scholarly journals Parental Beliefs and Actual Use of Corporal Punishment, School Violence and Bullying, and Depression in Early Adolescence

2021 ◽  
Vol 18 (12) ◽  
pp. 6270
Author(s):  
Ji-Kang Chen ◽  
Zixin Pan ◽  
Li-Chih Wang
Keyword(s):  
School Violence ◽  
Corporal Punishment ◽  
Parental Attitudes ◽  
Parental Beliefs ◽  
Adverse Outcomes ◽  
School Students ◽  
Children’S Depression ◽  
The Family ◽  
Actual Use ◽  
Parental Belief

Prior studies on adverse outcomes of parental corporal punishment on children have focused on examining one of two broad domains of parental corporal punishment: parental beliefs or actual use. Recently, researchers have argued that parental belief and actual use of corporal punishment should work jointly to contribute to children’s depression and involvement in school violence. Yet, studies supporting this proposition are lacking. This study examined the indirect link from parental attitudes towards corporal punishment to children’s depression and school violence involvement through actual use of corporal punishment. Four hundred and thirty-three elementary school students and their parents in Taiwan participated in this study. The results indicate that positive parental attitudes towards corporal punishment do not predict children’s depression and involvement in school violence. However, parental attitudes towards corporal punishment had significant indirect relationships with depression and involvement in school violence through the actual use of corporal punishment. These findings applied to both genders. This study supports the proposition that parental attitudes and the actual use of corporal punishment could work together to predict children’s depression and school violence. Future intervention programs for decreasing children’s depressive symptoms and involvement in school violence might need to tackle corporal punishment in the family.

The Role of Corporal Punishment of Children in the Perpetuation of Intimate Partner Violence in Australia

2018 ◽  
Vol 43 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Angelika Poulsen
Keyword(s):  
Intimate Partner Violence ◽  
Family Violence ◽  
Corporal Punishment ◽  
Partner Violence ◽  
Antisocial Behaviour ◽  
Intimate Partner ◽  
Adverse Outcomes ◽  
Longitudinal Outcomes ◽  
The Family

Intimate partner violence (IPV) has been widely acknowledged as a prominent problem throughout Australia. A growing body of research has linked corporal punishment of children in the home with numerous adverse outcomes both in childhood and adulthood. Some of these adverse outcomes in childhood, such as aggression and antisocial behaviour, may be antecedents for involvement in violence as an adult. Adverse longitudinal outcomes of corporal punishment in childhood include involvement in intimate partner violence as an adult, both as victim and as perpetrator. Corporal punishment is a type of family violence that is legal in Australia, yet its role in the family violence scenario is not yet fully appreciated. This article presents extant scientific literature on the link between corporal punishment in childhood and involvement in intimate partner violence in adulthood, and argues for the employment of this knowledge in the implementation of policy making around corporal punishment of children.

Prevalence of Depression among Middle-School Kuwaiti Students following the Iraqi Invasion

1995 ◽  
Vol 77 (2) ◽  
pp. 643-649 ◽  
Author(s):  
Hassan I. Abdullatif
Keyword(s):  
Middle School ◽  
Depressive Symptoms ◽  
Middle School Students ◽  
School Students ◽  
Children’S Depression ◽  
Significant Difference ◽  
The Family ◽  
Prevalence Of Depression ◽  
Stressful Experience ◽  
The Mean

The prevalence of depression among 1981 middle-school students (995 boys and 986 girls) in Kuwait was estimated using the Arabic Children's Depression Inventory. Cronbach coefficients alpha for their scores were .86, .88, and .87, for boys, girls, and the combined group, respectively. There were 3.7% of boys and 4.8% of girls who attained total scores greater than 2 SDs above the mean. It was noted that subjects who have a martyr or a POW in the family exhibited a significant difference on depressive symptoms. The boys obtained a mean of 44.2 whereas the girls obtained a mean of 42.5. Further, there was a significant correlation between scores on depression and report of stressful experience. An interpretation of this finding was provided.

Reducing School Violence: The Corporal Punishment Scale and its Relationship to Authoritarianism and Pupil-Control Ideology

2005 ◽  
Vol 33 (3) ◽  
pp. 367-386 ◽  
Author(s):  
David F. Bogacki ◽  
Deborah J. Armstrong ◽  
Kenneth J. Weiss
Keyword(s):  
Public Schools ◽  
School Violence ◽  
Corporal Punishment ◽  
School Personnel ◽  
Self Report ◽  
Pupil Control ◽  
Pupil Control Ideology ◽  
Personality Variables ◽  
Control Ideology ◽  
Actual Use

Prevailing research indicates that corporal punishment in schools may aggravate the risk of violence among students. The authors hypothesized that personality characteristics of educational personnel may contribute to the risk that corporal punishment will be applied. Study 1 investigates the relationship between attitudes toward corporal punishment and two personality variables: authoritarianism and pupil-control ideology. Data were collected from 20 public schools and three parochial schools in Pennsylvania, Texas, and New Jersey. A total of 387 school personnel served as research participants for the study. The Corporal Punishment Scale (CPS) was used to measure the attitudes of school personnel toward corporal punishment. The CPS correlated positively with authoritarian personality traits (r = .78), and pupil-control ideology (r = .76). These findings support the convergent and concurrent criterion validity of the CPS. The predictive validity of the CPS is supported by a correlation with self-report of actual use ofcorporal punishment in Study 2 (r =.71). The authors conclude that the use ofthe CPS in screening school personnel may be important in preventive risk management with violent students.

Social Environment and Creativity

2011 ◽  
Vol 1 (2) ◽  
pp. 46-58
Author(s):  
Jiří Semrád ◽  
Milan Škrabal
Keyword(s):  
High School Students ◽  
Social Environment ◽  
Family Environment ◽  
Social Background ◽  
Family Influence ◽  
Creative Activity ◽  
School Students ◽  
Cultural Legacy ◽  
The Social ◽  
The Family

The paper deals with issues connected with the motivation of high school students to participate in activities aimed at professional creative activity and, in this context, issues of environmental influences, especially from school and the family. It is responding to some of the growing efforts of neoliberalism to over individualize creative expression and activities and completely ignore social influences. It also takes into account the cultural legacy of past generations and the sources of creative power that have taken root in society and from which individuals draw and process their inspiration. Presented within are the results of an empirical probe focused on the influence of the social environment on the creative activity of teenagers. The paper follows the relations to the existing body of knowledge on the relationship between social environment and creativity, with an effort to capture the social conditionality of creative performances—to capture their roots. The results of the probe have confirmed the initial hypothesis that the creative efforts of secondary school students taking part in vocational training is based on the social background of the family and school. However, the family influence on the students’ creativity is not as significant as one would expect. It is the indirect effect of the family environment that has a larger influence.

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