Positive discipline, harsh physical discipline, physical discipline and psychological aggression in five Caribbean countries: Associations with preschoolers' early literacy skills

Yildirim, Elif Dede; Roopnarine, Jaipaul L.

doi:10.1002/ijop.12465

Cited by 24 publications

(13 citation statements)

References 31 publications

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“…One psychological technique that is not very common in digital interventions (though it could be easily incorporated) is the presentation of an artificial step prior to a subsequent step that otherwise might demand too much effort to complete. For example, when parents are taught to present an appropriate nonharsh consequence in the event of their child's disobedience [48,49], this step may feel like a giant leap, thus demanding plenty of effort in the parents' mind. We may, therefore, create another step of setting expectations for which parents are directed to sit with their child prior to changing the way they react to them and to simply present the fact that they are going to do whatever they can to help them, meaning the rules of the house are going to change.…”

Section: Setting Graded and Dynamically Tailored Therapeutic Activitimentioning

confidence: 99%

Effort-Optimized Intervention Model: Framework for Building and Analyzing Digital Interventions That Require Minimal Effort for Health-Related Gains

Baumel¹,

Muench²

2021

J Med Internet Res

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The majority of digital health interventions lean on the promise of bringing health and self-care into people’s homes and hands. However, these interventions are delivered while people are in their triggering environments, which places competing demands on their attention. Individuals struggling to change or learn a new behavior have to work hard to achieve even a minor change because of the automatic forces propelling them back to their habitual behaviors. We posit that effort and burden should be explored at the outset and throughout the digital intervention development process as a core therapeutic mechanism, beyond the context of design or user experience testing. In effort-focused conceptualization, it is assumed that, even though goals are rational and people want to achieve them, they are overtaken by competing cognitive, emotional, and environmental processes. We offer the term effort-optimized intervention to describe interventions that focus on user engagement in the face of competing demands. We describe design components based on a 3-step process for planning an effort-optimized intervention: (1) nurturing effortless cognitive and environmental salience to help people keep effort-related goals prominent despite competition; (2) making it as effortless as possible to complete therapeutic activities to avoid ego depletion and self-efficacy reduction; and (3) turning the necessary effortful activities into sustainable assets. We conclude by presenting an example of designing a digital health intervention based on the effort-optimized intervention model.

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Section: Setting Graded and Dynamically Tailored Therapeutic Activitimentioning

confidence: 99%

Effort-Optimized Intervention Model: Framework for Building and Analyzing Digital Interventions That Require Minimal Effort for Health-Related Gains

Baumel¹,

Muench²

2021

J Med Internet Res

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“…Other international studies have used MICS data to examine the association between spanking and child well-being have used smaller subsets of countries. For example, one study examined the prevalence of physical punishment in five Caribbean countries ( Yildirim & Roopnarine, 2017 ). Frongillo, Kulkarni, Basnet, and de Castro, (2017) examined physical punishment and child educational outcomes using data from 26 MICS countries ( Frongillo et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Spanking and young children’s socioemotional development in low- and middle-income countries

Pace

Lee

Grogan‐Kaylor

2019

Child Abuse & Neglect

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Spanking is one of the most common forms of child discipline used by parents around the world. Research on children in high-income countries has shown that parental spanking is associated with adverse child outcomes, yet less is known about how spanking is related to child well-being in low- and middle-income countries. This study uses data from 215,885 children in 62 countries from the fourth and fifth rounds of UNICEF’s Multiple Indicator Cluster Surveys (MICS) to examine the relationship between spanking and child well-being. In this large international sample which includes data from nearly one-third of the world’s countries, 43% of children were spanked, or resided in a household where another child was spanked, in the past month. Results from multilevel models show that reports of spanking of children in the household were associated with lower scores on a 3-item socioemotional development index among 3- and 4-year-old children. Country-level results from the multilevel model showed 59 countries (95%) had a negative relationship between spanking and socioemotional development and 3 countries (5%) had a null relationship. Spanking was not associated with higher socioemotional development for children in any country. While the cross-sectional association between spanking and socio-emotional development is small, findings suggest that spanking may be harmful for children on a more global scale than was previously known.

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“…Finally, we found that caregivers who believed in physical punishment used more positive and also more negative discipline methods. Therefore, positive and negative discipline methods are not mutually exclusive, as has been shown earlier in Caribbean countries (52) , and a caregiver of a child with challenging behaviors might use multiple discipline strategies.…”

Section: Discussionmentioning

confidence: 83%

The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

Sánchez-Vincitore

Castro

2021

Preprint

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Introduction: The association between sociodemographic factors, such as poverty, lack of maternal schooling, and being male at birth, and childhood developmental delay and poor educational outcomes has been established in the Dominican Republic. However, moderating factors present or introduced in families to buffer the effects of such factors on childhood development are still unknown. Methods: We conducted a secondary analysis of the 2014 Multiple Indicator Cluster Survey for the Dominican Republic, a national household survey focused on maternal and child health and development. The first aim of our study was to determine if a sociodemographic model predicted early childhood development. The second aim was to determine if a psychosocial model (including family childrearing practices, discipline, and early childhood stimulation) predicted early childhood development above and beyond the sociodemographic model. Results: We found that both models predicted childhood development significantly, but that the psychosocial model explained 5% more variance than the sociodemographic model. The most relevant sociodemographic predictors were socioeconomic position and mother's education, which uniquely explained 21% and 17% of the early childhood development variance, respectively. The most salient psychosocial predictors of early childhood development were: 1) attendance to an early childhood education program, which uniquely explained 15.0% of the variance; 2) negative discipline, which uniquely explained 12.4% (negative impact); 3) the number of children's books at home, which uniquely explained 12.0%; and 4) stimulating activities at home, which uniquely explained 5%. Conclusion: These results have multiple implications for social programs that aim to improve children's developmental potential in contexts of poverty. Although the results show a protective effect of psychosocial factors, sustainable and large-scale intervention should not be limited to just buffering effects, but to actually solve the underlying problem which is that poverty prevents children from reaching their developmental potential.

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Positive discipline, harsh physical discipline, physical discipline and psychological aggression in five Caribbean countries: Associations with preschoolers' early literacy skills

Cited by 24 publications

References 31 publications

Effort-Optimized Intervention Model: Framework for Building and Analyzing Digital Interventions That Require Minimal Effort for Health-Related Gains

Effort-Optimized Intervention Model: Framework for Building and Analyzing Digital Interventions That Require Minimal Effort for Health-Related Gains

Spanking and young children’s socioemotional development in low- and middle-income countries

The Role of Sociodemographic and Psychosocial Variables in Early Childhood Development: A Secondary Data Analysis of the 2014 Multiple Indicator Cluster Survey in the Dominican Republic

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