have a disproportionately large impact on feelings and punishment. In this age of internet and social media we constantly observe others’ online interactions, in addition to in-person interactions. Quantifying the consequences of such observations is important for predicting their impact on society.

Родителски тренинг, специфициран на базата възраст на детето

The article addresses the issue of parenting training related to improving parenting skills and reducing ineffective parenting practices. Based on a study of parenting styles leading to emotional and behavioral disorders in children and adolescents, recommendations are made for educating parents based on the age of their children. For children, the results show that emotional neglect, overt rejection, authoritarianism, and punishment are important for the onset of emotional and behavioral disorders. This determines the need for parents to apply supportive and guiding strategies in their behavior towards their children. For adolescence, the results show that authoritarianism, punishment, lack of empathy, and lack of cooperation are important for the emergence of emotional and behavioral problems. This determines the need for the parent to effectively implement not only the supportive and guiding strategy, but also the cooperation strategy. The article also addresses the issue of individual counseling of the parent, which aims to activate his reflexive ego and develop a meta-position regarding the deep roots of his own behavior.

A mixed methods approach to developing a scale on parents' practices to reward and punish their children

This exploratory mixed method research aimed to develop parent and child forms of a scale to measure parents' practices to reward and punish their children. For the qualitative strand, semi-structured interviews were conducted with parents (n = 54) and their children (n = 39). The qualitative analysis revealed four major themes regarding parental rewarding practices (material rewards, activity-based rewards, permission, and verbal and emotional rewards) and three major themes regarding parental punishment practices (response cost, verbal and emotional punishment, and corporal punishment), which were used to develop two sets of prospective items. At the quantitative strand, EFA and CFA analysis were performed using data obtained from a total of 701 parents and 620 children to test the psychometric properties. As a result of the research, both Parent (PRPS-P) and Child (PRPS-C) forms of Parental Reward and Punishment Scale (PRPS) were developed for use at the K-12 level with favorable psychometric properties.

AN EVALUATION OF ATTACHMENT STATUS OF 6-YEARS-OLD CHILDREN IN STUDIES INVOLVING INCOMPLETE DOLL FAMILY STORY SCALE TURKISH SAMPLE

The goal of this study is to identify attachment styles of 6-year-old children using Incomplete Stories with Doll Family (ISDF) and evaluate the subject in the context of Turkey. In this context, answers were sought to what the average attachment scores of children and distribution of attachment styles were, which cities and regions samples were selected from, what variables were positively and negatively related to attachment. Document analysis, a quantitative research method for case studies, was conducted for the study. Criteria sampling, one of the purposeful sampling strategies, is the sampling method of the study. 17 studies published between 2006 and 2020 that met the relevant criteria. Studies that were identified according to the goal of the study were subjected to a 5-stage content analysis. Analysis results indicate that the lowest attachment score is14.20 and the highest is 23.96 and average attachment score of 17 studies is 20.63. Results also reveal that average attachment score of 16 studies is in the “avoidant” attachment style score range and average attachment score of 1 study is in “hostile/negative” attachment style score range while scores of studies excluding the one with “hostile/negative” attachment style is around 4 score range. It was also found that studied involved in the sample were conducted in seven regions of Turkey. According to the variables that significantly correlate with DSCT, attachment are positively related to 15 variables and negatively related to 10 variables. Variables that are positively related to attachment are pro-social behaviours, school adaptation skills, gender in favour of girls, parents’ educational level, socio-economic status of families, family functions, relations with parents, self-esteem, cognitive abstraction and cognitive flexibility, play behaviours, emotion regulation skills, mother’s attention and warmth. Variables that are negatively related to attachment are aggression, antisocial behaviours and adaptive problems, peer exclusion, fear/anxiety, attention deficit and and hyperactivity disorder, physical and emotional punishment by mother, loneliness and dissatisfaction. Keywords: ISDF, attachment, 6 age, Turkey

Child maltreatment in Bangladesh: Poverty, social class, and the emotional abuse of elementary school children by teachers

Child maltreatment is a global problem, and child punishment, both physical and emotional, is a persistent phenomenon and major child rights issue in the global south, particularly in Bangladesh. Child abuse is any emotional, physical, or sexual mistreatment of a child that is perpetrated by an adult in a role of responsibility. Emotional abuse refers to a relationship between a child and a caregiver, which is a consistent pattern of harmful interactions with a child, other than physical or sexual abuse. In Bangladesh, the prevalence of emotional abuse within school settings is ostensibly widespread. However, there is little systematic research on the occurrence of emotional abuse within elementary schools in the nation. This article focuses on the incidence and predictors of emotional punishment, as well as students’ reactions to discipline among elementary school-going students in Bangladesh. A survey data set was used to explore 450 primary school children’s experiences of emotional abuse and responses to abuse within the school system in Bangladesh. Findings indicate that 88% of child participants were scolded during their current school year, and 82.7% were scolded during the previous school year. Teachers threatened about a quarter (24.9%) of the participants in their current school year. We found that poverty was a consistent factor for children receiving emotional punishment in schools. Ninety-two percent of poor children were subjected to emotional abuse in schools, and poor children were significantly more likely to suffer emotional abuse by teachers than non-poor children. The findings of this study highlight the need to conduct further studies of child maltreatment within schools in Bangladesh. In particular, a better understanding of the frequency and impact of emotional abuse within schools in Bangladesh will help to inform interventions at all levels of practice including, individual, family, group, community, and policy levels, as well inform teacher training and teacher education curricula in the country.

The system of self-attitude, attitude towards significant people and the world of adolescents who are maltreated in the family

The article is devoted to the study of self-attitude and the attitude towards significant people and the world of adolescents who are exposed to such types of abuse in the family as physical and emotional abuse. 172 adolescents of age 1215 years were studied. The main group consisted of 86 adolescents who are under the school monitoring and defined as the being in a difficult life situation and also adolescents, who are exposed to emotional and physical violence in the family ( the cases were registered by school social service). The control group was formed from 86adolescents who were not exposed to emotional violence and physical punishment in the family. The following research methods were used: empirical (observation, conversation, questioning, testing), questionnaires Self attitude inventory (S.R.Pantileev); Diagnostic of the level of empathy inventory (I.M. Yusupova); aggression status inventory (BassDurkee Hostility inventory); projective method Incomplete sentences (M. Saks, S. Levy), projective drawing technique Myworld (E.S.Romanova, T.I. Cake). Statistical processing was performed using a non-parametric test for two independent variables,U-MannWhitney. As the main psychological consequences, a high degree of dissatisfaction with oneself, negative attitude towards parents to a greater degree towards fathers, weak expression of empathy, high aggressiveness, sensitivity and suspiciousness, negative vision of the surrounding world were revealed.

Addressing punitive violence against children in Australia, Japan and the Philippines

Physical and emotional punishment of children is highly prevalent in the Asia-Pacific region. These actions predict a range of physical and emotional harms, prompting a worldwide effort to eliminate them. A key strategy in this effort is to change parental beliefs regarding the acceptability of physical and emotional punishment. The Positive Discipline in Everyday Parenting (PDEP) program was designed to change those beliefs by teaching parents about child development and strengthening their problem-solving skills. A sample of 377 parents in the Asia-Pacific region completed the program: 329 mothers and 47 fathers of children ranging in age from infancy to adolescence. The parents lived in Australia ( n = 135), Japan ( n = 172) or the Philippines ( n = 70). In all three countries, parents’ approval of punishment in general, and physical punishment specifically, declined and they became less likely to attribute typical child behavior to intentional misbehavior. By the end of the program, at least 75% of parents in each country felt better prepared to respond nonviolently to conflict with their children.

Relationship Between Emotional Punishment, Instrumental Violence and Dating Violence Among Male and Female Undergraduate Students of University of Maiduguri

Relationship Between Emotional Punishment, Instrumental Violence and Dating Violence Among Male and Female Undergraduate Students of University of Maiduguri

Observing Others Give & Take: A Computational Account of Bystanders’ Feelings and Actions

Social interactions influence people’s feelings and behaviour. This is true not only when people are directly involved, but also when observing others interact. Little is known, however, about how others’ interactions impact bystanders. Here, we developed a computational model that relates others’ (un)selfish acts to observers’ emotional reactions (which we call a ‘feelings function’) and punishment decisions (‘punishment function’). Our models enabled us to quantify the impact of two social values: ‘selfishness aversion’ and ‘inequity aversion’ on feelings and punishment. The results revealed diminishing sensitivity to actions that violated these social norms. That is, small violations from equality and generosity had a disproportionately large impact on feelings and punishment. We then used our ‘feelings function’ to predict observers’ feelings on out-of-sample trials and found that those estimated feelings were strongly correlated with observers’ punishment decisions. This suggests that observers were often acting in accordance with their affective responses to selfishness and inequity when punishing. We further show that when affective responses indeed align with punishment decisions, participants feel better about their decisions. The study characterizes computational rules by which social interactions between other people are transformed into bystanders’ reactions.

Protocol for a cluster randomised controlled trial evaluating a parenting with home visitation programme to prevent physical and emotional abuse of children in Indonesia: the Families First Programme

IntroductionEvery year, up to 1 billion children are victims of violence worldwide. Most child abuse takes place in the context of punishment. The Families First Programme, an adaptation of the...

Psychometric Properties of the Dating Violence Questionnaire: Reviewing the Evidence in Chilean Youths.

The Dating Violence Questionnaire (DVQ) is a 42-item questionnaire that measures victimization in romantic relationships between young people, through eight interrelated scales assessing detachment, humiliation, coercion, emotional punishment, gender-based, sexual, physical, and instrumental violence. It has been validated in a myriad of countries and languages and is commonly used in Spanish-speaking countries; however, two scales (emotional punishment and instrumental violence) have shown reliability issues. The aim of present study is to analyze the psychometric proprieties of the adapted version of the DVQ for the Chilean population, reviewing evidence of structure validity, external validity, and reliability-using polychoric and ordinal analysis-and including new items to improve instrumental and emotional punishment scales (DVQ+). Eight hundred forty-six high school and university students (14-24 years old) participated in the study. Results showed that both DVQ and DVQ+ versions had an adequate fit with the original correlated eight-factor model (root mean square error of approximation [RMSEA] = .023; comparative fit index [CFI] = .97, in both cases), as well as with a more parsimonious second-order factor model (RMSEA = .024-.025; CFI = .97-.97, respectively). Reliability analysis also showed both version presented satisfactory values for internal consistency. Finally, scores of DVQ were correlated-as expected-negatively with quality of the relationship and positively with fear, perceived abuse, and attachment-related anxiety, thus providing new evidences of validity.

Effect of Victimization and Perceived Support on Maintenance of Dating Relationships Among College Students in Guadalajara, Mexico.

This study analyzes the influence of the victimization suffered (sexual, physical, coercion, humiliation, and emotional punishment) and the support network available (as Independent Variables (IIVV)) on the trajectory of young couples (feeling trapped in a relationship, Dependent Variable (DV)). A total of 990 Mexican university students (M = 19.5, SD = 1.82 years) of both sexes (66% women) participated in the study. Family and friends were perceived as providing the greatest support (in over 85% of respondents), while the resources provided by the university (teachers, central resources) were regarded as unhelpful by 40%. A linear regression analysis showed that the feeling of being trapped in the relationship was influenced by all the IIVV (*p < .05), although perceived support proved to be a poor predictor (beta = -.053). A path analysis reflected a negative effect of coercion (regression weight = -.533) and physical violence (-.926) on perceived support, with all forms of victimization being precursors for feeling trapped in a relationship. These results show the negative effect of victimization on expectations of support in young people, which may make it difficult to begin the process of seeking help. They also highlight the need to increase the visibility of resources available in educational settings to provide an early response to intimate partner violence.

The Story Behind Bankruptcy: When Business Gets Personal

The number of bankruptcies in a specific period, and levels of debt, are well documented but little is known about the consequences of bankruptcies beyond the numbers. In this study, Dutch entrepreneurs who went through debt rescheduling after personal bankruptcy, were interviewed in order to gain an understanding of the private, personal and social implications of bankruptcy. Recently, systematic investigations of the implications of bankruptcy have been published. However, research has not yet taken the phenomenological experience of the bankrupt entrepreneur into account. Insights into these experiences are of critical importance for obtaining a comprehensive understanding of the impact of the bankruptcy process, and for engaging in a meaningful reform of bankruptcy law. During the interviews in this study, the entrepreneurs reflected on the early days of their business venture, the moment of first detecting the prospect of business failure, their personal experiences during business failure, and the aftermath of bankruptcy and debt rescheduling. The findings indicate that a bankruptcy experience can be compared to losing a loved one: a psychological process similar to mourning. The findings show that a lack of empathy, respect and transparency by formal institutional representatives such as judges, trustees and administrators is seen by the entrepreneurs as ‘emotional punishment’, and can be considered as a major source of their grief. Because of this grief, the bankruptcy and debt rescheduling experience can be extremely stressful causing severe psychological and physical distress. Implications for theory and practice are discussed.

The Dating Violence Questionnaire: Validation of the Cuestionario de Violencia de Novios Using a College Sample From the United States.

This study provides psychometric information for the Dating Violence Questionnaire (DVQ), an instrument developed to assess intimate partner victimization among adolescents and youths. This instrument, an English version of Cuestionario de Violencia de Novios, assesses both frequency and discomfort associated with 8 types of abuse (detachment, humiliation, sexual, coercion, physical, gender-based, emotional punishment, and instrumental). Participant included 859 U.S. students enrolled in undergraduate psychology courses in a mid-Atlantic university (M = 19 years; SD = 1.5 years). One-third of the participants were males, and two-thirds were females. Regarding racial identity, around 55% of participants identified themselves as White, 22% as African American, 12% as Asian, whereas 11% selected other identities. Around 9% of participants identified themselves as Hispanic. Confirmatory factor analysis shows that the DVQ achieved adequate goodness-of-fit indexes for the original eight-factor model (X(2)/df <5; root mean square error of approximation [RMSEA] <.080), as well as higher parsimony when compared to simpler alternative models. The 8 scales demonstrated acceptable internal consistency indexes (α >.700), surpassing those found in the original Spanish validation. Descriptive analysis suggests higher victimization experience on subtle aggressions (detachment, coercion, and emotional punishment), with overt abuses (physical, instrumental) obtaining the smallest means; these findings were similar across gender, race identity, and ethnicity. Results of this validation study encourage the inclusion of DVQ in both research and applied contexts.