父母对体罚的态度与其体罚行为的关系

目的:探讨父母对体罚的态度与其体罚行为之间的关系.方法:从山东省潍坊、枣庄等四个城市选取396名父母.以体罚态度问卷(ATPP)的中文修订版测量父母对待体罚的态度,以假设故事情境测量父母的体罚行为.结果:①父亲比母亲更赞同和认可体罚这一管教方式;父亲对三类违规(谨慎、道德和社会习俗违规)儿童所实施的体罚行为显著多于母亲.②父母对谨慎违规儿童的体罚最多,对道德违规儿童的体罚次之,对社会习俗违规儿童的体罚最少.③父母对体罚的态度与他们对故事中三类违规儿童所实施的体罚行为之间均存在显著正相关.结论:父母对体罚的态度与其对不同违规儿童所实施的体罚行为之间存在密切联系.     

中专学生童年期非接触性体罚经历及其对心理健康的影响

目的：了解中专学生童年期非身体接触性体罚的发生情况，探讨童年期非身体接触体罚经历的影响因素及其对学生心理健康的影响。方法：采用自填式问卷，对某中专2年级484名学生就儿童期非身体接触体罚经历进行不记名调查。结果：总的看来，59．9％的学生16岁前曾经历过至少1次体罚。儿童期体罚的前三个主要来源依次是教师(53．1％)、母亲(16．7％)和父亲(14．5％)。儿童期经历l0次及以上体罚的学生，SCL-90量表中的躯体症状、强迫症状、人际关系敏感、抑郁、焦虑、敌对、偏执、精神病性症状等因子分明显高于没有儿童期体罚经历的学生。结论：本研究提示，在我国儿童期体罚问题常见，儿童期的体罚经历与中专学生心理健康问题明显相关。应重视学校家庭儿童体罚的于预研究，制止对儿童不正当的体罚行为。     

Maternal depression predicts maternal use of corporal punishment in children with attention-deficit/hyperactivity disorder

PURPOSE: We sought to determine if maternal depression contributed to the use of corporal punishment in children with attention-deficit/hyperactivity disorder (ADHD). PATIENTS AND METHODS: The data were gathered through chart review of clinic-referred children with ADHD and their mothers who were evaluated at a psychiatric clinic located in a large academic medical center in Seoul, Korea. Daily records kept by parents and 13 items from the Physical Assault of the Parent-Child Conflict Tactics Scales (CTSPC) were used to assess corporal punishment. Ninety-one children with ADHD and their mothers were included in this study. RESULTS: Mothers who used corporal punishment showed significantly higher scores on the Beck Depression Inventory (t = -2.952, df = 89, p < 0.01) than mothers who did not. Moreover, maternal depression contributed to the use of corporal punishment in ADHD children (Nagelkerke R2 = 0.102, p < 0.05). CONCLUSION: Maternal depression contributes to the use of corporal punishment with children with ADHD. Assessment and management of the maternal depression should be an important focus of evaluation of children with ADHD.     

体罚对特殊儿童影响的调查

目的 体罚已经成为特殊儿童康复训练中常见的干预方法,这是一种不良的现象。通过问卷调查探讨体罚对特殊儿童各方面的影响。方法 采用随机抽样法,选择2018年6~10月在我院进行康复训练的150名特殊儿童的家长作为调查对象,以中文修订版体罚态度问卷（ATPP）调查儿童父母对待体罚的态度,以自制调查问卷调查父母对体罚行为的认知及体罚行为实施情况。结果 ①本次共发放问卷150份,回收问卷143份,有效问卷123份,回收率95.33%,有效率82.00%;②有效问卷中父亲作答52份,母亲作答71份,其中父亲体罚态度得分（66.97±16.08）分,母亲体罚态度得分为（54.76±20.95）分;③20.32%的家长了解体罚,64.22%的家长都用过体罚,57.72%的家长认为体罚有用,34.95%的家长认为孩子会模仿体罚行为,26.82%的家长认为体罚会上瘾,29.26%的家长认为体罚会影响亲子关系,84.55%的家长在体罚时夹杂个人情绪。结论 绝大多数父母赞同体罚行为,体罚会使实施体罚者上瘾,同时会影响儿童与家长之间的关系,也会影响儿童身心健康发展。应该呼吁家长慎用或禁用体罚,不断探索新的解决儿童不良行为的方法。     

小学儿童父母体罚的基本特点

目的:考察我国小学儿童遭受父母体罚的基本特点。方法:采用Straus编制的亲子冲突解决策略量表测查938名小学儿童的父母。结果:63.2%的小学儿童父母在近半年内对孩子实施过体罚,实施体罚的平均次数约为8次;我国父母使用最普遍的体罚方式依次是用手打孩子的屁股,打孩子的手、胳膊或腿,打孩子的脸、头或揪孩子的耳朵,体罚孩子最多的身体部位依次为屁股,手和胳膊;父母对男孩实施轻度体罚和严厉体罚的普遍性及实施严厉体罚的频繁性均显著均高于女孩;父母对一、二、三年级儿童实施轻度体罚和严厉体罚的普遍性显著高于对四、五、六年级儿童的体罚;低中社经地位家庭中的父母对儿童实施轻度体罚和严厉体罚的普遍性及实施严厉体罚的频繁性均显著高于高社经地位家庭的父母。结论:在我国,父母体罚的普遍性和频繁性均较高,且其发生情况与儿童的性别,年龄和家庭的社经地位有关。     

父母体罚发生的生态背景概述

父母体罚是指父母通过引起儿童身体的不舒适感或疼痛来阻止儿童重复某种行为、纠正儿童的行为或教育儿童。父母和儿童处在从直接环境(如家庭)到间接环境(如宽泛的文化)的几个环境的中心或嵌套于其中,父母体罚会受到生态环境中多种因素的影响。本文以Gershoff的理论为基础较系统地探讨了父母体罚发生的生态背景(由内而外):即时的亲子互动背景、稳定的个体与关系背景和宏观的社会文化背景。最后,指出了各层系统相互作用共同影响父母体罚的发生以及加强我国父母体罚研究等有待于进一步探讨的问题。     

The Role of Depression and Dissociation in the Link Between Childhood Sexual Abuse and Later Parental Practices

ABSTRACT

Research has yielded contradictory results on the relationship between childhood sexual abuse and later parental functioning. This study was undertaken to specify the link between childhood sexual abuse and maternal parenting, while taking into account mothers' childhood physical and emotional traumas and current depressive and dissociative symptoms. Data were collected through self-report measures completed by 93 French-speaking Canadian mothers of children aged 6 to 11 years referred to Youth Protection Services. Parental behaviors examined included involvement with the child, use of positive reinforcement, lack of monitoring and supervision of the child, inconsistency in applying discipline, and use of corporal punishment. Mothers' perception of the quality of the relationship with her child was also assessed. In addition, history of abuse and neglect, depression and dissociation were respectively measured with the Childhood Trauma Questionnaire, the Diagnostic Interview Schedule Simplified, and the Dissociative Experiences Scale. The short-form of the Marlowe-Crowne Social Desirability Scale was used to control for respondent bias aimed at minimizing their problems. Mothers' current depressive symptoms were not found to predict any of the parental dimensions measured. Results from multiple hierarchical regressions pointed to dissociative symptoms as the key predictor of parental practices and attitudes. More specifically, dissociative symptoms predicted the use of positive reinforcement, lack of monitoring and supervision of the child, inconsistency in applying discipline, and use of corporal punishment. Dissociation also mediated the association between childhood maltreatment (physical and emotional abuse and neglect) and inconsistency in applying discipline. Implications for research and practice are discussed.     

青少年攻击行为的发展及家庭体罚的影响

目的:探讨青少年三种攻击行为的共同发展趋势和性别差异,分析家庭体罚对青少年攻击的影响。方法:使用Bjorkquist等人编制的DIA量表和Strauss等人编制的CTSPC问卷追踪测查294名初中生的攻击行为和家庭体罚,采用多元多层线性模型分析了青少年身体攻击、关系攻击和言语攻击的整体发展状况及相互影响。结果:①青少年身体攻击增长率显著,男生的增长率显著高于女生;②身体攻击增长模型的斜率和截距有显著正相关;③家庭体罚能显著正向影响三种攻击增长模型的截距,但不会影响其斜率。结论:青少年身体攻击呈增长趋势,男生增长更快,家庭体罚可以影响青少年的攻击行为。     

大中专学生童年期被父母体罚及情感虐待经历的回顾性调查

目的:了解大中专学生童年期被父母体罚及情感虐待经历.方法:采用方便取样,对河北省一所大学和一所中专的528名在校学生就有关儿童期虐待经历进行回顾性不记名自填式问卷调查.结果:36.2%的学生报告16岁前曾受到至少1次下列8项中的1项来自父母的体罚及情感虐待:严重徒手打(21.4%)、用物品打(16.1%)、锁在一个很小的地方/捆住/拴住(2.8%)、窒息/烧/用利器刺伤(0.4%)、在其他人面前羞辱(4.2%)、强迫交出属于自己的财物(0.9%)、说希望其不存在(7.2%)和威胁要将其赶出家门(7.2%).与没有童年期被父母体罚及情感虐待经历的学生相比,儿童期有2项或2项以上父母体罚情感虐待经历的学生其SCL-90量表总均分偏高(0.75±0.53)vs.(1.02±0.48),躯体症状、强迫症状、人际关系敏感、抑郁、焦虑、敌对、偏执、精神病性症状等因子均分偏高[如差别最大的敌对,分别为(0.77±0.68)vs.(1.25±0.80)];在过去1年里出现自杀意念(分别为5.1%和20.8%)、饮酒醉过(分别为22.5%和42.1%)的比例偏高.结论:儿童期被父母体罚及情感虐待的现象较普遍.儿童期反复被父母体罚及情感虐待经历与青少年心理问题相关.     

The influence of developmental factors on behaviors relevant to shame and guilt in young children

The present study explored developmental factors that would contribute to individual differences in behaviors relevant to shame and guilt of young children. The children's behaviors relevant to shame and guilt were observed by an experimental procedure. The children were led to happen to destroy an experimenter's doll, and their behavioral variables relevant to shame and guilt were measured. Their mothers answered the questionnaire tapping developmental factors: children' s temperament, the frequency of maternal disciplines, and the frequency of maternal emotional experiences. A factor analysis of children's behavioral variables revealed that there were apologizing traits and repairing traits. Moreover, children who received more physical punishment were likely to apologize to the experimenter for destroying the doll. Children whose mothers experienced more shame were less likely to repair the broken doll rapidly. Boys who were temperamentally more insistent and expressing more positive emotions were likely to apologize to the experimenter for destroying the doll.     

Individual differences in the development of early peer aggression: integrating contributions of self-regulation, theory of mind, and parenting

This prospective longitudinal study focused on self-regulatory, social-cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5-6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children's peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children's early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years.     

Nonabusive physical punishment and child behavior among African-American children: a systematic review

BACKGROUND: The use of nonabusive physical punishment as a form of discipline has been greatly debated in the scientific and popular literature. Impact on child behavioral outcomes has frequently been found; however, the effects of its use are not clear, particularly for African-American children. This systematic review of the literature examined the impact of exposure to nonabusive physical punishment on the behavior of African-American children. METHODS: A search was conducted of PubMed and Psyclnfo from 1970 to 2000 using the key terms: corporal punishment, physical punishment, disciplinary practices, and discipline and parenting. Studies that described ethnicity of the population and included a majority of a well-described African-American population were included. Each study was required to include measurable data on child behavioral outcomes and at least one measure of discipline that assessed use of nonabusive physical punishment in children 0-14 years of age. RESULTS: All seven included studies used lower socioeconomic status (SES) and/or urban African-American populations. Study design and rural versus urban populations differentiated beneficial and detrimental outcomes. In all longitudinal studies, African-American children had beneficial or neutral outcomes. DISCUSSION: This review suggests that it is possible that there are benefits to nonabusive physical punishment for African-American children. However, needed are further longitudinal studies that better assess the multiple confounders that impact the use of discipline, such as SES, parental education level, and exposure to community or domestic violence.     

辱虐管理与下属针对领导的偏差行为:同事行为和惩罚可能性的调节作用

目的:本研究考察辱虐管理与下属针对领导偏差行为之间的关系,以及同事偏差行为和惩罚可能性在其中起到的调节作用。方法:采用问卷调查法,分两次在企业员工中施测,获得271份有效匹配数据。结果:辱虐管理有效预测了下属针对领导的偏差行为,辱虐管理水平越高,下属表现出偏差行为的可能性越大;二者关系受到同事偏差行为和惩罚可能性的调节,当同事较频繁地表现出偏差行为,或当偏差行为不易受到惩罚时,遭遇辱虐管理后,个体更容易出现指向领导的偏差行为。结论:企业欲减少员工的偏差行为,除杜绝辱虐管理的发生,还应下大力气整治组织风气,建立赏罚分明的规章制度。     

Teaching Mothers Through Videotape Modeling to Change Their Children's Behavior

Thirty-five mothers and their children age 3–5 were randomlyassigned to either a treatment group or a waiting-list controlgroup. The children's baseline behaviors were obtained throughvideotapes of children playing with their mothers. Mothers inthe experimental group attended a series of four weekly 2-hourvideotape modeling sessions. At the end of treatment, resultsshowed a significant decrease in children's negative affectbehaviors and submissive behaviors and a significant increasein children's positive affect behaviors when the experimentalgroup of children was compared with the control group. Also,results showed that mothers in the experimental group reportedsignificantly fewer and less intense behavior problems thanthe control group mothers. Two months later, follow-up assessmentindicated that the children's behaviors continued to improve.The study was subsequently replicated with the control group.Results suggest that education of groups of parents by a videotapemodeling program has powerful secondary effects in changingchildren's behaviors.     

Spanking,corporal punishment and negative long-term outcomes: A meta-analytic review of longitudinal studies

Social scientists continue to debate the impact of spanking and corporal punishment (CP) on negative child outcomes including externalizing and internalizing behavior problems and cognitive performance. Previous meta-analytic reviews have mixed long- and short-term studies and relied on bivariate r, which may inflate effect sizes. The current meta-analysis focused on longitudinal studies, and compared effects using bivariate r and better controlled partial r coefficients controlling for time-1 outcome variables. Consistent with previous findings, results based on bivariate r found small but non-trivial long-term relationships between spanking/CP use and negative outcomes. Spanking and CP correlated .14 and .18 respectively with externalizing problems, .12 and .21 with internalizing problems and − .09 and − .18 with cognitive performance. However, when better controlled partial r coefficients (pr) were examined, results were statistically significant but trivial (at or below pr = .10) for externalizing (.07 for spanking, .08 for CP) and internalizing behaviors (.10 for spanking, insufficient studies for CP) and near the threshold of trivial for cognitive performance (− .11 for CP, insufficient studies for spanking). It is concluded that the impact of spanking and CP on the negative outcomes evaluated here (externalizing, internalizing behaviors and low cognitive performance) are minimal. It is advised that psychologists take a more nuanced approach in discussing the effects of spanking/CP with the general public, consistent with the size as well as the significance of their longitudinal associations with adverse outcomes.     

Maternal behavior in the undernourished rat (Rattus norvegicus)

Undernutrition was produced in rat pups and their mothers by allowing the mothers access to only 40 percent of the food that they normally would eat. Undernourished or well nourished rat pups were fostered on undernourished or well nourished mothers when the pups were 8 days old. Retrieving times and maternal behaviors were recorded for a period of 2 hr. Neither the well nourished nor undernourished mothers treated the undernourished pups significantly differently from the well nourished pups. The undernourished mothers spent more time than well nourished mothers in exploratory behaviors (rearing up and sniffing) and took longer to retrieve their pups. No significant differences occurred in the time spent with the pups or other maternal behaviors. Decreases in maternal attentiveness to pups found in previous studies may be a result of competition from exploratory or food seeking behaviors.     

Mother Perceptions and Mother-Child Interactions: Comparison of a Clinic-referred and a Nonclinic Group

The purpose of this study was to compare 40 clinic-referred conduct-disordered children and their mothers with 28 "normal" or nonclinic children and their mothers on mother behaviors, child behaviors, and mother reports of child behaviors. The study used two independent observational systems: One assessed the quantity of negative behaviors both 'in mothers and children, and the second assessed the qualitative and affective aspects of parent-child interactions. The results indicated that the two groups differed on child positive affect and dominance behaviors; on mother positive affect, submissiveness, praise, commands, and criticisms; and on maternal reports of child adjustment. Although maternal report of child:adjustment was the best discriminator between the two groups, the two observational systems provided additional information on the qualitative differences between clinic and nonclinic mother-child interactions. The implications of these findings for the assessment and treatment of conduct-disordered children and their families are discussed.     

The effects of community-based literacy training on head start parents

Project PRIMER (PRoducing Infant/Mother Ethnic Readers) used trained university students to tutor mothers and 1- to 3-year-old children in the home, teaching them concepts and preparing the children to read. One hundred forty-three families were randomly assigned to high- (18 visits), low- (3 visits), or no-intervention groups. Mothers' behaviors were assessed pre- and postintervention. After the intervention, mothers in the high- and low-intervention groups were more likely to increase several behaviors thought to increase reading readiness and concept learning in children. Other positive behaviors increased from pre- to postassessment in all groups, suggesting either that any involvement in a literacy project is helpful, or that mothers were responding to developmental changes in their children.     

Postpartum depression and mother-infant relationship at 3 months old

Background: This paper is part of a prospective, epidemiologic study concerning postpartum depression (PPD). The women were first examined during pregnancy; after delivery they were seen with their infants at 3 and 18 months. The present study focuses on the 3-months-postpartum results. Methods: A sample of 570 women and their infants were examined 3 months after delivery. Using the EPDS (Edinburgh Postnatal Depression Scale; Cox et al., 1987. Br. J. Psychiatry 150:782–786), 10.2% of these new mothers presented PPD. The focus of the study concerned the effects of this neurotic disorder on the mother, the infant and on the mother–infant relationship. Results: The deleterious effects concerning the infant were functional disorders such as eating or sleeping difficulties. The ‘depressed’ dyads presented less vocal and visual communications, less corporal interactions and less smiling. Conditions surrounding delivery and tiredness at 3 months are linked to difficulties in mother–infant relationship for the non-depressed mothers. Logistic models showed that primiparous PPD mothers have difficulties bathing their infants, whereas multiparous PPD mothers are more tired. Limitation: This study did not take into account either protective factors or the effects of the infant himself. Clinical relevance: Knowledge of the mothers’ and infants’ difficulties may help caregivers to detect these at-risk dyads and initiate therapeutic measures.     

Maternal approach behaviors toward neonatal calls are impaired by mother's experiences of raising pups with a risk gene variant for autism

How the intrinsic sequence structure of neonatal mouse pup ultrasonic vocalization (USV) and maternal experiences determine maternal behaviors in mice is poorly understood. Our previous work showed that pups with a Tbx1 heterozygous (HT) mutation, a genetic risk for autism spectrum disorder (ASD), emit altered call sequences that do not induce maternal approach behaviors in C57BL6/J mothers. Here, we tested how maternal approach behaviors induced by wild‐type and HT USVs are influenced by the mother's experience in raising pups of these two genotypes. The results showed that wild‐type USVs were effective in inducing maternal approach behaviors when mothers raised wild‐type but not HT pups. The USVs of HT pups were ineffective regardless of whether mothers raised HT or wild‐type pups. However, the sequence structure of pup USVs had no effect on the general, non‐directional incentive motivation of maternal behaviors. Our data show how the mother's experience with a pup with a genetic risk for ASD alters the intrinsic incentive values of USV sequences in maternal approach behaviors.