Physical Punishment Research Articles

Child Disciplinary Practices at Home and Parental Attitudes Towards Physical Punishment to Children in Bangladesh

Child Disciplinary Practices at Home and Parental Attitudes Towards Physical Punishment to Children in Bangladesh

MỐI QUAN HỆ GIỮA HÀNH VI TRỪNG PHẠT THỂ CHẤT CỦA CHA MẸ VÀ HÀNH VI GÂY HẤN CỦA VỊ THÀNH NIÊN: VAI TRÒ TRUNG GIAN CỦA SỰ GẮN BÓ KHÔNG AN TOÀN

This study examines the relationship between prior parental physical punishment and future aggressive behavior in children, as well as the mediating role of anxious and avoidant attachment in the relationships. Using an 8-month longitudinal study design, data were collected at 3 waves, with a 4-month interval across waves. 762 students participated at Wave 1 (Mage = 12.1 (SD = 1.14), 48% female). The number decreased to 484 at Wave 2 and 368 at Wave 3. The Harsh Punishment was used to measure physical punishment at Wave 1, the Experiences of Close Relationship (short version) was used to measure avoidant and anxious attachment at Wave 2, and the Aggression Scale was used to measure aggressive behavior at Wave 3. Results showed that parents' physical punishment behavior significantly predicted the development of future aggressive behavior, and that anxious attachment played a mediation role in the relationship. These findings suggest the urgent need for developing measures to treat physical punishment and parent-child attachment as a solution to effectively address the prevalence of school violence in Vietnam.

Analisis Pencegahan Kekerasan dan Pendekatan Adil Gender pada Sekolah Muhammadiyah Berbasis Pesantren di Jawa Timur

Nowadays, it has become a trust issue, about violence and sexual harassment in the Islamic boarding school environment. In addition to parenting patterns, a gender-fair approach is also an aspect that needs to be studied. This study aims to analyze the prevention of violence and a gender-equality approach in Muhammadiyah boarding schools in East Java. This research is a qualitative study. The subjects of the study were selected using a purposive method, they are the chief and caregivers of the boarding school in two Islamic boarding schools located in Sidoarjo Regency and Lamongan Regency, East Java. The research data collection technique was carried out using 3 (three) methods, observation, documentation, and interviews. The data analysis technique used descriptive analysis. The study showed that in terms of preventing violence, Muhammadiyah Islamic boarding schools use a parenting pattern strategy that prioritizes child-friendly principles, and minimizes physical punishment, with the concept of rahmatan lil alamin. Meanwhile, in terms of preventing sexual abuse, education is considered less massive and has not touched on the substantive realm across genders. Furthermore, a gender-fair approach is shown by equality in access to opportunities for male and female students in organizational leadership, as well as in the practice of preaching.

The Impacts of Corporal Punishment on Students in Schools: An investigation through Sindh Province

The purpose of the study was to determine the effects of corporal punishment on students, with a particular focus on students in grades 9 and 10 at the chosen boys' schools in the Hyderabad area. The study also aimed to determine the nature, sorts, and effects of corporal punishment on students. Finding the social and other effects of physical punishment on the pupils in the aforementioned classrooms was the main goal of the study. This study is the first of its kind in Hyderabad district. There were 500 parents, instructors, and students in the sample overall. It was shown that physical punishment remained a barrier to the development of positive teacher-student relationships, character development, a decrease in the rate of dropouts, a discouragement of the learning environment, a negative opinion of teachers, and a decrease in students' enthusiasm in their studies. Furthermore, pupils' hostile attitudes and anxiousness were primarily brought on by corporal punishment, which also reduced their academic performance and caused psychological damage. The analysis suggests that physical punishment be outlawed and that the current legal framework be strictly enforced. Through training programs, teachers must be made aware of the detrimental effects of corporal punishment. The study goes on to say that in order for children to engage in healthy extracurricular activities and create a learning environment for themselves, there needs to be a supportive school environment.

“Reach Out, Not Harm”: Navigating between Physical Punishment and Alternative Strategies in Addressing Student Discipline Challenges for a Positive Learning Environment

Based on the interpretivist ontological assumption that teachers and students hold unique positions regarding school discipline, this study explores their perspectives on using physical punishment and alternative strategies to address challenging discipline problems. 20 teachers (with more than 5 years of teaching experience) and 20 students (aged 16-18 years old) from a secondary school in Indonesia who were identified through purposeful snowball sampling were engaged via semi-structured interviews and an open online survey to capture their perspectives. Data were thematically analysed following Newton’s (1980) comparison of school discipline models to reveal both parties to be in favour of alternative discipline strategies because physical punishment was deemed to have adverse effects and does not educate. The alternative disciplining strategies proposed by the teachers and students match with the characteristics of the following models: Individual fulfilment (approach students, dialogue and negotiation), scholarly discipline (strict adherence to school rules, consistency in rule enforcement, teacher as a role model); and educational technology (reminders of school rules, progressive disciplining process). The “fair disciplining” theme in the students’ data had no model fit. Meanwhile, no evidence suggests inclinations toward the social reconstruction model of school discipline. This study provides a glimpse into the diverse disciplining strategies which are the result of a bottom-up inquiry for addressing students’ challenging behaviours to cultivate a positive learning environment.

Is religious affiliation associated with parent disciplinary behavior in Suriname and Guyana

BackgroundAlthough limited, there is some evidence that certain physical punishments may vary by household religion. ObjectiveThis study aimed to determine whether parent disciplinary behavior varies by religious affiliation in two countries which have large, diverse religious groups. Participants and settingData from Multiple Indicator Cluster Surveys for Suriname (2018) and Guyana (2019–20), which contain nationally representative household samples, were used. The study was restricted to the three most prevalent religious groups: Christians, Hindus, and Muslims. MethodsAdult responses to a standardized survey that included questions about use of disciplinary behaviors in the household towards children (aged 1–14 years) were examined in relation to religious affiliation of the head-of-household and multiple covariates. ResultsOf the 3518 Suriname households, 62.4 %, 23.3 % and 14.3 % were Christians, Hindus, and Muslims, respectively. Compared to Christians, children in both Hindu and Muslim households had significantly lower odds of being hit with an object in adjusted logistic regression models. However, only Hindus had lower odds of being spanked and Muslims lower odds of exposure to a combined physical and non-physical practice, compared to Christians. Of the 2535 Guyana households, 69.5 %, 23.5 % and 7.0 % were Christians, Hindus, and Muslims, respectively. Children in Hindu, but not Muslim households, had significantly lower odds of being spanked, hit with an object, and exposed to a combine practice in adjusted models compared to Christians. ConclusionsPartial support was found for a potential influence of religion on some disciplinary behaviors. Further investigation is warranted to identify possible conditions and mechanisms.

Adverse childhood experiences and externalizing, internalizing, and prosocial behaviors in children and adolescents: A longitudinal study

BackgroundAdverse childhood experiences (ACEs) have a profound impact on individuals, shaping their long-term health and life opportunities. This study delves into the complex ties between ACEs and the socioemotional development of Australian children and youth by examining the relationships between adverse childhood experiences and externalizing, internalizing, and prosocial behaviors. MethodsThis study utilized data from the Longitudinal Study of Australian Children and employed the generalized estimating equation method to investigate the relationships between adverse childhood experiences and externalizing, internalizing, and prosocial behaviors in Australian children and adolescents. ResultsAdverse childhood experiences such as physical punishment, hostile parenting, parental conflicts, separation, financial strain, and parental mental health issues increased the risk of externalizing and internalizing behaviors while reducing prosocial behaviors. The risk increases with the number of ACEs, as evidenced by the incidence ratio (IR); for example, for externalizing behaviors, an ACEs score of one leads to IR = 1.69, while an ACEs score of 4 results in IR = 3.34. Similar trends were observed for internalizing and prosocial behaviors. LimitationsThe presence of imbalanced longitudinal data, arising from variations in the number of observations across different time points, challenges robust inferences. Furthermore, this study investigates the relationship between ACEs and behavioral problems, without establishing causality. Consequently, the results should be interpreted with caution. ConclusionsThe findings of this study highlight that adverse childhood experiences significantly influence behavioral outcomes in children and adolescents. These findings underscore the critical need for early detection and intervention to mitigate the consequences of traumatic childhood experiences.

The Study on Ethical Implications of Using Animals in Circuses for Entertainment with Special Reference to Chennai

The use of animals in circuses for entertainment raises a significant number of ethical concerns. These concerns center around the potential for animal suffering, the unnaturalness of the environment and activities, and the inherent exploitation of animals for human enjoyment. Training animals for circus performances often involves harsh methods, including physical punishment, deprivation, and psychological manipulation. These methods can cause significant physical and psychological harm to animals. Objectives for Exploring the Ethical Implications of Using Animals in Circuses for Entertainment: To understand the scope of the issue, To investigate the potential harms inflicted upon animals in circuses, To evaluate the justifications for using animals in circuses, To analyze the legal and ethical frameworks surrounding animal use in circus, To explore alternative forms of animal entertainment, To inform public opinion and policy decisions. Modern circuses often prioritize flashy tricks and spectacle over genuine education about animal behavior and conservation. Animals are treated as commodities, exploited for human amusement, and denied their intrinsic value as sentient beings. Animals are deprived of the freedom to make their own choices and live according to their natural instincts. Performing unnatural and often dangerous tricks can cause physical injury and psychological trauma. The total number of sample respondents in the age group of 18-50 years are collected .The overall sample size collected through queries 206.The statistical tools used are Graphical representation the independent variables are age groups, gender, educational Qualifications, occupation and Place of residence

Play Nicely: Evaluation of a Brief Intervention to Reduce Physical Punishment and the Beliefs That Justify It.

The objective of this study was to assess the efficacy of the Play Nicely brief intervention in diminishing both the utilization of physical punishment and the beliefs that endorse such behavior among a sample of Colombian parents with children aged 2 to 6. Utilizing a quasi-experimental design, the research included pretest and posttest evaluations and involved both an intervention group (n = 37) and a control group (n = 29). The assessment tools used were a scale to measure beliefs about the positive impacts of physical punishment and the Physical Assault subscale of the Spanish version of the Conflict Tactics Scale Parent-Child (CTSPC). Parents participated in a single online session, which offered eight interactive options and lasted 10 min. The results highlighted a high prevalence of physical punishment within the sample (81.8%) and established statistically significant correlations between the justification of physical punishment and its actual use. Approximately one month following the intervention, there was a significant reduction in the employment of physical punishment among the intervention group (p = 0.009), and a notable decrease in the belief that "Punishment is the best alternative to control children's behavior" (p = 0.010) was observed. Consequently, the Play Nicely intervention proved effective in curtailing the use of physical punishment among parents of young children, demonstrating both efficacy and cost-effectiveness within a brief timeframe.

Immigration and Physical Discipline of Children: The Influence of Generational Status and Culture

ABSTRACTThis research examines whether physical punishment towards children in Méxican immigrant and native‐born Latinx families of Mexican heritage households varies across immigrant generational status and if physical punishment is associated with important measures of culture: familismo, traditional machismo, acculturation to the United States and enculturation to México. Data from a sample of households in El Paso County, Texas, are analysed using Firth logistic regression. Findings show that physical punishment is lowest in first‐generation immigrant households but, in sharp contrast, highest in 1.5‐generation immigrant households, suggesting the need for more precise measurement of immigration status as such differentiation can be masked with a more general approach to measuring immigrant generation. Findings also indicate that enculturation to México is protective towards physical punishment, while measures of acculturation, familismo and traditional machismo are not associated with this behaviour in multivariate models.

Pattern Foster Person Old in Formation Character Religion of Early Childhood in Subdistrict Bay Meranti Pelalawan District Riau

This research uses a qualitative approach with a survey method. This research was conducted in Teluk Meranti Subdistrict, Pelalawan Regency Riau, the data source of this research was determined by purposive sampling technique consisting of parents who have children aged 4-6 years. Data were collected by interview through a questionnaire. The data that has been obtained is analyzed using Miles & Huberman (1992) including data reduction, data presentation, and conclusion drawing. The analyzed data were then tested for validity using triagulation techniques. The results of this study shows three findings (1) there are three types of parenting patterns applied by parents in Teluk Meranti Subdistrict, Pelalawan Regency Riau, namely 70% democratic parenting patterns seen in the provisions of rules that do n't burden children, giving advice and directions to children, and good communication in the family, Then authoritarian parenting 20% where parents tend to give physical punishment, few communications rooms, and permissive parenting 10% parents give freedom without parental supervision of children . (2) Religious characters result from democratic parenting are praying, fasting, familiarizing the words please, sorry, and thank you you, darling greetings, darling the creed, helping each other, keeping the environment clean and loving living things.

Comparison of early risk factors between healthy siblings and subjects with schizophrenia and bipolar disorder.

The following work aims to compare the types and magnitude of risk events in patients with Schizophrenia and Bipolar Disorder and each of those groups with of a group of healthy siblings, exploring differences and similarities of the two psychotic disorders. Retrospective interviews were conducted with 20 families to investigate maternal and obstetric health, social support and the presence of early trauma for the affected family members and healthy siblings. Mothers were interviewed with the Prenatal Psychosocial Profile and each family participant was assessed with the Early Trauma Inventory, Screening Questionnaire of the Genomic Psychiatry Cohort and the Diagnostic Interview for Psychosis and Affective Disorders. Obstetric and gestational history, pregnancy weight changes and early trauma were associated with offspring's mental illness, including statistically significant findings for complications of pregnancy, pregnancy weight changes, general trauma, physical punishment and emotional abuse. These findings highlight the different risk factor exposures that occur within a family, which may increase the risk for severe mental illness.

Effectiveness of Remote Implementation of the ACT Raising Safe Kids Program: A Pilot Study

The objective of the study was to evaluate the effectiveness of remote implementation of the ACT Raising Safe Kids (ACT-RSK) program. The ACT-RSK program is an evidence-based group parenting program designed to promote positive parenting. The COVID-19 pandemic precipitated the creation of a remote implementation guide to deliver the program via telehealth. A small (N = 21) sample of caregivers of children aged 1 to 10 living in the USA participated in the 9-week program and completed pre- and post-intervention questionnaires. ACT Facilitators provided feasibility and fidelity feedback through a focus group and questionnaires. There was a significant improvement in positive parenting skills and a decrease in verbal and physical punishment. There were no improvements in parental nurturing or limiting and monitoring children’s media use. Facilitators and participants found remote implementation to be feasible and acceptable. Facilitators were able to maintain high fidelity to the model. The remote implementation of the ACT-RSK program has benefits to positive parental behaviors and discipline, but possibly not limiting and monitoring of children’s media use and nurturing behavior. However, characteristics of families’ experiences during the COVID-19 pandemic may have influenced these results. Remote implementation of the ACT-RSK program can be useful for promoting positive parental behaviors and discipline.

Concept Of Reward And Punishment And Its Implementation In Education In The Modern Era: Perspectives From The Quran And Hadith

Reward, as a positive stimulus, aims to strengthen desired behavior, while punishment, as a negative response, is directed at reducing undesirable behavior. These concepts reflect the ideas of reward and sin in Islam, with the Quran and Hadith providing guidance. The Quran employs terms such as tsawab and ‘iqaab to depict reward and sin. For example, in Surah Ali Imran verse 148, Allah emphasizes the provision of recompense in the world and good rewards in the Hereafter. In the educational context, rewards are not only material but also non-material, such as praise and recognition. Hadith also offers guidance on the concept of punishment in education. For instance, it indicates that educating a child involves specific stages, with physical punishment as an option when a child reaches the age of ten. Despite the allowance for punishment, affection, and gradual learning remain prioritized. In the context of implementing the concepts of reward and punishment in the modern era, the article notes new challenges in education and changes in perspectives on physical punishment. The article also discusses forms of rewards, such as verbal and non-verbal praise, symbols, enjoyable activities, and respect. Punishment is categorized into three types: associative, logical, and normative, with considerations for balance, context, consistency, psychological awareness, and alternative learning. By referencing Islamic teachings and modern psychological concepts, this article illustrates the importance of implementing reward and punishment wisely in the educational context to achieve character formation goals without compromising the psychological well-being of individuals. Keywords: Education, Punishment, Reward, Modern Era

Depressive symptoms, parenting attitude, and violent discipline among caregivers of left-behind children in rural China: a cross-sectional study

BackgroundThe situation of mental health and discipline behaviors of left-behind children’s caregivers were not optimistic in rural China. Caregivers’ depression might increase the risk of using violent discipline. However, the specific ways in which depressive symptoms impact violent discipline have rarely been explored in rural areas. This study aims to assess the prevalence of violent discipline among left-behind children under 6 years of age in rural China and explore the potential mechanisms of how caregivers’ depressive symptoms affect violent discipline.MethodsWe enrolled a total of 396 pairs of left-behind children and their caregivers in our study, which was conducted in 5 counties of Hebei, Henan, Jiangxi, Guizhou, and Sichuan provinces in China. The depressive symptoms of caregivers were measured by using Zung Self-rating Depression Scale (ZSDS) and violent discipline was assessed by the Child Discipline Module of Multiple Indicator Cluster Surveys (MICS). A self-designed questionnaire was utilized to measure caregiver’s parenting attitude. Based on the cross-sectional data, controlling for potential confounders, structural equation modeling (SEM) was used to assess the direct and indirect effects of the mediation models by applying the weighted least squares with mean and variance adjusted (WLSMV) estimate.ResultsThe prevalence of violent discipline, psychological aggression, and physical punishment was 72.7%, 59.3%, and 60.4% respectively of left-behind children under 6 years of age. According to the results of SEM, parenting attitude acted as a suppressor, suppressing the association between caregivers’ depressive symptoms and physical punishment/psychological aggression/violent discipline. The caregivers’ depressive symptoms positively influenced all the outcome variables by affecting parenting attitudes (p = 0.002, p = 0.013, p = 0.002).ConclusionsThe presence of depressive symptoms in caregivers increases the use of violent discipline through negative parenting attitudes. The mental health status of primary caregivers of left-behind children in rural China needed emphasis and improvement.

The analysis of the relationship between childhood abuse and personality disorders in incarcerated women

This article presents the results of a research study that explored the correlations between experiences of abuse (physical punishment, sexual abuse, and neglect) and personality disorders in incarcerated women, a relatively understudied group. Using the Abuse and Trauma Scale and the SCID-II Questionnaire, the research analyzed incarcerated women (N=200) definitively sentenced for various crimes. The obtained results clarify the relationship between childhood abuse and personality disorders in incarcerated women.

Identification of factors associated with suicidal behavior in Colombian indigenous children and adolescents

Suicide among indigenous children and adolescents poses a particularly challenging public health issue for Western healthcare systems. The aim of this study was to identify psychological factors and parent/caregiver attachment-related factors associated with suicide risk in indigenous children and adolescents. A correlational cross-sectional study was conducted, involving 399 children and adolescents and their families from four indigenous communities, with a mean age of 11.93 years. 89% of children and adolescents were found to have some level of self-reported suicide risk, with parents identifying this risk in 21.1% of children and youth. The risk was found to be associated with perceived criticism by caregivers, the use of physical punishment, and the identification of feelings of worthlessness. In addition to highlighting high indicators of suicide risk in the studied population, this study concludes that indicators of distress in children and adolescents are associated with disruptions in the perception of relationships with their parents.

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.

Spanking as an (in)effective educational method? Around the reasons for the use of physical punishment - an analysis of the statements of young adults

In the article, we address the issue of corporal punishment, with particular emphasis on the reasons for resorting to it and possible forms of prevention of its use. And although this topic is strongly present in the pedagogical discourse, we present a new perspective on the described issue, especially in the empirical aspect. The review of Polish and foreign research presented in the first part of the text becomes the basis for formulating one's own research problem and analyzing the results of one's own research. The research problem is the analysis of the discourse on the use of physical punishment as an educational method, conducted on an internet forum as part of one of the tasks in the educational project. A qualitative analysis of the statements was made, among others, by using MAXQDA software. At the end of the text, conclusions and recommendations were formulated, proving the importance of the discussed reasons for the use of corporal punishment against children and showing the possibilities of its prevention.