There is still no evidence that physical punishment is effective or beneficial: Reply to Larzelere, Gunnoe, Ferguson, and Roberts (2019) and Rohner and Melendez-Rhodes (2019).

Gershoff, Elizabeth T.; Goodman, Gail S.; Miller-Perrin, Cindy; Holden, George W.; Jackson, Yo; Kazdin, Alan E.

doi:10.1037/amp0000474

Cited by 9 publications

(4 citation statements)

References 8 publications

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“…On the basis of small effect sizes for parenting effects, some researchers have argued that there is insufficient evidence to categorically oppose physical punishment [ 35 ]. Others, however, have disputed this idea, stating the lack of evidence in support of physical punishment [ 36 ]. Some researchers have argued for a continuum of violence against children [ 37 ], with spanking and physical abuse both involving expression of harsh parenting and negative child outcomes, just to different degrees [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

Harsh parenting and child conduct and emotional problems: parent- and child-effects in the 2004 Pelotas Birth Cohort

Bauer

Fairchild

Halligan

et al. 2021

Eur Child Adolesc Psychiatry

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In high-income countries, links between harsh and abusive parenting and child conduct and emotional problems are well-documented. However, less is known about these relationships in low- and middle-income countries, where harsh parenting may be more widely accepted and higher rates of conduct or emotional problems may exist which could influence the strength of these associations. We sought to investigate these relationships in a large population-based, prospective longitudinal study from Brazil, which also allowed us to test for sex differences. Using data from the 2004 Pelotas Birth Cohort Study (N = 4231) at ages 6 and 11 years, we applied cross-lagged path analysis to examine the relationships between harsh parenting (Conflict Tactics Scale Parent–Child version), and child conduct and emotional problems (Strengths and Difficulties Questionnaire). We found reciprocal relationships between harsh parenting and child conduct problems, with harsh parenting at age 6 predicting child conduct problems at age 11, and vice versa, even after adjusting for initial levels of conduct problems and harsh parenting, respectively. For child emotional problems, only unidirectional effects were found, with harsh parenting at age 6 predicting child emotional problems at age 11, after adjusting for initial levels of emotional problems, but not vice versa. No significant sex differences were observed in these relationships. These observations based on a middle-income country birth cohort highlight the potential universality of detrimental effects of harsh parenting on child conduct and emotional problems and affirm the importance of addressing parent- and child-effects in preventive and treatment interventions, especially those targeting conduct problems.

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Section: Discussionmentioning

confidence: 99%

Harsh parenting and child conduct and emotional problems: parent- and child-effects in the 2004 Pelotas Birth Cohort

Bauer

Fairchild

Halligan

et al. 2021

Eur Child Adolesc Psychiatry

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“…On contrary, an extensive body of research also revealed corporal punishment as an ineffective way of handling the matter rather it is detrimental, destructive and injurious to the personality of the child. Corporal punishment or canning in earlier years of school causes high level of aggression, anxiety, depression, anger and sometime serious psychological issues with the students in later years of school and even in their practical life (Gershoff et al, 2018, Gershoff et al, 2019. Corporal punishment makes the children aggressive, anti-social and lemmatizes their internal skills.…”

Section: Introductionmentioning

confidence: 99%

Corporal Punishment Act in Public Schools: A Phenomenological Analysis of Perceptions of Practitioners

Abbas

Butt

Ashiq

2020

JBSEE

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Corporal punishment (CP) is a conspicuous and serious matter of Pakistani schools. In response to this prevalent social problem the government of Pakistan like other countries has legislated against corporal punishments through Corporal Punishment Act, 2010 which restricts CP of every type in all educational institutes of the country. The said policy was promulgated to secure the child rights in the country but the flip side of the policy presents a different picture. This paper aims at investigating challenges faced by of the elementary public-school teachers as policy practitioners about the ban on corporal punishment by the government. This paper is based on qualitative social research methodology and used phenomenological research approach. Phenomenological interviews were used to collect the data until data reached at saturation. The data was analyzed by following the overall process guided by Creswell. Major derived themes from data were Perceptions of teachers regarding ban on Corporal Punishment, Post Corporal Punishment Legislation Challenges and Opinion of teachers regarding Government policy on CP followed by several sub-themes. It was concluded that the state vision to promote child welfare is hardly seen through its policies as at the end the welfare of the target group must be assured not doubted.

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“…A well-established body of research documents CP to be ineffective in improving children's behavior (Gershoff et al, 2018). Meta-analyses reveal that in addition to increasing child risk for emotional neglect and physical abuse, CP is associated with a host of negative child development outcomes (Gershoff et al, 2019;Gershoff & Grogan-Kaylor, 2016). Although acceptance of CP has declined in the United States (Finkelhor et al, 2019), it remains common among many families (Gershoff et al, 2012; Y.…”

mentioning

confidence: 99%

Communicating nonviolence messages: Effects of racial cues and message format on Black parents’ message credibility perceptions and behavioral change.

Duong,

Sirohi,

Popova

et al. 2024

Psychology of Violence

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Objective: Corporal punishment (CP) is a risk factor for child physical abuse. Black parents tend to have higher CP acceptance than other racial groups. The lack of culturally relevant messaging about CP can interfere with Black parents’ acceptance of CP alternatives. This study experimentally manipulated racial cues and message format to examine Black parents’ perceptions of message credibility, CP risk perceptions, attitudes, and behavioral intent. Method: Participants included 334 Black parents of children under the age of 11 (75% low income, 67% mothers, Mage = 38), recruited from an online panel. The study employed a 2 (racial source cues: Black vs. White) × 3 (message format: narrative vs. narrative + efficacy vs. informational) between-subjects design. Results: Messages with similar racial source cues were perceived as more credible than those having dissimilar racial source cues. However, these sources were perceived as equally credible for the narrative + efficacy messages. Structural equation modeling revealed that messages containing similar racial source cues predicted credibility, risk perceptions, and attitudinal and behavioral intent changes among participants viewing narrative and informational messages. Conclusion: CP intervention message design should consider racial source cues and message format. These findings provide direction for future research on the development of culturally relevant CP messaging for Black parents and message effects on CP acceptability, attitudes, behavioral intent, and practices.

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There is still no evidence that physical punishment is effective or beneficial: Reply to Larzelere, Gunnoe, Ferguson, and Roberts (2019) and Rohner and Melendez-Rhodes (2019).

Cited by 9 publications

References 8 publications

Harsh parenting and child conduct and emotional problems: parent- and child-effects in the 2004 Pelotas Birth Cohort

Harsh parenting and child conduct and emotional problems: parent- and child-effects in the 2004 Pelotas Birth Cohort

Corporal Punishment Act in Public Schools: A Phenomenological Analysis of Perceptions of Practitioners

Communicating nonviolence messages: Effects of racial cues and message format on Black parents’ message credibility perceptions and behavioral change.

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