Higher Levels of Harsh Parenting During the COVID-19 Lockdown in the Netherlands

Previous studies on the impact of COVID-19 indicate that pandemic-related distress increases risks for child maltreatment, although data on the scope of this problem are still scarce. Here, we assessed whether parents with toddlers ( n = 206) more often used harsh discipline during the lockdown in the Netherlands compared to a matched parent sample collected prior to the pandemic ( n = 1,030). Parents were matched on background characteristics using propensity score matching. We found that harsh parenting levels were significantly elevated compared to pre-pandemic levels. Harsh parenting behaviors with a low prevalence before COVID-19 increased most strongly: shaking, calling names, and calling the child stupid. These results suggest that parental tolerance for children’s disobedience is lower under the adverse circumstances of COVID-19 and, as a result, abusive parenting responses are more difficult to inhibit. Thus, a lockdown seems to increase risks for child maltreatment, underscoring the need for effective support strategies for at-risk families.

Psychological content of the factor structure of parental tolerance

The article deals with the actual problem of parental tolerance as a systemic phenomenon and one of the important components of parenthood. The study is devoted to identifying the features of the psychological content of parental tolerance in the upbringing of preschool and primary school children (childhood age). The novelty of the methodology lies in the application of a system-activity approach, as well as the use of a number of author’s methods. Results: the psychological content of parental tolerance in relation to children raised in childhood characterizes a tolerant parent with the inherent awareness of parenthood, the formation of positive parental feelings and relationships, and effective communicative tolerance and a democratic style of family education. However, there are some intolerant tendencies in its content. The emotional component is leading in the structure of parental tolerance of fathers and mothers of preschool and primary school children. The parental tolerance of fathers and mothers has similarities and differences. It is concluded that the features of parental tolerance are determined by the age of children. The psychological content, composition and ratio of components of the structure of parental tolerance of fathers and mothers are identical. However, the severity of their manifestations varies, due to the gender-role specifics of parenthood and the gender characteristics of parents.

PEDAGOGICAL CONDITIONS OF TOLERANT ATTITUDE OF SCHOOL AND FAMILY TO CHILDREN OF PRIMARY SCHOOL AGE

The phenomenological analysis of the essence of the concept of "tolerance" is carried out in the work; different possibilities of considering certain types of tolerance, the criteria of tolerance are characterized, the term "tolerant attitude" is analyzed, the content of the family's tolerant attitude to young school children is revealed. We have identified several levels of pedagogical conditions. The structure of the teacher's tolerant attitude to students is characterized, which is presented in the interaction of three leading components: The concept of "interaction" is defined, which is defined as a universal form of development that changes interacting objects that appear and lead each of them in a new way. Typical teacher interactions with young students, such as dialogue, cooperation and description, are highlighted. It was found that the main components of tolerance of young school-age children include: knowledge of tolerance, knowledge of the existence of differences in culture and ways of thinking about another ethnic, national or cultural background; formation of a friendly attitude to another person, as well as interest in gaining some experience of communication with representatives of another culture; development of cultural communication skills and conflict resolution skills. Thus, the results of theoretical and methodological analysis of scientific literature with research problems allowed to structure its categorical apparatus and organize an experimental study of pedagogical conditions of tolerant attitude to school and family to primary school students. In the section "Experimental study of pedagogical conditions of formation of tolerant attitude of school and family to children of young school age" the initial state of levels of tolerant attitude to pupils of initial classes is revealed; substantiated correctional program for the formation of a tolerant attitude of parents and teachers to young students in the process of pedagogical communication; the procedure and results of monitoring were carried out, which confirms the effectiveness of the experimental study. The study was conducted in accordance with the prices and objectives created in the work. By identifying the levels (high, medium, lower than average, low) of tolerant attitude to young students in the process of pedagogical communication, certain criteria were identified: meaningful, emotional, sensory, communicative and relevant indicators were developed. The quality of research methods were: description of teachers, testing, ascertaining experiment, mathematical and statistical methods of processing research materials. Parental intolerance is a factor in the object development of the child's personality (socio-pedagogical neglect), which manifests itself in the unformed in the authorities of the subject of self-awareness, communication and activity and concentrated development in the disturbed image of "I", socio-psychological maladaptation. Thus, solving the problems of parental tolerance requires parenthood, due to the violation of family upbringing, due to the intolerant attitude of parents to others, one of them and the children. The obtained information complements the scientific ideas about the psychology of parenthood in parts regarding the formation of the structure of parental tolerance and its interaction with the development of the child's personality.

Psychological Structure of Parental Tolerance

The article focuses on parental tolerance, an issue still unexplored in psychological science and yet significant as it shapes the rearing potential of a family. Basing on my own concept of conscious parenthood, I developed a model of parental tolerance and tested a number of techniques for studying its structure. The model represents parental tolerance as an integral unity of three components (cognitive, emotional and behavioural) and was tested empirically. The analysis of the structure and content of parental tolerance was carried out using the correlation study. As it was revealed, the key component in the structure of parental tolerance is the emotional one and its elements, such as positive feelings towards the child based on his/her unconditional acceptance, and parental love. The core of the cognitive component is the parent’s mindful attitude towards the child and parental responsibilities. The most essential elements in the behavioural component are communicative tolerance and democratic style of parenting.

Viewing the Cycle of Violence Through a Gendered Pathways Lens: Perceived Parental Tolerance of Violence, Peer Influence, and Child Aggressive Behavior

The purpose of the present study was to determine whether a child’s perception of adult tolerance of violence interfaced with peer associations and violent offending. It was hypothesized that a child’s perception of his or her parents’ tolerance for violence would predict the peer influence effect for aggressive behavior in boys but not girls. Control variables included the parent’s stated tolerance of violence, the child’s personal attitude toward violence, recent parental divorce or separation, and child maltreatment within the past 12 months. Using the first three waves of the National Youth Survey (NYS), the relationships between perceived parental tolerance of violence and the peer influence and selection effects were examined. A negative binomial path analysis of the male subsample ( n = 736) revealed that perceived parental tolerance of violence predicted the peer influence effect (peer violence leading to participant violent offending) but not the peer selection effect (participant violent offending leading to peer violence) in boys. In girls ( n = 679), neither pathway was significant. The current findings indicate that in boys, perceived parental attitudes toward violence help account for the cycle of violence, perhaps by encouraging the child’s association with violent peers. Programs designed to change these perceptions and the parental/community attitudes these perceptions may reflect could be an effective means of intervention for violent youth.